PERBEDAAN KEMANDIRIAN BELAJAR DAN HASIL BELAJAR ANTARA MODEL AMORA DAN KONVENSIONAL

Abstract

This research is motivated by the low learning independence and student learning outcomes in mathematics. This study aims to examine the differences in learning independence and learning outcomes of elementary school students between learning with the Amora and conventional models. The method used is a quasi-experimental design with a non-equivalent control group. The subjects in this study were grade IV elementary school students in Sukasari sub-district, Bandung as many as 78 students. The instruments used were learning independence scale items, learning independence observation sheets, and student learning outcomes tests. The results showed that: (1) There was no significant difference in student learning independence before applying the Amora learning model in the experimental class and conventional in the control class; (2) There is a significant difference in student learning independence after applying the Amora learning model in the experimental class and conventional in the control class; (3) There were no significant differences in students' mathematics learning outcomes before the Amora learning model was applied in the experimental class and conventional in the control class; (4) There are significant differences in students' mathematics learning outcomes after applying the Amora learning model in the experimental class and conventional in the control class; and (5) There is a significant difference in the improvement of students' mathematics learning outcomes before and after the Amora learning model is applied in the experimental class and conventional in the control class.