Electronic Theses and Dissertation

Penelitian ini dilatarbelakangi oleh rendahnya pemahaman siswa SMAN 1 Woyla terhadap materi penyetaraan persamaan reaksi dan pereaksi pembatas. Studi kuantitatif quasi-experimental ini bertujuan menganalisis efektivitas media berbasis Microsoft Excel terhadap minat dan pencapaian hasil belajar siswa. Penelitian melibatkan 62 siswa yang terbagi ke dalam kelompok kontrol dan eksperimen. Data dikumpulkan melalui kuesioner angket minat dan tes hasil belajar yang telah valid dan reliabel (nilai Aiken’s V = 0,89), IRA 0,88 (sangat tinggi), PA 96,65% (sangat baik) dan Cronbach’s alpha 0,78 > 0,70). Hasil analisis menunjukkan rata-rata skor minat belajar meningkat dengan N-Gain 0,42 (kategori sedang); hasil uji Shapiro-Wilk menunjukkan data tidak berdistribusi normal (p < 0,05) sehingga digunakan uji Wilcoxon signed-rank dengan p < 0,05 (Ha diterima). Analisis hasil belajar kelas eksperimen dan kontrol menunjukan adanya perbedaan pencapaian hasil belajar didapatkan data berdistribusi normal dengan nilai p = 0,051 (kelas eksperimen) dan p = 0,166 (kelas kontrol), uji Levene (p > 0,05 = varian homogen) didapatkan nilai p = 0,962; uji Independent Samples t-Test menghasilkan nilai p 0,000 < 0,05 sehingga Ha diterima. Temuan ini menyimpulkan bahwa penggunaan media berbasis Microsoft Excel efektif dalam meningkatkan minat serta pencapaian hasil belajar kimia, sekaligus mendukung inovasi pembelajaran abad ke-21 yang adaptif bagi guru dan siswa.

This study was motivated by the low level of understanding among students at SMAN 1 Woyla regarding the concepts of reaction balancing and limiting reactants. This quasi-experimental quantitative study aimed to analyze the effectiveness of Microsoft Excel-based learning media on students’ interest and learning outcomes. The study involved 62 students divided into control and experimental groups. Data were collected through a validated and reliable interest questionnaire and learning achievement test (Aiken’s V = 0.89, IRA 0.88 (very high), PA 96.65% (very good), and Cronbach’s alpha 0.78 > 0.70). Analysis results showed that the average learning interest score increased by an N-Gain of 0.42 (moderate category); the Shapiro-Wilk test indicated that the data were not normally distributed (p < 0.05), so the Wilcoxon signed-rank test was used with p < 0.05 (Ha accepted). Analysis of learning outcomes between the experimental and control classes revealed a significant difference in achievement. The data were normally distributed with p-values of 0.051 (experimental class) and 0.166 (control class); the Levene’s test (p > 0.05 = homogeneous variances) yielded a p-value of 0.962; the Independent Samples t-Test yielded a p-value of 0.000 < 0.05, so Ha was accepted. These findings conclude that the use of Microsoft Excel-based media is effective in increasing interest and improving chemistry learning outcomes, while also supporting 21st-century adaptive learning innovations for teachers and students.