THE DIFFERENCE BETWEEN SIMULATION AND INDEPENDENT STUDY METHODS ON THE ABILITY TO UNDERSTAND THE STRUCTURE AND RULES OF EXPOSITION TEXTS IN GRADE 10 STUDENTS OF SMAN 2 KUNINGAN IN THE 2013/2014 ACADEMIC YEAR

Abstract

This study aims to determine the differences between simulation methods and independent study methods on the ability to understand the structure and rules of exposition texts of class X students of SMAN 2 Kuningan. Simulation methods emphasize student collaboration in solving problems, while independent study emphasizes student independence in solving problems. The development of problem-solving skills is an implication of the development of critical thinking skills, therefore researchers want to develop these skills. Problem Formulation. 1) How is the ability to understand the structure and rules of exposition texts using independent study methods in class X students of SMAN 2 Kuningan in the 2013/2014 academic year?; 2) How is the ability to understand the structure and rules of exposition texts using simulation methods in class X students of SMAN 2 Kuningan in the 2013/2014 academic year?; 3) Is there a difference between simulation methods and independent study methods on the ability to understand the structure and rules of exposition texts in class X students of SMAN 2 Kuningan in the 2013/2014 academic year?; This study uses experimental research methods and the type of research uses quantitative research. The sample used in this study was two classes, namely class A as the control class with 34 students and class B as the experimental class with 34 students. The results of the statistical test showed that z count > z table with a value of 2.29 > 2.23, so the hypothesis H1:  > 6.7 was accepted. The results of the t test showed that the z count value was greater than z table. So it can be concluded that the use of simulation learning methods has a significant influence on students' critical thinking skills. This result is in accordance with the average value of students' critical thinking abilities which exceeds the minimum completeness criteria (KKM) which is 8.11 with a KKM of 7.6. So it can be concluded that the use of simulation learning methods and independent study learning methods has a significant difference in the ability to understand the structure and rules of students' exposition texts.