Analisis Perbedaan Nilai Setiap Siklus dalam Penelitian Tindakan Kelas Menggunakan Uji Wilcoxon
DOI:
https://doi.org/10.36456/buanamatematika.v13i2.7258Keywords:
learning outcomes, difference analysis, classroom action research, wilcoxon testAbstract
Project Based Learning (PjBL) is a learning model that can improve student learning outcomes. Many students with less interest and learning outcomes in mathematics during the pandemic require educators at SMPN 27 Samarinda to use unconventional learning models such as PjBL. Based on the results of interviews with teaching staff and Class VII students, that the interest and awareness of students to learn Mathematics was still low, the learning models of educators were less varied, and the learning outcomes of some students were still less than the minimum standard of completeness. After conducting Classroom Action Research (CAR), it was found that there was an increase in each cycle and stopped in the third cycle. This study aims to analyze the average difference for each cycle in implementing the PjBL learning model in CAR using the Wilcoxon test. The research subjects were 31 students in class VII-A. This research was conducted in three cycles, with three meetings in each cycle. The data analysis technique used Wilcoxon test to see an increase in learning outcomes each cycle. Descriptive statistics showed an increase in the average value of student learning outcomes in each cycle. Although there was an increase in the third cycle from the previous cycle, there was no significant difference.
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