The Effect of the Peer Tutoring Learning Model on Student Learning Outcomes Regarding Matrices in Senior High School

Nur Huda Adam; Evi P. Hulukati; Hasan S. Panigoro

doi:10.61132/arjuna.v4i5.3107

Authors

Nur Huda Adam Universitas Negeri Gorontalo
Evi P. Hulukati Gorontalo State University
Hasan S. Panigoro Gorontalo State University

DOI:

https://doi.org/10.61132/arjuna.v4i5.3107

Keywords:

High School, Learning Model, Learning Outcomes, Matrices, Peer Tutoring

Abstract

This study aims to analyze the impact of the Peer Tutoring learning model on students' mathematics learning outcomes regarding the topic of matrices at SMA Negeri 1 Tapa. The primary issue underlying this research is the low level of active student engagement in conventional instruction and the failure of learning outcomes to meet the minimum mastery criteria. The study employed a quasi-experimental design, specifically a pre-test and post-test control group design involving 38 Grade XI students selected via simple random sampling. The research instrument consisted of an essay test with established validity and reliability. Data were analyzed using the Independent Sample t-test and an effect size test. The results indicate a significant difference in learning outcomes between the experimental and control groups; the experimental class achieved an average score of 90.00, far surpassing the control class. Hypothesis testing yielded a t-value of 5.300 (exceeding the critical value of 1.688), with an effect size of 4.884, indicating a very high impact of the Peer Tutoring model. These findings confirm that the Peer Tutoring model is effective in enhancing students' conceptual understanding through mechanisms of learning-by-teaching and metacognitive dialogue. The study highlights the importance of adopting peer-tutoring-based cooperative learning models as an adaptive instructional solution to optimize student academic achievement in high schools.

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