META-ANALISIS PENGARUH MODEL PEMBELAJARAN TERHADAP HASIL BELAJAR KIMIA SISWA

Virgilia Dewi Suparti, Erlina Erlina, Ira Lestari

Abstract


The purpose of this meta-analysis is to ascertain the impact of employing learning models on students’ learning outcomes in chemistry from 2014 to 2019. This kinds of study is a descriptive study. For the years 2014- 2019, 28 publications written by FKIP Universitas Tnjungpura Students in the field of chemistry education were condensed using a purposive sampling Descriptive survey research is the kind of study that this is. According to the
calculations, the overall effect size is 1.04. Cooperative learning models, with a total effect size of 37.29% (ES = 1.14, SD = 0.7), are the most effective learning models. The use of the learning model that generates the largest effect is known to be applied to the salt hydrolysis material (ES = 1.16, SD = 02) based on the relationship between the variables. The learning model with the largest influence on th (SD = 0,5) This shows a 35.08 % increase
in student learning outcomes for chemistry when the learning model is applied. The learning model with the largest influence on the salt hydrolysis material is classified as a cooperative learning model of the Numbered Heads Together kind (ES = 1.75).

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DOI: http://dx.doi.org/10.26418/jppk.v12i7.67616

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