ABSTRAK

Astuti, Tety. 2010. Pengaruh Penerapan Model Pembelajaran Joyful Learning Berbantuan Modul SMART-Interaktif pada Hasil Belajar Materi Kelarutan dan Hasil Kali Kelarutan, Skripsi, Jurusan Kimia Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Semarang. Pembimbing I : Drs. Nurwachid Budi S, M. Si, Pembimbing II : Dr. Supartono, MS.

Kata kunci : hasil belajar, pengaruh, Joyful Learning

Hasil belajar kimia tingkat SMA masih rendah. Hal ini disebabkan oleh pembelajaran yang masih teacher centered approach, kurang menyenangkan dan kurang bermakna. Selain itu, sebagian siswa masih menganggap sulit mata pelajaran kimia karena kimia sebagian aspeknya bersifat abstrak dan melibatkan logika matematika, salah satunya yaitu materi Kelarutan dan Hasil Kali Kelarutan. Untuk memperoleh hasil belajar yang lebih baik guru dapat menerapkan model pembelajaran yang menarik, menyenangkan dan bermakna dengan alat bantu bahan ajar yang mendukung. Penerapan model pembelajaran Joyful Learning berbantuan modul SMART-Interaktif diharapkan mampu berpengaruh positif pada hasil belajar materi Kelarutan dan Hasil Kali Kelarutan.
Penelitian bertujuan untuk mengetahui bagaimana dan seberapa besar pengaruh penerapan model pembelajaran Joyful Learning berbantuan modul SMART-Interaktif pada hasil belajar materi Kelarutan dan Hasil Kali Kelarutan. Populasi penelitian yaitu seluruh siswa kelas XI IPA SMA N 1 Ungaran tahun ajaran 2009/2010. Populasi bersifat normal dan homogen sehingga pengambilan dua kelompok sampel menggunakan teknik cluster random sampling. Sampel yang diperoleh, kelas XI.IPA 2 sebagai kelompok eksperimen dan kelas XI.IPA 1 sebagai kelompok kontrol. Desain penelitian yang digunakan pre-test – post-test group design. Metode pengumpulan data menggunakan metode dokumentasi, tes, observasi dan angket. Analisis tahap akhir menggunakan uji hipotesis (uji t) dan uji pengaruh antarvariabel.
Berdasarkan uji t diperoleh thitung (2,17) > ttabel (2,00), artinya terdapat berbedaan rata-rata hasil belajar kelompok eksperimen dengan kontrol. Hasil uji pengaruh antarvariabel menunjukkan adanya pengaruh positif penerapan model pembelajaran Joyful Learning berbantuan modul SMART-Interaktif pada hasil belajar materi Kelarutan dan Hasil Kali Kelarutan, dengan nilai koefisien korelasi biserial () sebesar + 0,335 dan kontribusi pengaruh (KD) sebesar 11,26%. Perlu dilakukan penelitian lebih lanjut agar penerapan model pembelajaran Joyful Learning berbantuan modul SMART-Interaktif memberikan kontribusi yang lebih baik.

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ABSTRACT
	
Astuti, Tety. 2010. The Impact of Joyful Learning Model with SMART-Interactive Module towards Learning Achievement of Solubility and Solubility Product Material, A Final Project, Chemical Department, Mathematics and Science Faculty, Semarang State University. Advisor I : Drs. Nurwachid Budi S, M. Si, Advisor II : Dr. Supartono, MS.

Keywords : learning achievement, the impact, Joyful Learning

The learning achievement of chemistry in High School is low. It is caused by teacher centered approach, unenjoyful and unmeaningful is rather used in the teaching learning process. Besides, many students consider chemistry as a difficult subject since some of its aspect is abstract and involves logical mathematics, one of which is the material of Solubility and Solubility Product. In order to obtain better achievement in teaching learning, a teacher can implement an interesting, joyful, and meaningful model of teaching with supportive media. The implementation of Joyful Learning model with SMART-Interactive module hopefully can positively impact towards the learning achievement of Solubility and Solubility product material. 
The study aims to know how and in what extent the impact of implementation of Joyful Learning model with SMART-Interactive module towards the learning achievement of solubility and solubility product material. The population of the study is all the students of class XI science of State Senior High School 1 Ungaran in the academic year 2009 / 2010. The population is normal and homogenous. Hence, the two groups of samples are taken by using cluster random sampling. The sample is the eleventh grade science 2 as the experiment group and the eleventh grade science 1 as the control group. The design used is pre-test-post-test group. The methods to collect the data are documentation, test, observation and questionnaire. The last analytic used is t-test hyphotesis (t-test) and intervariabel influenced test.
The result of the t-test is taccount (2,17) > ttabel (2,00), means that there is the difference in the average of learning achievement between the experiment and the control group. The result of the impact test of intervariable shows that there is the positive impact between the implementation of Joyful Learning model of teaching learning with SMART-Interactive module towards the learning achievement solubility and solubility product, with coefisien correlation biserial value ()  + 0,335 and impact contribution (KD) as much as 11,26%. It needs further research so that the implementation of Joyful Learning model with SMART-Interactive would give better result. 

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