Peningkatan Hasil Belajar Mahasiswa Pada Mata Kuliah Matematika Ekonomi Melalui Model Tutor Sebaya

Vella Anggresta, Elin Karlina

Abstract


This Classroom Action Research (CAR) investigates the effectiveness of the Peer Tutor Learning Method in improving student learning outcomes in the Mathematics Economics course. This research is motivated by the low level of student activity and learning outcomes in the course. The Peer Tutor Method was chosen because of its potential to facilitate learning and discussion between students, which is expected to improve understanding of the material and active participation in class. This research was conducted in two cycles and involved odd semester students of the 2024/2025 academic year who took the Mathematics Economics course. Data were collected through observation to measure student activity and evaluation of learning outcomes (post-test) in each cycle. The results of the study showed a significant increase in student activity, with an average increase from 55.7% in Cycle I to 72.6% in Cycle II. Learning outcomes also increased, indicated by an increase in the average post-test score from 80.5 in Cycle I to 85.8 in Cycle II. In addition, the number of students who have not successfully answered the quizzes correctly decreased from 7 to 4. This finding proves that the Peer Tutor Learning Method is effective in increasing student activity and learning outcomes in the Mathematics Economics course. Therefore, this method is recommended as an alternative learning strategy to improve the quality of teaching in higher education

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References


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