Kelompok 6

Nama : Fita Permata Sari (17726251029)

Diena Shulhu Asysyifa (17726251032)
Rahmad Hudan Ramadhan (17726251033)
Kelas : Pendidikan Fisika B

Perhitungan Manual untuk Ankova Satu Jalan

Suatu eksperimen bertujuan untuk mempelajari pengaruh metode pembelajaran Fisika terhadap
kemampuan berpikir tingkat tinggi siswa. Untuk mengetahui kondisi awal maka sebelum perlakuan
dengan metode pembelajaran, setiap kelompok diberi pre-test. Data hasil penelitian disajikan pada tabel
berikut:

𝐴1 𝐴2 𝐴3
Y X Y X Y X
5 4 5 4 3 4
6 4 6 4 4 4
7 5 6 5 5 5
8 5 6 5 6 5
8 6 7 7 6 5
9 7 7 7 6 6
9 8 8 7 7 6
10 9 9 8 7 7
Keterangan:
A1 = Metode Inquiry, A2 = Metode PBL, A3 = Metode Discovery Learning
X = pre-test (kovariat), dan Y = Kemampuan Berpikir Tingkat Tinggi Siswa
(i) 𝐻𝑜 ∶ 𝜇1 = 𝜇2 = 𝜇3
𝐻𝑎 ∶ 𝜇𝑗 ≠ 𝜇𝑗 ′ , untuk semua j
(ii) Taraf signifikansi
𝛼 = 0.05
(iii)Statistik Uji
𝑀𝑆𝐵𝐺 𝐴𝑎𝑑𝑗 /(𝑝 − 1)
𝐹= =
𝑀𝑆𝑊𝐺 𝑆𝑎𝑑𝑗 /𝑝(𝑛 − 1) − 1

dengan p = level treatment

n = jumlah subjek tiap level

(iv) Kriteria Keputusan

𝐹(𝛼:[𝑝−1],𝑝[𝑛−1]−1) = 𝐹(0.05:2,20) = 3,49

𝐻𝑜 ditolak jika 𝐹ℎ𝑖𝑡𝑢𝑛𝑔 > 𝐹(0.05:2,20)

𝐻𝑜 diterima jika 𝐹ℎ𝑖𝑡𝑢𝑛𝑔 ≤ 𝐹(0.05:2,20)
(v) Perhitungan
n=8
p=3
𝐴1 𝐴2 𝐴3
No
y x y x y x
1 5 4 5 4 3 4
2 6 4 6 4 4 4
3 7 5 6 5 5 5
4 8 5 6 5 6 5
5 8 6 7 7 6 5
6 9 7 7 7 6 6
7 9 8 8 7 7 6
8 10 9 9 8 7 7
𝑛 𝑛

∑ 𝑌𝑖𝑗 , ∑ 𝑋𝑖𝑗 62 48 54 47 44 42
𝑖=1 𝑖=1

Computational Symbol
𝑛 𝑝

∑ ∑ 𝑌𝑖𝑗 = 5 + 6 + 7 + ⋯ + 7 = 160
𝑖=1 𝑗=1
2
(∑𝑛𝑖=1 ∑𝑝𝑗=1 𝑌𝑖𝑗 ) 1602
= [𝑌] = = 1066,67
𝑛𝑝 24
𝑛 𝑝

∑ ∑ 𝑌𝑖𝑗 2 = [𝐴𝑆𝑦 ] = (5)2 + (6)2 +(7)2 + ⋯ + (7)2 = 1132

𝑖=1 𝑗=1
𝑝
(∑𝑛𝑖=1 𝑌𝑖𝑗 )2 (62)2 (54)2 (44)2
∑ = [𝐴𝑦 ] = + + = 1087
𝑛 8 8 8
𝑗=1

𝑛 𝑝

∑ ∑ 𝑋𝑖𝑗 = 4 + 4 + 5 + ⋯ + 7 = 137
𝑖=1 𝑗=1
2
(∑𝑛𝑖=1 ∑𝑝𝑗=1 𝑋𝑖𝑗 ) 1372
= [𝑋] = = 782,0417
𝑛𝑝 24
𝑛 𝑝

∑ ∑ 𝑋𝑖𝑗 2 = [𝐴𝑆𝑥 ] = (4)2 + (4)2 +(5)2 + ⋯ + (7)2 = 833

𝑖=1 𝑗=1
𝑝
(∑𝑛𝑖=1 𝑋𝑖𝑗 )2 (48)2 (47)2 (42)2
∑ = [𝐴𝑥 ] = + + = 784,625
𝑛 8 8 8
𝑗=1

(∑𝑛𝑖=1 ∑𝑝𝑗=1 𝑋𝑖𝑗 )(∑𝑛𝑖=1 ∑𝑝𝑗=1 𝑌𝑖𝑗 ) (160)(137)

= [𝑋𝑌] = = 913,333
𝑛𝑝 24
 𝑛 𝑝

∑ ∑ 𝑋𝑖𝑗 𝑌𝑖𝑗 = [𝐴𝑆𝑥𝑦 ] = (5)(4) + (6)(4) + (7)(5) + ⋯ (7)(7) = 962

𝑖=1 𝑗=1

𝑝
(∑𝑛𝑖=1 𝑋𝑖𝑗 )(∑𝑛𝑖=1 𝑌𝑖𝑗 ) (62)(48) (54)(47) (44)(42)
∑ = [𝐴𝑥𝑦 ] = + + = 920,25
𝑛 8 8 8
𝑗=1

Computational Formula

𝑇𝑦𝑦 = [𝐴𝑆𝑦 ] − [𝑌] = 65,33 𝑇𝑥𝑦 = [𝐴𝑆𝑥𝑦 ] − [𝑋𝑌] = 48,667

𝐴𝑦𝑦 = [𝐴𝑦 ] − [𝑌] = 20,33 𝐴𝑥𝑦 = [𝐴𝑥𝑦 ] − [𝑋𝑌] = 6,91667

𝑆𝑥𝑦 = [𝐴𝑆𝑥𝑦 ] − [𝐴𝑥𝑦 ] = 41,75
𝑆𝑦𝑦 = [𝐴𝑆𝑦 ] − [𝐴𝑦 ] = 45
𝑇𝑥𝑦 2
𝑇𝑥𝑥 = [𝐴𝑆𝑥 ] − [𝑋] = 50,9583 𝑇𝑎𝑑𝑗 = 𝑇𝑦𝑦 − = 18,855
𝑇𝑥𝑥

𝐴𝑥𝑥 = [𝐴𝑥 ] − [𝑋] = 2,5833 𝑆𝑥𝑦 2

𝑆𝑎𝑑𝑗 = 𝑆𝑦𝑦 − = 8,968
𝑆𝑥𝑥
𝑆𝑥𝑥 = [𝐴𝑆𝑥 ] − [𝐴𝑥 ] = 48,375 𝐴𝑎𝑑𝑗 = 𝑇𝑎𝑑𝑗 − 𝑆𝑎𝑑𝑗 = 9,888

[ASx1] = (4)2+(4)2+(5)2+(5)2+(6)2+(7)2+(8)2+(9)2 = 312

(48)2
[𝐴𝑥1 ] = = 288
8

𝐴𝑆𝑥𝑦1 = 5𝑥4 + 6𝑥4 + 7𝑥5 + 8𝑥5 + 8𝑥6 + 9𝑥7 + 9𝑥8 + 10𝑥9 = 392

62𝑥48
𝐴𝑥𝑦1 = = 372
8

Sxx1 = [ASx1] – [Ax1] = 312 – 288 = 24

Sxy1 = [ASxy1] – [Axy1] = 392 – 372 = 20

𝑆𝑥𝑦1 20
𝛽̂𝑊1 = = = 0,833
𝑆𝑥𝑥1 24

[ASx2] = (4)2+ (4)2+ (5)2+(5)2+(7)2+(7)2+(7)2+(8)2 = 293

(47)2
[𝐴𝑥2 ] = = 276,125
8
𝐴𝑆𝑥𝑦2 = 5𝑥4 + 6𝑥4 + 6𝑥5 + 6𝑥5 + 7𝑥7 + 7𝑥7 + 8𝑥7 + 9𝑥8 = 330

54𝑥47
𝐴𝑥𝑦2 = = 317,25
8

Sxx2 = [ASx2] – [Ax2] = 293 – 276,125 = 16,875

Sxy2 = [ASxy2] – [Axy2] = 330 – 317,25 = 12,75

𝑆𝑥𝑦2 12,75
𝛽̂𝑊2 = = = 0,755
𝑆𝑥𝑥2 16,875

[ASx3] = (4)2+ (4)2+ (5)2+ (5)2+ (5)2+(6)2+(6)2+(7)2 = 228

(42)2
[𝐴𝑥3 ] = = 220,5
8

𝐴𝑆𝑥𝑦3 = 3𝑥4 + 4𝑥4 + 5𝑥5 + 6𝑥5 + 6𝑥5 + 6𝑥6 + 7𝑥6 + 7𝑥7 = 240

44𝑥42
𝐴𝑥𝑦3 = = 231
8

Sxx3 = [ASx2] – [Ax2] = 228 – 220,5 = 7,5

Sxy3 = [ASxy2] – [Axy2] = 240 – 231 = 9

𝑆𝑥𝑦2 9
𝛽̂𝑊3 = = = 1,2
𝑆𝑥𝑥2 7,5

Koefisien Regresi:

∑𝑛𝑖=1 ∑𝑝𝑗=1(𝑋𝑖𝑗 − 𝑋̅. . )(𝑌𝑖𝑗 − 𝑌̅. . ) 𝑇𝑥𝑦 48,667

𝛽̂𝑇 = 𝑝 = = = 0,955
∑𝑛𝑖=1 ∑𝑗=1(𝑋𝑖𝑗 − 𝑋̅. . )2 𝑇𝑥𝑥 50,9583

(𝑆𝑥𝑦1 )(𝛽̂𝑊1 ) + (𝑆𝑥𝑦2 )(𝛽̂𝑊2 ) + (𝑆𝑥𝑦3 )(𝛽̂𝑊3 )

𝛽̂𝑊 =
𝑆𝑥𝑥1 + 𝑆𝑥𝑥2 + 𝑆𝑥𝑥3
(20)(0,833) + (12,75)(0,75) + (9)(1,2)
𝛽̂𝑊 =
24 + 16,875 + 7,5
36,96
𝛽̂𝑊 =
48,375
 𝛽̂𝑊 = 0,764

𝑛 ∑𝑝𝑗=1(𝑋𝑗 − 𝑋̅. . )(𝑌𝑗 − 𝑌̅. . ) 𝐴𝑥𝑦 6,91667

𝛽̂𝐵 = = = = 2,677
𝑛 ∑𝑝𝑗=1(𝑋𝑗 − 𝑋̅. . )2 𝐴𝑥𝑥 2,5833

Berdasarkan nilai regresi ( 𝛽̂𝑊 = 0,764) yang lebih besar dari 0,05 yang menunjukkan tidak
ada pengaruh antara metode (inquiry, PBL, dan discovery learning) terhadap pretest siswa.

Koefisien Korelasi:
𝑇𝑥𝑦 48,667
𝑟𝑇 = = = 0,843
√𝑇𝑥𝑥 𝑇𝑦𝑦 √(50,9583)(65,33)

𝐴𝑥𝑦 6,91667
𝑟𝐵 = = = 0,954
√𝐴𝑥𝑥 𝐴𝑦𝑦 √(2,5833)(20,33)

𝑆𝑥𝑦 41,75
𝑟𝑊 = = = 0,894
√𝑆𝑥𝑥 𝑆𝑦𝑦 √(48,375)(45)

𝐴𝑎𝑑𝑗 9,888
𝑀𝑆𝐵𝐺 = = = 4,9438
𝑝−1 2
𝑆𝑎𝑑𝑗 8,968
𝑀𝑆𝑊𝐺 = = = 0,4484
𝑝(𝑛 − 1) − 1 20
𝑀𝑆𝐵𝐺 4,9438
𝐹ℎ𝑖𝑡𝑢𝑛𝑔 = = = 11, 0257
𝑀𝑆𝑊𝐺 0,4484

Source SS df MS F
Between
9,888 𝑝−1=2 4,9438
groups, Aadj
11, 0257
Within groups,
8,968 𝑝(𝑛 − 1) − 1 = 20 0,4484
Sadj
Total, Tadj 18,855 𝑛𝑝 − 2 = 22

(vi) Kesimpulan:

Berdasarkan taraf signifikansi 0,05 diperoleh 𝐹ℎ𝑖𝑡𝑢𝑛𝑔 = 11,0257 > 𝐹(0,05:2,20) = 3,49 maka
hipotesis nol ditolak. Artinya ada pengaruh metode pembelajaran Inquiry, PBL, dan Discovery
Learning terhadap kemampuan berpikir tingkat tinggi siswa dengan mengendalikan pretest siswa.