Efektifitas Pembelajaran Ditinjau Dari Manajemen Kelas Dan Strategi Pembelajaran Pada Guru SMA Muhammadiyah 1 Surakarta

Sri suryani/A210150077. Learning Effectiveness Judging From Class Management and Learning Strategies in Teachers of Muhammadiyah 1 Surakarta High School. Thesis. Faculty of Teacher Training and Education, University of Muhammadiyah Surakarta, 2019. This study aims to determine: (1) The effect of classroom management on learning effectiveness. (2) The effect of learning strategies on the effectiveness of learning. (3) The effect of classroom management and learning strategies on the effectiveness of learning in Muhammadiyah 1 Surakarta High School Teachers. This type of research is quantitative using survey design. The population of this study was 56 Muhammadiyah 1 Surakarta High School Teachers. The sample in this study was 20 teachers taken using simple random sampling technique. Data collection techniques using a questionnaire that has been tested with validity and reliability testing and documentation methods. Prasayat Test Analysis using the normality test, linearity test, and multicollinearity test. Data analysis techniques used multiple linear regression analysis, F-test, t-test, R2 test, Relative Donations (SR) and Effective Donations (SE). Based on the results of data analysis, the multiple linear regression equation shows Y = 18.843 + 0.335X1 + 0.499X2. The equation shows that the increase in learning effectiveness is influenced by classroom management and learning strategies. The conclusions that can be drawn are (1) classroom management affects the effectiveness of learning, evidenced by the value of t-count> t-table that is 2.528> 2.006 and the probability value of 0.000 t-table is 2.763> 2.006 and the probability value is 0.000 F-table is 11.079> 3.168 and the probability value of 0.000 <0.05. (4) Class management variables give SR 41.55% and SE 12.20%. The learning strategy variable gives SR 58.45% and SE 17.30%. The coefficient of determination (R2) is 29.5 or 29.5%, meaning that the variables of classroom management and learning strategies influence 29.5% while 70.5% is influenced by other variables.