Pengaruh Model Problem Based Learning dan Cooperative Learning Metode Jigsaw terhadap Prestasi Belajar Akuntansi Ditinjau dari Motivasi Belajar (Studi Eksperimen pada Siswa Kelas XI IPS SMA Negeri 1 Surakarta Tahun Ajaran 2013/2014)

Abstract

The aims of the research are to find out: (1) The difference of effect problem based learning model and cooperative learning model jigsaw method toward the student achievement in accounting subject matter; (2) The difference of effect high student\u27s motivation and low student\u27s motivation toward the student achievement in accounting subject matter; (3) The Interaction effect between the instructional model and student\u27s motivation toward the student achievement in accounting subject matter..This study is quantitative research with experimental method. Population of the study are all eleventh year students of state senior high school 1 for social study major in Surakarta. The research sample are selected with simple random sampling technique. The sample consist of XI IPS 2 (22 students) for problem based learning model treatment, and XI IPS 3 (21 students) for cooperative learning model jigsaw method treatment. The instruments used to gather data for the study consist of documents, written test with essay form, performance test, and questionnaire for student\u27s motivation. The technique of data analysis are descriptive statistic analysis and inferensial statistic analysis. Inferensial statistic analysis by using two path variance analysis.Based on the result of analysis data was concluded: (1) There is a significant difference effect of problem based learning model and cooperative learning model jigsaw method toward the student achievement in accounting subject matter Fobs > Ftabel (24,677 > 4,17) at 5% level of significant; (2) There is a significant difference effect of high student\u27s motivation and low student\u27s motivation toward the student achievement in accounting subject matter Fobs > Ftabel (493,285 > 4,17) at 5% level of significant; (3) There is a significant interaction effect between the instructional model and student\u27s motivation toward the student achievement in accounting subject matter Fobs > Ftabel (10,712 > 4,17) at 5% level of significant