Abstract:
This study was aimed to determine differences in
learning achievements and to find out the most effective learning
model among the problem posing, problem solving, and problem
posing-solving models in grade X SMAN 6 Banjarmasin. This
research used a quasi-experimental methods with a pretestposttest
comparison group design. The samples were class X MIA 1 as an experimental class 1, X MIA 2 as an experimental class 2, and X MIA 3 as the experimental class 3. A test-technique was used to collect data and the data were analyzed using one-way Anova test, N-gain test and Duncan test to analyze the cognitive achievement of students who learn chemistry using problem posing, problem solving, and problem posing-solving learning models.The results showed that (1) there were significant differences in cognitive learning achievements among students in the experimental class 1, experimental class 2 and experimental class 3. (2) the use of the learning model problem posing-solving was more effective when applied to the learning process
compared to the problem posing model and problem solving model.
Description:
Keywords-Cognitive Achievement, Mole Concept, Problem Posing, Problem Solving, Problem Posing-solving