The Effect of the Self Organized Learning Environment (Sole) Model on Scientific Attitudes and Cognitive Learning Outcomes of Students in SMA/MA Colloid Material

Authors

Yoni Kurnia , Jaslin Ikhsan

DOI:

10.29303/jppipa.v9i11.5277

Published:

2023-11-25

Issue:

Vol. 9 No. 11 (2023): November

Keywords:

Cognitive learning outcomes, Scientific attitude, Self Organized learning environment (SOLE)

Research Articles

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Kurnia, Y. ., & Ikhsan, J. . (2023). The Effect of the Self Organized Learning Environment (Sole) Model on Scientific Attitudes and Cognitive Learning Outcomes of Students in SMA/MA Colloid Material. Jurnal Penelitian Pendidikan IPA, 9(11), 9307–9312. https://doi.org/10.29303/jppipa.v9i11.5277
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Abstract

Education requires a learning model that involves technological developments to improve students' scientific attitudes and cognitive learning outcomes. One learning model that can be used to improve students' scientific attitudes and cognitive learning outcomes is the Self Organized Learning Environment (SOLE). This research aims to test whether there is an influence of the SOLE learning model on students' scientific attitudes and cognitive learning outcomes as well as the number of effective contributions made by the SOLE learning model on students' scientific attitudes and cognitive learning outcomes. This research is a quasi-experimental research. The sample in this research were students from two classes of XI Mipa at SMAN 2 Yogyakarta. The sampling technique in this research used cluster random sampling. Data collection techniques were carried out using questionnaires and observation sheets on students' scientific attitudes and test questions. The data analysis technique used is the Manova test and descriptive analysis. Based on the research results, the sig value was obtained. 0.00 < 0.005, which means that there is an influence of the SOLE learning model on students' scientific attitudes and cognitive learning outcomes with an effective contribution of 11.6% in the medium category. Meanwhile, the contribution for each variable, namely scientific attitudes, was 4.6% in the small category and cognitive learning outcomes were 7.7% in the small category.

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Author Biographies

Yoni Kurnia, Yogyakarta State University, Yogyakarta

Jaslin Ikhsan, Yogyakarta State University, Yogyakarta

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Copyright (c) 2023 Yoni Kurnia, Jaslin Ikhsan

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