THE EFFECT OF LEARNING MODELS ON BIOLOGY LEARNING OUTCOMES BY CONTROLLING INITIAL KNOWLEDGE OF STUDENT

This research aims to determine the effect of learning models on biology learning outcomes by controlling students' fundamental knowledge. The study was conducted at Public High School 4  Kendari from September to December 2017 and used a quasi-experimental method with Non-equivalent design (Pre-Test and Post Test) Control-Group Design. The study sample was 40 students randomly selected, consisting of 20 students for the experimental class (A1) and 20 students for the control class (A2). Before the treatment is given two classes, first given initial knowledge test to obtain data on students' prior knowledge score. The data were analyzed using the interpretation of covariance (ANCOVA) at a significance level of 0.05. The results of the calculation of the source of variance between A obtained F count = 5.496>F table = 4.06. It’s explained that: there is a significant difference between the biology learning outcomes of students taught by the project-based learning (A1) model and students explained by the discovery learning model (A2) by controlling the initial knowledge. Moreover, the results of the calculation of the initial source of variance obtained by F count = 50,614>F table = 4.06. This indicates that there is the effect of fundamental knowledge on learning outcomes Biology students.