PENGARUH JOYFULL LEARNING DENGAN MEDIA GELAS PIRAMIDA TERHADAP MINAT BELAJAR SEJARAH DI SMA NEGERI 10 SURABAYA

Abstract

Ideal conditions in the learning process should be able to create a pleasant learning environment with interesting learning media. Students need to be given direct learning experiences through learning media that can encourage them to interact and play an active role in learning. The use of history learning media at SMA Negeri 10 Surabaya is still not varied or monotonous, as is the low interest in learning history so that learning history is always considered boring. The solution that researchers want to offer is through the use of Joyfull Learning with Pyramid Glass Media to make the history learning process more fun and meaningful. This research uses a quantitative PreExperimental Design method with One-Shot Case Study. The data collection technique in this research used a questionnaire responding to the use of Joyfull Learning media, learning implementation sheets, and assessment of student worksheets. The use of Joyfull Learning with Pyramid Glass Media was carried out in classes X-I, totaling 37 students. The data analysis technique uses a series of statistical tests starting with carrying out validity and reliability tests on the research instruments. After the researcher collected the data, a normality test, linearity test and heteroscedasticity test were carried out as a requirement so that a simple linear regression test could be carried out. The research results based on questionnaire analysis of responses to the use of Joyfull Learning media obtained a percentage of 87%, the implementation of learning was 95%, the assessment of student worksheets was 90% showing the Very Good category, meaning that students' responses were very positive towards the use of Joyfull Learning media. The results of the simple linear regression test obtained a Tcount value of 9,370 ≥ Ttable 2,030, meaning that Ha was accepted and H0 was rejected. Ha was accepted with the Product Moment correlation coefficient of 0.846 with a significance level of 0.000 ≤ 0.05. The magnitude of the influence can be proven from the results of the R Square coefficient of determination in the Summary table of 0.715 or 75.5%, meaning that Joyfull Learning with Pyramid Glass Media has a very strong influence on students' interest in learning history in history learning. Keywords: Joyful Learning, Pyramid Glass Media, Interest in Learning History