THE INFLUENCE OF SCIENCE AND IPS DEPARTMENT ON LEARNING OUTCOMES IN CLASS XI STUDENTS IN CITIZENSHIP EDUCATION.

Abstract

In this study, the factors causing differences in students' abilities were focused on the intelligence factor used by the school as a decision to place students in the Science and Social Studies specialization group. This difference in placement was based on cognitive ability and student interest carried out by the school. Schools still consider the division of the second major to be more important based on moderate to low levels of cognitive ability, so students are in the social studies class group, while moderate to high cognitive abilities are in the science class group. Citizenship education is an existing subject. in the two groups, where the group has been divided based on the cognitive abilities of students. Under these group conditions, the two social studies and science class groups should have a different impact on student learning outcomes. Is the justification that the Social Studies class group, which is grouped based on medium to low cognitive abilities, has lower student end-of-semester exam results than the Science class group, or is it the other way around? The type of research used is quasi-experimental with a sampling technique using purposive sampling. This research was conducted on class XII high school students majoring in science and social studies. Data collection techniques for learning outcomes used descriptions to measure both knowledge and skills. The data analysis technique used is a non-paramatic analysis technique (Mann Whitney U Test). Based on the results of research conducted, obtained if the learning outcomes of citizenship education subjects students majoring in social studies are lower than students majoring in natural sciences. Thus, the learning outcomes of students majoring in natural sciences are higher in citizenship education subjects than students majoring in social studies.