Comparison of the Effect of Scientific and Conventional Learning on the Creativity and Learning Outcomes of Phyisical Education Student
- Conventional Learning, Scientific Learning, Creativity, and Learning outcomes
This study aims to determine and describe the Comparison of the Effects of Scientific and Conventional Learning on the Creativity and Learning Outcomes of High School Physical Education Students. This research is an experiment through a test instrument technique for learning outcomes and a questionnaire for creativity, with anava 2 x 2 research design. The number of samples was 71 people for the scientific learning group and 57 people for the conventional learning group and the sampling technique using cluster random sampling. Before conducting the analysis of variance (anava), first conduct the analysis requirements, namely the normality test and homogeneity test. Furthermore, the two-way Anava test was used at the α significance level of 0.05 and continued with the Scheffe test at the significance level α = 0.05. The results showed that there were differences in the influence of conventional learning and scientific learning on creativity and physical education learning outcomes and the interaction between the effects of conventional learning and scientific learning on creativity and physical education learning outcomes.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Wicaksono AU - Albadi Sinulingga AU - Sabaruddin Yunis Bangun PY - 2019/12 DA - 2019/12 TI - Comparison of the Effect of Scientific and Conventional Learning on the Creativity and Learning Outcomes of Phyisical Education Student BT - Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019) PB - Atlantis Press SP - 491 EP - 493 SN - 2352-5398 UR - https://www.atlantis-press.com/article/125928338 ID - 2019/12 ER -