Effectiveness of Educational Learning Approaches on Student Learning Outcomes

Abstract

This study aims to determine whether the educative approach is significant to the cognitive learning outcomes of class VII students on social arithmetic material, and how much effectiveness the use of the educative learning approach is to the cognitive learning outcomes of class VII students on social arithmetic material at SMP PGRI Belis. This type of research is a descriptive quantitative study with a pretest-posttest control group design. The research population was 40 students of class VII SMP PGRI Belis. The research sample was taken using a simple random sampling technique, namely class A as the control class (20 students) and class B as the experimental class (20 students). Data collection techniques with tests and observations. The research instrument used was a final test in the form of multiple choice questions and observation sheets. Based on the results of the analysis carried out, it shows that the average student learning test results in the experimental class are 59.2 while in the control class it is 42.4. Meanwhile, based on the independent sample test, it was found that the learning outcomes were known that the learning outcomes were sig. (2-tailed) < significance is 0.025 < 0.05, it can be concluded that H0 is rejected Ha is accepted, so there is a significant effectiveness between cognitive learning outcomes of students who are taught using an educative learning approach and students' cognitive learning outcomes using conventional approaches.