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that needs to be applied in learning activities. The
five components of the ARIAS learning model are
Assurance, Relevance, Interest, Assessment, and
Satisfaction which are compiled based on learning
theory.
Based on observations made at Bhayangkari 2
High School 2 students about the economic learning
outcomes of 11th grade students, it was obtained
data that their learning outcomes were not
satisfactory. This was evident from the fact that
there were still many students who do not complete
the daily test because they get scores below the
KKM (Minimum Learning Mastery Standard) set by
the subject of Economics, which is a score of 75.
That of 108 11th grade students, there were 68
students who did not pass daily test with a
percentage of failure in passing the score reached
62.96% and only 40 students who passed the
standard with a percentage of 37.04%.
In the observations made, it was also found that
teachers of Economics still used conventional
learning models in delivering the learning material
so that learning still took place in one direction and
was only centered on the teacher (Teacher
Centered). This has an impact on students who are
passive and less enthusiastic in participating in
learning. In fact, the teacher have mastered the
learning material well but they were not in carrying
out the learning activities correctly. This happens
because the teachers do not choose the learning
model correctly and are monotonous in choosing the
learning model and this makes students tend to get
low learning outcomes.
Observation in class 11 IIS-2 consisted of 36
students showed that there were still many students
with low learning independence. Low learning
independence could be seen from students who were
brave to present in front of the class with only 6
students or 16.67%. Students who were brave to ask
questions or give opinions are only 4 students or
11.11%. Students who were able to work on
individual test questions independently are only 15
people or 41.67%. Students who did homework
assignments are only 25 people or 69.44%.
The aims to be achieved in this study are to find
out: (1) whether the economic learning outcomes of
students taught using the ARIAS learning model are
higher than students taught using conventional
learning models; (2) whether the economic learning
outcomes of students who have high learning
independence are higher than students who have low
learning independence; (3) interaction between
learning models and learning independence on the
economic learning outcomes.
2 THEORICAL FRAMEWORK
According to Purwanto (2011), learning outcomes
are the achievement of educational goals for students
who follow the teaching and learning process.
Learning outcomes are the realization of the
achievement of educational goals. Therefore, the
learning outcomes measured are very dependent on
the goals of education. Learning outcomes can be
affected by several factors, two of which are student
learning independence and the learning model used
by the teacher.
Ahmadi (2011) states that the learning model is a
pattern or a plan that is used as a guide in planning
classroom learning and tutorial learning and to
determine learning tools. According to Rahman and
Amri (2014), ARIAS learning model is the first
attempt at learning activities to instill a sense of
confidence in students. Learning activities have
relevance to students' lives, trying to attract and
maintain student interest or attention. Then, an
evaluation is held and it grows a sense of pride in
students by providing reinforcement.
According to Tirtarahardja and Sulo (2000),
independence in learning is defined as learning
activities which are driven more by their own will,
their own choices, and their own responsibilities
from learners when taking place. Here,
independence is more about individuals who learn
and their obligations in learning are done on their
own and fully controlled by themselves. The
characteristics of learning independence according
to Laird (in Mujiman, 2011) include learning
activities which are self-directed or independent
from others, able to answer questions during
learning not because of the teacher or other
assistances, more active rather than passive, having
the awareness of what must be done, learning
evaluations are carried out together, learning by
applying, collaborative learning means utilizing
experience and exchanging experiences, problem-
based learning, and always expecting benefits that
can be applied in life.
3 RESEARCH METHOD
This research was conducted at SMA Bhayangkari 2
Rantauprapat at Jalan Cik Ditiro Rantauprapat in the
even semester of academic year of 2017/2018. The
population of this research is all 11
th
grade students
of SMA Bhayangkari 2 Rantauprapat consisted of
nine classes with 108 students in total. The sample
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