THE EFFECT OF PROBLEM POSING AND PROBLEM SOLVING MODEL ON CHEMISTRY LEARNING OUTCOME

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.