Pengaruh Model Pembelajaran Kontekstual Berbantuan Tutor Sebaya Terhadap Hasil Belajar Biologi Ditinjau Dari Motivasi Belajar

Abstract

The aimed of this study was to investigate the effect of the contextual method of peer tutoring type toward biology achievement viewed from learning motivation. This study was conducted at tenth grade students of St. Klaus catholic senior high school Werang, West Flores of the odd semester in the academic year 2012/2013. In determining the samples, simple random sampling technique was used by the researcher, then research design was used by the research was pretest-posttest control group design. The data were collected through multiple choice test and biology learning motivation questionnaire. The data were analyzed by two-way ANOVA. The result indicates that (1) there was significant difference of the mean score between students who were taught by using contextual method of peer tutoring type was higher than the mean score of the students who were taught by using direct teaching; (2) there was significant interactional effect between teaching methods applied and students' biology learning motivation toward their achievement; (3) there was significant difference between the students who had high biology learning motivation taught by using contextual method of peer tutoring type and the students who had high bology learning motivation taught by using direct teaching; and (4) there was significant difference between the students who had low biology learning motivation taught by using contextual method of peer tutoring type and the students who had low bology learning motivation taught by using direct teaching