EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF PEER TUTORING DAN MANDIRI DENGAN E-LEARNING PADA POKOK BAHASAN ALJABAR DITINJAU DARI KECERDASAN MAJEMUK

Abstract

Abstract: The aims of this research were to know: (1) which one is providing better
mathematics learning achievement, students taught using cooperative learning peer tutoring, selfdirected
learning by e-learning or direct learning, (2) which one is having better mathematics
learning achievement, students with interpersonal intelligence, students with intrapersonal
intelligence or students with linguistic intelligence, (3) at each learning model, are there any
difference mathematics learning achievement between students with interpersonal intelligence,
students with intrapersonal intelligence or students with linguistic intelligence, (4) at each type of
intelligence, are there any difference mathematics learning achievement between students taught
using cooperative learning peer tutoring, self-directed learning by e-learning or direct learning.
This was a quasi experimental research using 3x3 factorial designs. The hypotheses testing used
two ways ANOVA with unbalance cell. This research concludes that: (1) students who were
taught using cooperative learning peer tutoring have better mathematics learning achievement
than the students who were taught using self-directed learning by e-learning and students who are
taught using direct instruction, as well as students who were taught using self-directed learning
by e-learning have better mathematics learning achievement than the group of students who were
taught using direct instruction, (2) students achievement with the type of interpersonal
intelligence are better than the students with the type of intrapersonal intelligence and linguistic
intelligence type while the students with the type of linguistic intelligence have better
mathematics learning achievement than the students with the type of intrapersonal intelligence,
(3) in the cooperative learning peer tutoring, students with interpersonal intelligence have better
mathematic learning achievement than students with interpersonal and linguistik intelligence,
students with linguistic intelligence have better learning achievement than student with
intrapersonal intelligence, in the self-directed learning by e-learning, there was no difference in
learning achievement in each type of intelligence, in the direct instruction, students with
interpersonal and linguistic intelligence have better mathematic learning achievement than
students with intrapersonal intelligence, (4) for the students who have interpersonal intelligence,
cooperative learning peer tutoring produce better mathematics achievement than self-directed
learning by e-learning and direct instruction, for the students who have intrapersonal intelligence,
self-directed learning by e-learning produce better mathematics achievement than direct
instruction, for the students who have linguistic intelligence, there was no difference in learning
achievement in each learning models.
Keywords: E-Learning, Peer Tutoring, Intelligence, mathematics learning achievement