SIMPATI: Jurnal Penelitian Pendidikan dan Bahasa Vol.
No.
2 April 2023 e-ISSN: 2964-8629.
p-ISSN: 2964-8548.
Hal 01-14
THE INFLUENCE OF GUIDED TRAINING METHODS ON
STUDENT LEARNING OUTCOMES IN LEARNING MATERIAL
SYSTEMS OF TWO VARIABLE LINEAR EQUATIONS
Albert Bonifasius Kolong Department of Mathematics.
FMIPAK.
Universitas Negeri Manado.
Indonesia Ontang Manurung Department of Mathematics.
FMIPAK.
Universitas Negeri Manado.
Indonesia Oltje T.
Sambuaga Department of Mathematics.
FMIPAK.
Universitas Negeri Manado.
Indonesia Email: albert.
albertkolong0@gmail.
Abstract This study aims to determine the effect of guided exercise methods on student learning outcomes in the material system of two-variable linear equations.
This study used a quasi-experimental research method on Tondano 1 Public High School students in class XI in the odd semester of the 2022-2023 academic year.
The study's results revealed that because tcount> ttable .
441>1.
Ho was rejected, and Ha was accepted.
Therefore, the learning outcomes of students who are taught using guided practice methods in learning mathematics on the topic of systems of linear equations of two variables are higher than those of students who are taught using conventional learning.
Keywords: Guided learning models, learning outcomes.
SPLDV Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh metode latihan terbimbing terhadap hasil belajar siswa materi sistem persamaan linier dua variabel.
Penelitian ini menggunakan metode penelitian eksperimen semu terhadap siswa SMA Negeri 1 Tondano pada siswa kelas XI semester ganjil tahun ajar 2022-2023.
Hasil penelitian mengungkapkan bahwa karena thitung> ttabel .
441>1.
maka Ho ditolak dan Ha Oleh karena itu, dapat disimpulkan bahwa hasil belajar siswa yang diajarkan menggunakan metode latihan terbimbing dalam pembelajaran matematika topik sistem persamaan linear dua variabel lebih tinggi dari hasil belajar siswa yang diajarkan menggunakan pembelajaran konvensional.
Kata Kunci: Model pembelajaran terbimbing.
Hasil Belajar.
SPLDV Received Februari 20, 2023.
Revised Maret 22, 2023.
April 25, 2023 Albert Bonifasius Kolong, albert.
albertkolong0@gmail.
THE INFLUENCE OF GUIDED TRAINING METHODS ON STUDENT LEARNING OUTCOMES IN
LEARNING MATERIAL SYSTEMS OF TWO VARIABLE LINEAR EQUATIONS
INTRODUCTION
Education is important in increasing the quality and quantity of strong and qualified human resources.
One of the goals of Indonesian independence is to educate the nation's life (Mangelep, 2017.
Makahenggeng etc.
, 2018.
Runtu etc.
, 2.
To achieve this goal, it is necessary to increase the ability and quality of human beings through a learning process (Mangelep 2017.
Domu etc.
, 2020.
Rompas etc.
, 2.
The teacher's ability to carry out various interesting innovations in classroom learning is a requirement that must be met for the smooth running of the learning process, including learning mathematics (Domu & Mangelep 2019.
Masrikat etc.
, 2.
Mathematics is an abstract concept arranged hierarchically, and its reasoning is Mathematics learning plays a role in the development of character education for students (Mangelep 2013.
Domu etc.
, 2.
In mathematics, the real world is only used to apply concepts without understanding these concepts (Manambing etc.
, 2018.
Domu & Pesik, 2.
Mathematics is one of the subjects in the school curriculum and determines the quality of education worldwide (Mangelep 2013.
Domu etc.
, 2.
The lack of success or decreased student learning achievement is caused by the failure to learn in class.
One is the need for more use of learning models that match the learning materials (Sulistyaningsih & Mangelep, 2019.
Nangon etc.
, 2.
Word problems are a form of problem that is often found, and these problems are usually taken from everyday life.
In line with Turmudi's opinion (Yeti and Luvy, 2020.
Boham & Domu, 2021.
Tiwow etc.
, 2.
that mathematics is closely related to problems in everyday life so that mathematics can be quickly applied by students.
in life or the world of work in the future.
In learning the System of Two Variable Linear Equations (SPLDV) in class.
XI SMA students are required to understand and practice SPLDV concepts (Mangelep etc.
, 2020.
Londa & Domu, 2.
Based on initial observations at SMA NEGERI 1 TONDANO, story problems are one of the problems that students often encounter in learning mathematics, especially SPLDV material.
This is shown in students' mistakes in solving existing story problems.
According to Raharjo and Astuti in Katon and Arigayati 2018 (Yeti and Luvy, 2.
that the form of word problems in math problems are questions that are usually related to problems that exist in students' daily lives where the solution uses mathematical sentences that contain operations as follows: ( >, <.
SIMPATI - VOLUME 1.
NO.
APRIL 2023
SIMPATI: Jurnal Penelitian Pendidikan dan Bahasa Vol.
No.
2 April 2023 e-ISSN: 2964-8629.
p-ISSN: 2964-8548.
Hal 01-14 The form word problems in this research are mathematical description problems related to everyday life.
It can be solved using mathematical sentences, and the word problems given to students in this study are related to the material of a system of twovariable linear equations (Kelung etc.
, 2018.
Kalengkongan, 2.
When the researchers interviewed one of the mathematics tutors at SMA Negeri 1 Tondano, it was found that, especially in class XI IPA, student mastery related to learning mathematics was still very low, and one of the learning materials was considered very difficult material related to SPLDV.
Alternatively, a two-variable linear equation system can be seen from the test scores where the material related to SPDLV almost all students in class X1 IPA get grades brought by the KKM or the minimum requirement criteria determined by the school is 60 where the average SPLDV material exam score is still a The low understanding of students regarding SPLDV material is evidenced by the average score of the SDLV material test below the KKM determined by the school of 60.
This is since in SMA 1 Tondano, most teachers still use conventional or general learning methods, namely the lecture method, without innovative learning methods.
Behaviourism theory states that learning is a behaviour change that can be observed, measured and assessed concretely.
In this theory, learning is carried out by providing a stimulus to students so that it causes the right response as desired.
This stimulus and response relationship, if repeated, will lead to habits.
Certain responses or behaviours are obtained using training or habituation methods, where if students have difficulties or problems, the teacher can tell them to try and try again (Bernadet etc.
, 2.
One of the learning methods that researchers consider capable of improving mathematics learning outcomes in SPLDV material is the guided practice method.
According to Djamarah (Sari etc.
, 2018.
Tiwow etc.
, 2.
, the guided training method is a good way of teaching to instil certain habits, but it can also be used to gain dexterity, determination, opportunities and skills.
This was also reinforced by the results of research conducted by Nilafatma .
, which found that the use of the guided practice method could improve the mathematics learning outcomes of class XII IPS 2 students of SMA Negeri 1 Cdungung with an average score of 95 after the guided exercise method was THE INFLUENCE OF GUIDED TRAINING METHODS ON STUDENT LEARNING OUTCOMES IN LEARNING MATERIAL SYSTEMS OF TWO VARIABLE LINEAR EQUATIONS Based on the description above, the authors conducted more in-depth research on using guided practice methods.
Hence, the authors conducted research titled Use of Guided Exercise Methods in Mathematics Learning Materials of Two-Variable Linear Equation Systems at SMA Negeri 1 Tondano.
METHOD
The method used in this study is a quasi-experimental research method.
This research was conducted at SMA Negeri 1 Tondano in class XI students in the odd semester of the 2022-2023 academic year.
The population in this study were all students of class XI SMA Negeri 1 Tondano in the odd semester of the 2022-2023 academic year.
The sample in this study was students of class XI who were randomly taken from two homogeneous classes, namely class XI IPA 6 as the experimental class and class XI IPA 5 as the control class.
This study has two forms of variables: the independent variable and the dependent variable.
The independent variable in this study is the guided practice method in learning mathematics on the topic of Linear Equations of Two Variables.
contrast, the dependent variable is student learning outcomes.
The research design used is the Pretest-Posttest Control Group Design as follows:
Table 1.
Pretest-Posttest Control Group Design
Class
Pretest
Treatment
Posttest
Experiment (B) Y 1B
Y2B
Control (A) Y 1A
Y2A
Information:
Experiment (B) : Experimental class using guided practice methods Control (A) : Control class without using the guided practice method .
ecture Y1B
: Preliminary test scores for the experimental class
Y1A
: Preliminary test score for the control class
Y2B
: Final test scores for the experimental class
Y2A
: Final test score for the control class : Use of the Guided Exercise Method on the material of two-variable linear equations.
: Did not receive treatment .
ecture metho.
SIMPATI - VOLUME 1.
NO.
APRIL 2023
SIMPATI: Jurnal Penelitian Pendidikan dan Bahasa Vol.
No.
2 April 2023 e-ISSN: 2964-8629.
p-ISSN: 2964-8548.
Hal 01-14 Based on the picture above, it can be explained as follows: from several equivalent classes, the classes are divided into two groups: the experimental and the control groups.
Before this experimental research was carried out, a pretest was first held in the experimental and control classes to determine student achievement before being given treatment, and in the experimental class, applied learning using the Guided Exercise Method method.
In the control group, learning was applied using the method that teachers usually use when teaching in class, namely the lecture method.
After a certain period, a post-test is held to measure the acquisition of Mathematics Education learning outcomes, both in the control and experimental classes.
The data analysis technique begins with submitting analysis prerequisites, namely normality and homogeneity tests.
They are followed by hypothesis testing using the t-test .
-tes.
RESULT AND DISCUSSION
Description of the research place This research was conducted in the odd semester of the 2022/2023 school year at SMA Negeri 1 Tondano, located at Jl.
Agung.
Rinegetan.
Kec.
Tondano Bar.
Minahasa Regency.
North Sulawesi.
This research was conducted in classes Class XI IPA 6 and Class XI IPA 5, where Science Class 6 is the Experimental group.
At the same time.
Science 5 is the Control group using the Guided Exercise Method in Learning Material System of Two Variable Linear Equations (SPLDV).
Description of the data on the results of student scores Experiment Group (Class XI IPA .
This research was conducted at SMA Negeri 1 Tondano in class XI where Class XI IPA 6 was represented by the experimental group, which consisted of 17 students and Class XI IPA 5, which was the control group with 18 students.
Furthermore, based on the results of the statistical calculation output, the frequency of the pretest scores of students in the experimental group (Class XI IPA .
can be seen in the table below:
THE INFLUENCE OF GUIDED TRAINING METHODS ON STUDENT LEARNING OUTCOMES IN
LEARNING MATERIAL SYSTEMS OF TWO VARIABLE LINEAR EQUATIONS
Table 2.
Statistics Frekuensi Pretest Experiment Valid Cumulative Frequency Percent Percent Percent Valid 55 Total 17 Based on the table above, it is known that the total number of students in the experimental class was 17 people, of which 6 students got a 60 score, 5 students got a 65 score, while students got a 55, 70, and 75 for every 2 students.
Furthermore, the value of each student on the Posttest can be seen in the table below:
Table 3.
Posttest Class Experiment Frequency Statistics Valid Cumulative Frequency Percent Percent Percent Valid 80 Total 17 Based on the output of the posttest score table above, it is known that most students get a score of 80 with a total of 6 students, while students who get a score of 85 and 95 are 4 people each, for students who get a score of 90 are 3 students.
Control Group (Class XI IPA .
The results of the pretest and posttest scores carried out in Class XI IPA 5 (Control Grou.
can be seen in Table 4.
Furthermore, based on the output results of the Statistics Frequency calculation, the Pretest scores of students in the Control group (Class XI IPA .
can be seen in the table below:
SIMPATI - VOLUME 1.
NO.
APRIL 2023
SIMPATI: Jurnal Penelitian Pendidikan dan Bahasa Vol.
No.
2 April 2023 e-ISSN: 2964-8629.
p-ISSN: 2964-8548.
Hal 01-14 Table 4.
Statistics of Control Class Pretest Frequency Valid Cumulative Frequency Percent Percent Percent Valid 50 Total 18 Based on the output of the table above, it can be seen that the pretest value of the control group is where the value of 65 is the highest score obtained by students in the pretest with a total of 7 people.
In contrast, for values of 55, 60, and 70 each, there are 3 students, and a value of 50 is 2 students, with a total number of students in the control group of 18 students.
Furthermore, the Posttest scores of students in the control group can be seen in the table below:
Table 5.
Posttest Frequency Statistics for Control Class Valid Cumulative Frequency Percent Percent Percent Valid 65 Total 18 Based on the output table above, it is known that 10 students got a score of 70, while for grades 75, 80, and 85, each student, and a score of 65, as many as 5 students.
Results of data analysis Normality test The normality test was carried out on two data, namely the Pretest and Posttest data for the experimental group and the control group.
This study performed the data normality test using the Kolmogrov-Smirnov test or Shapiro-Wilk data table.
THE INFLUENCE OF GUIDED TRAINING METHODS ON STUDENT LEARNING OUTCOMES IN
LEARNING MATERIAL SYSTEMS OF TWO VARIABLE LINEAR EQUATIONS
Kolmogorov-Smirnov is used to determine whether the data is normally distributed or not, with the following conditions:
If the significant value is > 0.
05, then the data is normally distributed otherwise.
A If the significant value < 0.
05, the data is not normally distributed.
The following is the normality test for research data:
Table 6.
Liliefors Normality Test Kolmogorov- Class Student Learning SPLDV Experiment Outcomes Control (Postes.
Student Learning SPLDV Experiment Outcomes.
Control (Pretes.
Smirnova Shapiro-Wilk Statisti Statisti Sig.
Sig.
Based on the normality test table above, it can be seen that the control and experimental groups, both pretest and posttest, have all numbers greater than 0.
meaning the data is normally distributed.
Posttest experimental group sig.
055 > 0.
05 normally distributed data.
Posttest control group sig.
060 > 0.
05 normally distributed data Pretest experimental group sig.
065 > 0.
05 normally distributed data.
Pretest control group sig.
056 > 0.
05 normally distributed data.
Homogeneity Test Before carrying out the Independent Test (T-tes.
in both classes, namely, the experimental group and the control group.
Homogeneity testing was carried out to find out that the data being tested was homogeneous .
, which was a prerequisite before carrying out the Independent test, namely the data must be homogeneous to find out that the data is homogeneous with see the Based On Mean value in the Homogeneity Of Variance table with the conditions where:
SIMPATI - VOLUME 1.
NO.
APRIL 2023
SIMPATI: Jurnal Penelitian Pendidikan dan Bahasa Vol.
No.
2 April 2023 e-ISSN: 2964-8629.
p-ISSN: 2964-8548.
Hal 01-14 If the Based On Significant Mean value > 0.
05, then the data is considered homogeneous but vice versa If the Based On Significant Mean value < 0.
05, then the data is not homogeneous.
The following is the homogeneity test of research data using Levene's test:
Table 7.
Homogeneity Test Levene Student Statistic Sig.
Based on trimmed mean 2.
SPLDV Based on Mean Learning Outcomes Based on Median Based on Median and with adjusted df Based on the table above, the sig value based on the mean is 0.
097 > 0.
05, so it can be concluded that the variance of the experimental group and control group data is homogeneous .
so that the prerequisites for conducting hypothesis testing using the independent test (T-tes.
on this research data can be carried out.
Hypothesis testing After all the data prerequisites were fulfilled, namely, the research data were normally distributed, and the data was homogeneous .
, a hypothesis test was carried out to find the difference in the average of the two groups of students using the independent test (T-tes.
An independent test (T-tes.
was conducted to determine whether there were differences in the results of the learning model using the Guided Exercise Method and learning outcomes without using the Guided Exercise Method.
The hypothesis testing was carried out, namely hypothesis testing using the independent test (T-tes.
on the posttest of the experimental group (Class XI IPA .
and the control group (Class XI IPA .
With the decision-making criteria using sig 2-tailed 05, namely:
If the sig .
-taile.
value is <0.
05, there is an effect of the Guided Exercise Method on the learning outcomes of SPLDV Class XI students of SMA Negeri 1 Tondano If the sig .
-taile.
value is > 0.
05, then the Guided Exercise Method has no effect on the learning outcomes of SPLDV Class XI students at SMA Negeri 1 Tondano.
THE INFLUENCE OF GUIDED TRAINING METHODS ON STUDENT LEARNING OUTCOMES IN
LEARNING MATERIAL SYSTEMS OF TWO VARIABLE LINEAR EQUATIONS
Hypothesis testing can also be done by looking at the t count and t table where the decision-making criteria are:
If t count > t table, then the Guided Exercise Method has an effect on the learning outcomes of SPLDV Class XI students at SMA Negeri 1 Tondano.
If t count < t table, then there is no Guided Training Method on the learning outcomes of SPLDV Class XI students at SMA Negeri 1 Tondano.
Table 8.
Hypothesis Testing (Independent Samples Tes.
Levene's Test
for Equality of Variances t-test for Equality of Means Student
SPLDV
Learning Outcomes Sig.
Equal variances 2.
Equal variances not assumed Confidence Std.
Interval of the Sig.
Mean Error .
Differ Differe Difference taile.
ence nce Lower Upper Based on the Independent Samples Test table output, the calculated T value is 8,441 with df = 33.
T table is obtained from the t table distribution with the formula .
= n Ae 2, where .
is the number of students = 35 .
xperimental group and contro.
with degrees of freedom = n Ae 2 or 35 Ae 2 = 33.
The results obtained for the T table are 1,694 .
ee the attached T table distributio.
Because in this test, the t count > t table .
,441 > 1,.
with a sig .
-taile.
value of 0.
000 <0.
05 means that Ho is rejected and Ha is accepted where it can be said that there is a significant difference in the average learning outcomes of the experimental group and the control group or there is an influence Guided Exercise Method on SPLDV learning outcomes for Class XI students of SMA Negeri 1 Tondano.
Discussion This research was conducted to determine whether there was an effect of using guided practice methods on student learning outcomes on the material system of twovariable linear equations (SPLDV) Class XI SMA Negeri 1 Tondano.
This study used two classes, namely Class XI IPA 6 .
xperimental grou.
and Class XI IPA 5 .
ontrol grou.
, using a quantitative research design, namely One-Group Pretest-Posttest.
Data was collected using a data collection technique in the form of a test .
retest-posttes.
SIMPATI - VOLUME 1.
NO.
APRIL 2023
SIMPATI: Jurnal Penelitian Pendidikan dan Bahasa Vol.
No.
2 April 2023 e-ISSN: 2964-8629.
p-ISSN: 2964-8548.
Hal 01-14 In the Lillieford normality test, the research data obtained that the values for the pretest and posttest of the experimental group (Class XI IPA .
obtained values of 0.
065 were greater than the probability values of 0.
055 > 0.
meaning that the data for pretest and posttest experimental class (Class XI IPA .
is said to be normal because it is more than the probability value.
While the results of the normality test for the control group (Class XI IPA .
obtained a pretest value of 0.
and a posttest of 0.
056 of the two values, all of which were greater than the probability values of 0.
060 > 0.
056 > 0.
so that the data is said to be normal, from both the experimental group represented by Class XI IPA 6 and the control group represented by Class XI IPA 5 all research data based on the results of the Lillieford normality test were all normal so that the research requirements could be continued by carrying out the homogeneity test.
In the homogeneity test of the research data, by looking at the sig value based on the mean, the value of 0.
097 is greater than the probability value of 0.
097 > 0.
It can be concluded that the data from the results of this study are homogeneous or the same, which is a further requirement in testing the hypothesis using an independent test .
-tes.
In testing the hypothesis, this study used an independent test .
-tes.
by looking at comparing the t count and t table values and looking at the significance value after testing using a statistical application, namely.
SPSS obtained a t count value of 8,441 and t table 1,694 based on the t table distribution which Yes, by comparing the t count and t table where the t count is greater than t table .
,441 > 1,.
with a significantly smaller than the probability value of 0.
,000 <0.
means that there is a significant effect of the use of the Guided Exercise Method on learning outcomes two-variable linear equation system (SPLDV) material for Class XI IPA SMA Negeri 1 Tondano.
THE INFLUENCE OF GUIDED TRAINING METHODS ON STUDENT LEARNING OUTCOMES IN
LEARNING MATERIAL SYSTEMS OF TWO VARIABLE LINEAR EQUATIONS
CONCLUSION
Metode Latihan Terbimbing berpengaruh terhadap hasil belajar SPLDV siswa Kelas XI SMA Negeri 1 Tondano.
Ini dapat dibuktikan hasil analisis dengn uji statistik menggunakan SPSS 23, dimana dari hasil perhitungan nilai T hitung sebesar 8.
dengan dengan T tabel 1.
441 >1.
dan tingkat signifikan .
001 lebih kecildari nilai probabilitasnya 0.
000<0.
maka dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara kelompok eksperimen dan kelompok kontrol.
Hal ini berarti sesuai hipotesis yang peneliti ungkapkan di BAB 2 yaitu ada pengaruh yang signifikan penggunaan Metode Latihan Terbimbing terhadap hasil belajar materi SPLDV siswa Kelas XI SMA Negeri 1 Tondano artinya bahwa rata-rata perbedaan skor siswa kelompok Eksperiman tidak sama dengan skor siswa kelompok kontrol
REFERENCES