PERBEDAAN ANTARA PENDEKATAN KONTEKSTUAL DENGAN PENDEKATAN KONVENSIONAL TERHADAP HASIL BELAJAR DI SMKN 45 JAKARTA

APRIANTI, NURHASNI (2013) PERBEDAAN ANTARA PENDEKATAN KONTEKSTUAL DENGAN PENDEKATAN KONVENSIONAL TERHADAP HASIL BELAJAR DI SMKN 45 JAKARTA. S1 thesis, Universitas Negeri Jakarta.

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Abstract

NURHASNI APRIANTI. Distinction Between Contextual Approach with Conventional Approach to the Learning Outcomes at SMK Negeri 45 Jakarta. Jakarta: The Office Accountant Education, Program Economic and Administration, Faculty of Economic, State University of Jakarta. The objective of this research is to find out empirically whether the students learning outcomes with contextual approach is higher than students learning outcomes with conventional approach. Based on the theories, concept and a framework of thinking, then formulated the hypothesis that states that the accounting student learning outcomes using a contextual approach is higher than that using the conventional approach. The research was conducted at SMK Negeri 45 Jakarta in odd semester 2012 – 2013 school year for four months from September to December 2012. The research methode used was experimental, with a sample of two classes, each of which are 39 students. The research instrument in the form objective test as many as 45 question with five choices. This instrument is used to determine the learning outcomes of two groups of accounting students, after test the validity and reliability testing. Under test conditions, the data will be normally distributed if L and vice versa if the data is not normally distributed. Normality test data is performed on a conventional approach to contextual approach. The data collected were analyzed using t-test at significance level of 0,05. From the result of t proce data obtained was 4,69 while price t tabel is 1,68. This means the price of the calculation t is greater than t tabel price, so the price is not significant to reject H0 count. Of a hypothesis test calculations using two different test average (t test) obtained student learning outcomes accounting subjects using a contextual approach X1 = 89,4 more higher than accounting students learning outcomes with conventional approaches, namely X2 = 85. Conclusion the above gives a sense that the contextual approach can improve the learning outcomes of accounting students.

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