ANOVA'S TWO-WAY ANALYSIS OF STUDENT LEARNING OUTCOMES BASED ON LEARNING MODELS (PBL AND DISCOVERY LEARNING) AND GENDER IN SOLAR SYSTEM MATERIALS

Abstract

This study aims to investigate the impact of the Problem Based Learning (PBL) and Discovery Learning learning models, the influence of gender, and the interaction between learning models and gender on students' educational outcomes on the Solar System material for grade VII. This study adopts a quantitative approach and applies a quasi-experimental research method. The sample used in this study consisted of 40 grade VII students at SMP Krispa Silian which were divided into two groups, namely the group that participated in learning with the Problem Based Learning (PBL) model and the group that participated in learning with the Discovery Learning model. Data on learning outcomes were collected through pretest and posttest tests, then analyzed using descriptive statistics, normality tests, homogeneity tests, and Two-Way ANOVA analysis with the help of SPSS software. The results of the study showed that the learning approach had a significant impact on the academic achievement of students with a significant score of less than 0.001 (less than 0.05). The average academic achievement of students taught using the PBL method was 26.60, which was higher than that of students taught using the Discovery Learning method which only reached 17.45. On the other hand, the gender factor did not show a significant impact of academic achievement on the material of the Solar System of students with a score of 0.183 (more than 0.05). In addition, there was no significant interaction between the learning approach and gender on the academic achievement of students with a score of 0.974 (more than 0.05).