摘要：This study aims to determine the difference in understanding of the concept and effectiveness of the use of Joyful learning model by taking into account the Noting Domain Problem. This research is a quantitative research using quasi experimental design. The research sample is class VIII D using joyful learning model, and class VIII E using conventional model, which is chosen by purposive sampling. Technique that use for collecting understanding data is using written test, observation, and documentation. Hypothesis test using independent sample t test. The results showed that the use of Joyful learning model with attention to domain problems experienced show a significant increase and more effective than the conventional model of concept understanding. Joyful learning model effective approve of 0,04 < 0,05 (significant level 0.05) concluded that Joyful learning model is more effective than conventional learning model.
其他摘要：Abstrak Penelitian ini bertujuan untuk mengetahui perbedaan peningkatan pemahaman konsep dan efektivitas penggunaan model Joyful learning dengan memperhatikan domain soal. Penelitian ini merupakan penelitian kuantitatif menggunakan desain kuasi eksperimental. Sampel penelitian yaitu kelas VIII D menggunakan model joyful learning, dan kelas VIII E menggunakan model konvensional, yang dipilih secara purposive sampling. Teknik pengumpulan data pemahaman menggunakan tes tertulis, observasi, dan dokumentasi. Uji hipotesis menggunakan uji independent sample t test. Hasil penelitian menunjukkan bahwa penggunaan model Joyful learning dengan memperhatikan domain soal mengalami peningkatan yang signifikan dan lebih efektif dibanding dengan model konvensional terhadap pemahaman konsep. Model pembelajaran Joyful learning terbukti efektif dengan nilai sig 0,04 < 0,05 (taraf signifikan 0,05). Jadi dapat disimpulkan bahwa model Joyful learning lebih efektif dibanding model pembelajaran konvensional. Kata Kunci: IPA, Joyful Learning, pemahaman konsep. EFFECTIVENESS OF JOYFUL LEARNING MODEL IN IMPROVING CONCEPTUAL UNDERSTANDING OF JUNIOR HIGH SCHOOL STUDENTS BY NOTING DOMAIN PROBLEM Abstract The aims of this study are to determine the difference in understanding of the concept and effectiveness of the use of Joyful learning model by taking into account the Noting Domain Problem. This research is a quantitative research with an quasi experimental design. The sample of this research is class VIII D which implement joyful learning model, and class VIII E which implement the conventional model, which is chosen by purposive sampling. Techniques that use for collecting understanding data are written test, observation, and documentation technique. The hypothesis tested with independent sample t test. The results showed that the use of Joyful learning model with attention to domain problems experienced show a significant increase and more effective than the conventional model of conceptual understanding. Joyful learning model effective approve of 0,04 < 0,05 (significant level 0.05) concluded that Joyful learning model is more effective than conventional learning model.
