The Effect of Learning Model and Learning Independence on the

Economic Learning Outcomes of the 11

Grade Students of SMA

Bhayangkari 2 Rantauprapat

Swara Kasih Kartini Putri

, Nurul Shadrina Bintang

,Ummi Chairani

, Opy Triansyah

and Eduward Situmorang

Economics Education, Faculty of Postgraduated, Universitas Negeri Medan, Medan - Indonesia

Keywords: Learning Outcomes, Learning Model, Learning Independence.

Abstract: This research was aimed to knowing: (1) whether the students’ economic learning outcomes who are taught

using the ARIAS learning model are higher than students are taught using conventional learning models; (2)

whether the students’ economic learning outcomes that have higher independence to learn than students

who have lower learning independence; (3) the interaction between learning model and the learning

independence of economic learning outcomes. The population of this research is all the 11th grade students

of SMA Bhayangkari 2 Rantauprapat. The sampling technique used is cluster random sampling. The

research methods used is quasi experimental method with 2x2 factorial research design, while the data

analysis techniques use two-way Anova. The results obtained: (1) the average of students’ economic

learning outcomes who are taught with ARIAS learning model is higher than the average of students’

economic learning results taught by conventional learning model; (2) The average of students’ economic

learning outcomes with higher independence is higher compared to lower learning independence; and (3)

there is an interaction between learning model and learning independence to the economic learning

outcomes.

1 INTRODUCTION

Education is related to learning and the process of

human learning to continue to develop its potential.

Learning is the process of change that occurs in a

person as a result of his own experience in

interaction with his environment. Learning is the

stages that are done to achieve changes both from

the cognitive, affective, and psychomotor aspects.

Learning outcomes are evidence of the achievement

and change of the learning process that students

have undergone which can be seen from the change

in their understanding. Therefore, learning is a

process of change while learning outcomes are proof

of the change.

Sudjana (2005) stated that the main factors that

influence student learning outcomes are divided into

two, which are internal factors and external factors.

Internal factors are factors that come from within

students, especially motivation and interest in

learning that will encourage students to be

independent in learning. External factors are factors

that come from the outside the student, one of them

is the quality of learning. The quality of learning

refers to whether or not the teaching and learning

process is effective in order to achieve learning

objectives.

Learning independence is one of the factors that

can affect student learning outcomes. Students who

have learning independence are able to analyze

difficult problems, able to work individually or

cooperate with groups, and brave to express ideas.

Success in the process of learning economics is not

only determined by the accuracy of the teacher in

explaining, the independence of students in the

learning process also play a very important role.

One strategic effort that can be done by a teacher

to improve the students' learning outcomes in

economic learning is selecting and using the

appropriate learning model. The appropriate learning

model will help students to achieve high learning

outcomes.

ARIAS learning model is a learning model that

includes five interrelated components and is a unity

Putri, S., Bintang, N., Chairani, U., Triansyah, O. and Situmorang, E.

The Effect of Learning Model and Learning Independence on the Economic Learning Outcomes of the 11th Grade Students of SMA Bhayangkari 2 Rantauprapat.

DOI: 10.5220/0009497001410144

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 141-144

ISBN: 978-989-758-432-9

141

that needs to be applied in learning activities. The

five components of the ARIAS learning model are

Assurance, Relevance, Interest, Assessment, and

Satisfaction which are compiled based on learning

theory.

Based on observations made at Bhayangkari 2

High School 2 students about the economic learning

outcomes of 11th grade students, it was obtained

data that their learning outcomes were not

satisfactory. This was evident from the fact that

there were still many students who do not complete

the daily test because they get scores below the

KKM (Minimum Learning Mastery Standard) set by

the subject of Economics, which is a score of 75.

That of 108 11th grade students, there were 68

students who did not pass daily test with a

percentage of failure in passing the score reached

62.96% and only 40 students who passed the

standard with a percentage of 37.04%.

In the observations made, it was also found that

teachers of Economics still used conventional

learning models in delivering the learning material

so that learning still took place in one direction and

was only centered on the teacher (Teacher

Centered). This has an impact on students who are

passive and less enthusiastic in participating in

learning. In fact, the teacher have mastered the

learning material well but they were not in carrying

out the learning activities correctly. This happens

because the teachers do not choose the learning

model correctly and are monotonous in choosing the

learning model and this makes students tend to get

low learning outcomes.

Observation in class 11 IIS-2 consisted of 36

students showed that there were still many students

with low learning independence. Low learning

independence could be seen from students who were

brave to present in front of the class with only 6

students or 16.67%. Students who were brave to ask

questions or give opinions are only 4 students or

11.11%. Students who were able to work on

individual test questions independently are only 15

people or 41.67%. Students who did homework

assignments are only 25 people or 69.44%.

The aims to be achieved in this study are to find

out: (1) whether the economic learning outcomes of

students taught using the ARIAS learning model are

higher than students taught using conventional

learning models; (2) whether the economic learning

outcomes of students who have high learning

independence are higher than students who have low

learning independence; (3) interaction between

learning models and learning independence on the

economic learning outcomes.

2 THEORICAL FRAMEWORK

According to Purwanto (2011), learning outcomes

are the achievement of educational goals for students

who follow the teaching and learning process.

Learning outcomes are the realization of the

achievement of educational goals. Therefore, the

learning outcomes measured are very dependent on

the goals of education. Learning outcomes can be

affected by several factors, two of which are student

learning independence and the learning model used

by the teacher.

Ahmadi (2011) states that the learning model is a

pattern or a plan that is used as a guide in planning

classroom learning and tutorial learning and to

determine learning tools. According to Rahman and

Amri (2014), ARIAS learning model is the first

attempt at learning activities to instill a sense of

confidence in students. Learning activities have

relevance to students' lives, trying to attract and

maintain student interest or attention. Then, an

evaluation is held and it grows a sense of pride in

students by providing reinforcement.

According to Tirtarahardja and Sulo (2000),

independence in learning is defined as learning

activities which are driven more by their own will,

their own choices, and their own responsibilities

from learners when taking place. Here,

independence is more about individuals who learn

and their obligations in learning are done on their

own and fully controlled by themselves. The

characteristics of learning independence according

to Laird (in Mujiman, 2011) include learning

activities which are self-directed or independent

from others, able to answer questions during

learning not because of the teacher or other

assistances, more active rather than passive, having

the awareness of what must be done, learning

evaluations are carried out together, learning by

applying, collaborative learning means utilizing

experience and exchanging experiences, problem-

based learning, and always expecting benefits that

can be applied in life.

3 RESEARCH METHOD

This research was conducted at SMA Bhayangkari 2

Rantauprapat at Jalan Cik Ditiro Rantauprapat in the

even semester of academic year of 2017/2018. The

population of this research is all 11

grade students

of SMA Bhayangkari 2 Rantauprapat consisted of

nine classes with 108 students in total. The sample

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

142

in this research consisted of two classes, classes 11-

IIS 1 as the experimental class and class 11-IIS 2 as

control class. Technique used in sample collecting is

cluster random sampling. The method used is quasi-

experimental research with factorial design 2 x 2.

Questionnaire and Test were used for data

collecting. Questionnaire was used to get data about

the independence of the students’ learning and Test

was used to get data about the economic learning

outcomes of the students. The testing of the

instruments of the research used tests of validity,

reliability, difficulty level and discrimination power.

Classic assumption test was done using normality

test with Levene statistic test. The hypothesis test

was done using the analysis of two way ANOVA.

4 RESULT

The testing of the first, second and third research

hypothesis were done using the two way ANOVA.

The data used in the hypothesis test are listed in

Table 1 below:

Table 1: Learning Outcomes Data for Hypothesis Test.

Descriptive Statistics

Dependent Variable: LearningOutcomes

LearningM

odels

LearningInd

ependence

Mean

Std.

Deviatio

ARIAS

Higher

83.52

6.477

Lower

74.44

1.667

Total

81.25

6.905

Conventio

nal

Higher

73.93

4.009

Lower

59.32

4.704

Total

65.00

8.452

Total

Higher

80.24

7.327

Lower

63.71

8.059

Total

73.13

11.210

Source: Data Processing using SPSS 20.

The hypothesis test on analysis of two way

varince, the criteria to reject or accept H

are based

on the Significance (abbreviated as Sig.). If the Sig.

value ≤ α 0.05, then H

is rejected, If the Sig. value

> α 0.05, then H

is accepted. Below are the data of

analysis of calculation result of two way ANOVA in

Table 2.

Table 2: Calculation of Two Way ANOVA.

Source: Data Processing using SPSS 20.

Based on table 2 it can be seen that the R

Squared value of 0.791 can mean that the learning

model and learning independence variables explain

learning outcomes by 79.10%.

The testing of the first hypothesis: the economic

learning outcomes of students taught by using

ARIAS learning model were higher than the

economic learning outcomes of students taught by

using conventional learning model. The statistic of

the hypothesis is:

: µA

= µA

: µA

> µA

Based on the two-way ANAVA calculation, the

sig. value was obtained. 0.00 <α 0.05 so testing the

hypothesis rejected H

. Thus, it can be concluded

that the economic learning outcomes of students

taught using ARIAS learning models were higher

than students taught using conventional learning

models could be accepted and tested empirically. It

is also seen from the average economic learning

outcomes of students taught by the ARIAS learning

model (X

= 81.25) were higher than the economic

learning outcomes taught by conventional learning

models (X

= 65.00).

The testing of the second hypothesis: the

economic learning outcomes of students who had

higher learning independence was higher that those

who had low learning independence. The statistic of

the hypothesis is:

: µB

= µB

: µB

> µB

Based on the two-way ANAVA calculation, the

sig value is obtained. 0.00 <α 0.05 so testing the

hypothesis rejected H

. Therefore, it can be

concluded that the economic learning outcomes of

students who had higher learning independence were

higher than students who had low learning

independence could be accepted and tested

empirically. It is also seen from the average

economic learning outcomes of students who had

high learning independence (X

= 80,24) were higher

The Effect of Learning Model and Learning Independence on the Economic Learning Outcomes of the 11th Grade Students of SMA

Bhayangkari 2 Rantauprapat

143

than the economic learning outcomes of students

who had low learning independence (X

= 63,71).

The testing of the second hypothesis: there was

an interaction between learning model and learning

independence toward the economic learning result.

The statistic of the hypothesis is:

: µA

>< µB = 0

: µA

>/< µB = 0

Based on the two-way ANAVA calculation, the

sig value was obtained. 0.04 <α 0.05 so testing the

hypothesis rejected H

. Thus it can be concluded that

there was an interaction between the learning model

and the independence of learning on economic

learning outcomes can be accepted and tested

empirically.

5 DISCUSSION

In the first hypothesis test, it was obtained that sig.

value was 0.00 <α 0.05. This showed that the

economic learning outcomes of students taught

using ARIAS learning models were higher than

students taught using conventional learning models.

The results of this research support the research

conducted by Praptinasari et al. (2012) who studied

the effect of the application of ARIAS learning

model on the biology learning outcomes of 11

science students of SMA AL Islam 1 Surakarta. The

results showed that there were significant

differences between the application of the ARIAS

learning model and conventional learning models of

the learning outcomes of biology of the 11

science

students of SMA AL Islam 1 Surakarta

For the results of the second hypothesis, it was

optained that the sig. value was 0,00 < α 0,05. This

showed the economic learning outcomes of students

who had high learning independence were higher

than students who had low learning independence.

The results of this study support the research

conducted by Prayuda.et al. (2014) who studied the

effect of learning independence on the learning

outcomes of economic subject in a senior high

school. The results showed that learning

independence had an influence on student learning

outcomes in economic subjects of tenth grade class

in SMA Negeri 1 Sungai Kunyit.

In the third hypothesis test, it was obtained that

sig. value 0.04 <α 0.05. This showed that there were

interactions between learning models and learning

independence on economic learning outcomes. The

results of this study support the research conducted

by Ansori and Munoto (2015) who studied the effect

of direct learning models and ETH-type cooperative

learning models as well as learning independence on

student learning outcomes in basic subjects and

electrical measurements. The results showed that

there were interactions between learning models and

learning independence on learning outcomes in the

cognitive and psychomotor domains.

6 CONCLUSIONS

Based on the results of the research and discussion

that have been described, the conclusions can be

drawn as follow:

1. The average economic learning outcomes of

students taught by the ARIAS learning model

were higher than the average economic learning

outcomes of students taught by conventional

learning models.

2. The average economic learning outcomes of

students with higher learning independence are

higher than low learning independence.

3. There was an interaction between the learning

model and learning independence on the

economic learning outcomes.

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