Effects of Applying Gagne's Theory of Learning on Mathematics Learning Outcomes

Abstract

Based on the learning outcomes data provided by the mathematics teacher at SMP Negeri 20 Bandarlampung, the average score was 5.14. Based on interviews with mathematics teachers at SMP Negeri 20 Bandarlampung, this is because students lack enthusiasm and willingness to learn, and the assumption that mathematics is difficult has been embedded in students. One of the efforts that can be done is to find and select and apply appropriate learning models and pay more attention to students, especially students who have difficulty understanding the lesson. Learning by applying Gagne's learning theory, where the learning goes through seven learning phases: motivation, concentration, processing, storing, exploring achievements, and feedback. The aims of this study were: "To determine the effect of applying Gagne's learning theory on student learning outcomes." Sampling was done by using cluster random sampling technique, that is, from the six classes that became the population, two classes were taken randomly. Class IX A was used as the experimental class and class IX B as the control class . The data obtained in this study is the average value of student learning outcomes after taking the test. The results of data analysis obtained P-Value in the class that applied Gagne's learning theory 0.27 and did not apply Gagne's 0.38 learning theory. This means that the population is normally distributed. After the population is normally distributed, the analysis is continued with the similarity test of two variances. Based on the F-test and Levene's test, the P-values ??were 0.98 and 0.82, respectively. Because the initial ability of students as seen from the report card scores showed no significant difference between the control and experimental classes, then to see whether there was a significant difference, a similarity test was carried out on the two averages. Obtained a P-Value of 0.00 where this value is less than 0.05, so there are differences in the mathematics learning outcomes of students who apply and do not apply Gagne's theory of learning.