Differences in Students Mathematics Learning Outcomes Using the Means-Ends Analysis Model and the Dooble-Loop Problem Solving Model

Abstract

This study aims to determine whether or not there are differences in student learning outcomes taught by the Means-Ends Analysis (MEA) learning model and the Dooble-Loop Problem Solving (DLPS) learning model in Pythagorean Theorem material in class VIII of SMP PGRI 20 Jakarta. This study uses experimental research methods with a quasi-experimental approach. The research instrument used was a mathematics test with multiple-choice type questions consisting of 30 items with four (4) available answer choices (A, B, C, and D). The value or score for each question is 1 for the correct answer and 0 for the wrong answer. From the results of testing the hypothesis obtained for t_count = 3.721, it turns out that the price is greater than t_table = 2.002. The test criteria are that H₀ is rejected if tcount is greater than ttable. So it can be concluded that there are differences in the learning outcomes of students who are taught with the Means-Ends Analysis (MEA) learning model and students who are taught with the Dooble-Loop Problem Solving (DLPS) learning model.