C.S.P. Setyowati, I.S.Y. Louise
This study aims to determine the differences of learning by using the Paradigm Pedagogy Reflective (PPR) approach to student achievement of class of eleventh science Senior High School De-Britto College of the academic year 2017/2018 on the rate of reaction topic. A quasy experiment was conducted with posttest only control group design. The research sample consisted of two classes determined by cluster random sampling technique obtained experiment class with 23 students using PPR approach and control class with 22 students using contextual approach. Data were collected by multiple choice posttest of the rate of reaction topic, and reflection sheet. There were differences in the application of learning by using PPR on the rate of reaction topic of student achievement obtained by significance value with anova test student achievement smaller than significance level. Filling the reflection sheet was resulted, the students felt happy, there was no difficulty in understanding the material. The value obtained cooperation, togetherness and thoroughness. In a real action, students will learn harder, help friends in learning. Therefore, the PPR approach can be applied in chemistry learning. There are different implementation of PPR approach with contextual approach to student achievement on the rate of reaction topic of students of eleventh science Senior High School De-Britto College. © 2018 Published under licence by IOP Publishing Ltd.
Chemistry Education, Graduate Programme, Yogyakarta State University, Indonesia, Jl. Colombo No. 1, Karangmalang, Depok, Sleman, Yogyakarta, Indonesia; Department of Chemistry Education, Faculty of Mathematics and Natural Science, Yogyakarta State University, Indonesia, Jl. Colombo No. 1, Karangmalang, Depok, Sleman, Yogyakarta, Indonesia
