Pengaruh penerapan metode problem-posing dan tugas terstruktur terhadap prestasi belajar mahasiswa

This study aimed to determine whether the learning method of problem posing and giving structured assignments is more effective than conventional methods in improving student learning achievement in the Basics of Accounting course. The research was conducted in the first semester of class A, as many as 34 people, and in class B, as many as 37 students of the Department of economic education at the Gunungsitoli Institute of Teacher Training and Education 2017/2018 academic year. The results showed that the experimental class using the problem-posing method and giving structured assignments was more effective than the control class using conventional methods. It is evidenced by the results of testing using the t-test; the findings show a difference between the experimental class of 73.39 and the control class of 50.39. In the experimental class, the increase in student learning achievement was much higher than the increase in student learning achievement in the control class. The research findings also show that the average student learning achievement in the experimental class of 75.50 is much higher than the average learning achievement in the control class of 71.46. The low increase in the average learning achievement in the Basics of Accounting course on adjusting journals in the control class is due to the conventional method.