Dengan demikian dapat disimpulkan bahwa hasil belajar matematika pada materi fungsi yang menggunakan model elaborasi lebih baik daripada menggunakan model Advance Organizer pada siswa kelas XI IPA SMA Negeri 1 Buntu Pane. Dari uji hipotesis yang dilakukan dengan menggunakan uji satu pihak didapat bahwa ditolak. Sedangkan untuk kelas dengan model pembelajaran Advance Organizer diperoleh nilai rata-rata pretes sebesar 69,05 dengan nilai rata-rata postes 74,61. Dari analisa data diperoleh nilai rata-rata pretes dengan model pembelajaran Elaborasi sebesar 67,61 dengan nilai rata-rata postes 80,55. Alat pengumpul data digunakan tes hasil belajar siswa pada materi Fungsi dalam bentuk pilihan ganda yang terdiri dari 10 soal. kelas dengan teknik claster random sampling. Populasi dalam penelitian ini adalah semua siswa kelas XI IPA SMA Negeri 1 Buntu Pane. Penelitian ini bertujuan untuk mengetahui perbandingan hasil belajar matematika siswa yang menggunakan model pembelajaran Elaborasi dengan hasil belajar yang menggunakan model pembelajaran Advance Organizer pada materi fungsi di kelas XI IPA SMA Negeri 1 Buntu Pane. The result of study suggests further researchers need to facilitate students through teaching materials in the implementation of learning and improve student activity in learning to increase environmental problem solving abilityĪbstrak. 3) There is no relationship between school differences and problem solving abilities.
The results show that: 1) the ability of students environmental problem solving was still low, 2) there is no relationship between gender differences and the ability of environmental problem solving. Quantitative data obtained from students' answers were then analyzed using non-parametric statistical tests with the assistance of SPSS 23 for Windows. The test was conducted on 136 students in Banjarmasin Indonesia.
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The trial results obtained a test instrument was valid and reliable. After revising the results of expert validation, then the environmental problem solving instrument was tested. The items on the test were developed by researchers and validated by material and language experts. To test the ability of students environmental problem solving, a test instrument that refers to the Sanjaya indicator in 2008 was developed. This study aimed to describe and test environmental problem solving ability, analyze differences in environmental problem solving ability when viewed from gender and school differences.
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