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THE INFLUENCE OF COOPERATIVE LEARNING MODEL AND FORMATIVE TEST TOWARD THE CHEMISTRY LEARNING ACHIEVEMENT BY CONTROLLING THE INITIAL COMPETENCY

Author : Agus Rokot

Abstract

This study was aimed to determine the influence of cooperative learning and formative tests toward chemistry achievements with controlling the initial competence. This experimental study employed a 2 x 2 factorial design. Data for the study was collected by means of questionnaires and test instruments. Covariance Analysis (ANCOVA) was then employed in the analysis of obtained data. Subjects of the study were one-hundred-forty students who were selected by means of multistage random sampling. Findings reveal after controlling initial competence indicate: 1)The chemistry achievements students of treatmentstudyingmodels two Jigsaw is higher than the of treatment model NHT, 2)The chemistry achievements students with treatment of structured description is higher than the treatment of multiple-choices tesassociations, 3) There is an interaction effect between the use of models of learning and the use of formstest, 4)The chemistry achievements students with treatment learning model two Jigsaw with structured description of the testis higher than treatment with test learning models NHT with structureddescriptions, 5)The chemistry achievement students with treatment learning model two Jigsaw with a multiple- choices test associations lower than treatment NHT models with multiple- choices tests of association, 6)The chemistry achievements student with treatment learning model two jigsaw with structured description of the testis higher than two jigsaw treatment with multiple-choices test associations, and 7)The chemistry achievements students with treatment learning model NHT with structured description of the testis lower. Key words: cooperative learning model, formative tests form, Chemistry achievements, initial competence.

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