Effects of Cooperative Learning Strategy and Reasoning on Students Learning Outcomes in Physics

The purpose of this study was to investigate the effects of cooperative learning and reasoning on student learning outcomes of XI grade students toward physics subject over the six weeks of instruction at SMA Lab Scholl Palu. The design of the study was 2x4 factorial pre-test, post-test control group design. These included two instructional groups (cooperative and traditional classroom groups) and four reasoning groups (concrete, transitional, pre-formal and formal stage). The students were divided into two matched of 82 to be taught by the same lecturer. In the experimental group was treated by cooperative learning strategy, while in the control group, traditional strategy was employed. To guide this study, three hypotheses stated and tested at 0.05 level of significant. Based on the data analysis, the findings of the studies were as follow: first, there was a significant higher achievement test scores of students in cooperative learning group than those in traditional group. Second, there was a significant difference on students achievement test scores between students with different reasoning stage. Third, there was an interaction effect between learning strategies and reasoning on achievement in physics.