PENGARUH STRATEGI PEMBELAJARAN LEARNING CYCLE DAN GAYA BELAJAR TERHADAP HASIL BELAJAR SEJARAH KEBUDAYAAN ISLAM SISWA MADRASAH DINIYAH TAKMILIYAH AWALIYAH UBUDIYAH KOTA PEMATANG SIANTAR

Muhammad Rusli

Abstract


The purpose of this study was to find out: (1) differences in learning
outcomes of Islamic Culture History of students taught with learnig cycle
learning strategies with students taught with expository learning
strategies, (2) differences in learning outcomes of Islamic Culture History
of students who have visual learning styles, auditory and kinesthetic, and
(3) the effect of learning cycle learning strategies and student learning
styles on the results of learning Islamic Cultural History. The method of
this research is quasi-experimental with the population of this study are
fourth grade students (four) Madrasah Diniyah Takmiliyah Awaliyah
Ubudiyyah 2018/2019 school year consisting of 2 (two) classes. The
sample selected cluster random sampling technique in terms of the class
with the learning cycle learning strategy is class IV1 with 31 students,
while students taught with expository strategies are students of class IV2
with 34 students. The instruments of data collection are questionnaires
and test results. Technique by analysis of variance (Anova) at = 0.05. The
results of this study are: (1) student learning outcomes taught with
learning cycle learning strategies ( X = 33.22) higher than student learning
outcomes taught with expository learning strategies ( X = 27.94), with
Fcount = 89.49 > Ftable = 3.988, (2) student learning outcomes with visual
learning styles ( X = 34.26) are higher than student learning outcomes with
kinesthetic learning styles ( X = 28.38) and auditory learning styles (( X =
27.69), with Fcount = 62.49 > Ftable = 3.988, and (3) there is an interaction
between learning strategies and learning styles towards learning outcomes
with statistical calculations known Fcount = 47.06 > Ftable = 3.988.

Keywords


Learning Cycle, Learning Style and Learning Outcomes

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DOI: http://dx.doi.org/10.30821/ansiru.v3i1.5489

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