@rtikulasi

Abstrak
Penelitian dengan metode kuasi eksperimen dilatarbelakangi masalah pelaksanaan apersepsi yang dilakukan guru pada awal pembelajaran umumnya dianggap hal kecil dan kecederungan tidak dilaksanakan. Hasil penelitian menunjukkan cukup efektif. Di kelas eksperimen skor pretes dan postes mengalami peningkatan dengan tingkat efektivitas rata-rata Ngain 0,60. Di kelas kontrol juga sama, tetapi melihat tingkat efektivitasnya untuk kelas kontrol tidak efektif yakni Ngain 0,24. Setelah dilakukan uji hipotesis diperoleh nilai koefisien korelasi sebesar 0,359 bernilai positif dan Sig(2-tailed) adalah 0,071, artinya semakin tinggi apersepsi pembelajaran, maka semakin tinggi pula hasil belajar siswa, sebaliknya semakin rendah apersepsi pembelajaran, maka semakin rendah pula hasil belajar siswa. Hal tersebut berarti hubungan positif antara apersepsi dengan hasil belajar siswa, namun hubungan antara keduanya berkorelasi rendah (0,359). Adapun pengaruh apersepsi terahdap hasil belajar siswa 12,88%, sedangkan 87,12% dipengaruhi oleh faktor lain selain apersepsi.Abstract. Quasi-experimental research method is motivated apperception implementation problems that teachers in early learning is generally considered small things and inclinations are not implemented. The results showed quite effective. In the experimental class pretest and posttest scores increased by an average rate of effectiveness Ngain 0.60. In the control class is the same, but look at the class level of effectiveness for the control ineffective Ngain 0.24. After testing the hypothesis that the value of the correlation coefficient of 0.359 is positive and Sig (2-tailed) was 0.071, meaning that the higher learning apperception, the higher the student learning outcomes, whereas the lower the apperception of learning, then the lower the student learning outcomes. That means that a positive relationship between apperception with student learning outcomes, but the relationship between the two correlated low (0.359). The apperception obtain any influence student learning outcomes 12.88%, while 87.12% are influenced by factors other than apperception.