PERBEDAAN KEMAMPUAN HISTORICAL THINGKING PESERTA DIDIK ANTARA COOPERATIVE LEARNING TIPE INDEX CARD MATCH DENGAN MEDIA WORDWALL TIPE FIND THE MATCH PADA MATA PELAJARAN SEJARAH KELAS XI IPA SMAN 1 DRIYOREJO

DIFFERENCES IN STUDENTS' HISTORICAL THINGKING ABILITY BETWEEN COOPERATIVE LEARNING TYPE INDEX CARD MATCH AND MEDIA WORDWALL TYPE FIND THE MATCH IN HISTORY SUBJECT CLASS XI IPA SMAN 1 DRIYOREJO

Penelitian ini bertujuan untuk menjelaskan perbedaan dan berapa besar perbedaan kemampuan historical thingking dalam pembelajaran sejarah antara metode index card match dengan media wordwall tipe find the match. Penelitian ini menggunakan Quasi Experimental Design. Teknik analisis data yang digunakan yaitu uji Independent Sample T-test, menunjukkan data bersifat homogen dan normal, hasil analisis data diperoleh bahwa nilai signifikasi sebesar 0,000<0,05 dan nilai t_hitung-4,165>t_tabel -1,667 dapat diambil keputusan bahwa H0 ditolak dan Ha diterima yang berarti terdapat perbedaan. Nilai rata-rata N-Gain sebesar 0,70 dengan (media wordwall) dan sebesar 0,61 (metode ICM). Berdasarkan hasil uji regresi liniear berganda nilai R-Square sebesar 55,5% menunjukan besar perbedaan. Sedangkan  sisanya sebesar 44,5% dipengaruhi oleh faktor lain yang tidak diukur dalam penelitian ini yaitu motivasi belajar, kesiapan belajar.

This study aims to explain the difference and how much the difference in Historical Thinking ability in learning history between the Index Card Match method and find the match type wordwall media. This research uses Quasi Experimental Design. The data analysis technique used was the Independent Sample T-test, showing that the data were homogeneous and normal, the results of the data analysis obtained that the significance value was 0.000 <0.05 and the tcount-4.165>ttable -1.667 it can be concluded that H0 is rejected and Ha is accepted, which means there is a difference. The average value of N-Gain is 0.70 with (wordwall media) and 0.61 (ICM method). Based on the results of multiple linear regression tests, the R-Square value of 55.5% indicates a large difference. While the remaining 44.5% is influenced by other factors not measured in this study, namely learning motivation, learning readiness.