Influence Interaction Semester and Type Sex to Science Learning Outcomes: A Quasi-Experimental Study of Fifth Grade Students in Jakarta

Abstract

This study aims to analyze the influence of semester, gender, and their interaction on the science learning outcomes of fifth-grade students in Jakarta. The study used a quasi-experimental design with a 2x2 factorial design. The sample consisted of 28 students selected through non-probability sampling, with a balanced composition based on semester and gender. Data were collected using a validated multiple-choice science learning outcome test. The analysis showed that semester significantly influenced science learning outcomes (F = 4445.354; η² = 0.988), with higher achievement in the even semester. Gender also had a significant effect (F = 3965.297; η² = 0.987), with female students demonstrating higher learning outcomes. Furthermore, there was a significant interaction effect between semester and gender (F = 5985.992; η² = 0.991). A Tukey HSD follow-up test showed significant differences between male and female students in the odd semester and between the odd and even semesters for both genders. These findings indicate that the improvement in learning outcomes from the odd to the even semester was greater for female students.