Penelitian ini bertujuan untuk mengetahui adakah pengaruh strategi pembelajaran firing line terhadap keaktifan dan hasil belajar siswa. Pendekatan penelitian kuantitatif metode quasi eksperimental design teknik nonequivalent control group design. Sampel penelitian siswa SDN Tanjungarum kelas III-A dan III-B yang berjumlah 49. Hasil uji t independent dua sampel sebelum, menunjukkan tidak ada perbedaan yang signifikan keaktifan siswa antara kelas eksperimen dan kelas kontrol, dengan -t tabel = -2,012 ? t hitung = 0,719 ? t tabel = 2,012 Ho diterima. Hasil uji t independent dua sampel sesudah, menunjukkan ada perbedaan yang signifikan keaktifan siswa antara kelas eksperimen dan kelas kontrol, dengan t hitung = 8,263 > t tabel = 2,012 Ha diterima. Hasil uji t independent dua sampel pretest, menunjukkan tidak ada perbedaan yang signifikan hasil belajar siswa antara kelas eksperimen dan kelas kontrol, dengan -t tabel = -2,012 ? t hitung = 0,200 ? t tabel = 2,012 Ho diterima. Hasil uji t independent dua sampel posttest menujukkan bahwa ada perbedaan yang signifikan hasil belajar siswa antara kelas eksperimen dan kelas kontrol, dengan t hitung = 3,115 > t tabel = 2,012 Ha diterima. Sehingga pembelajaran matematika menggunakan strategi pembelajaran firing line terhadap keaktifan dan hasil belajar siswa berpengaruh positif atau terdapat pengaruh. Kata kunci: Strategi Pembelajaran Firing Line, Keaktifan,Hasil Belajar.

Abstract This study aims to determine whether there is influence of learning strategy of firing line on the activity and student learning outcomes. Quantitative research approach is used on this study by applying quasi experimental design method technique nonequivalent control group design. The research sample of SDN Tanjungarum class III-A and III-B students amounted to 49. The result of independent t test before, showed no significant difference of student activeness between experiment class and control class, with -t tabel = -2,012 ? t count = 0,719 ? t tabel = 2,012 Ho accepted. The result of independent t test after, show there is a significant difference of student activity between experiment class and control class, with t count = 8,263> t table = 2,012 Ha accepted. The t test independent pretest, showed no significant difference in student learning outcomes between the experimental class and the control class, with -t tabel = -2.012 ? t count = 0.200 ? t table = 2.012 Ho accepted. The result of independent t test posttest shows that there is a significant difference of student learning result between experiment class and control class, with t count = 3,115> t table = 2.012 Ha accepted. So that the learning of mathematics using firing line learning strategy on activity and student learning outcomes have a positive or influential effect. Keywords: Learning Strategy Firing line, Activity, Learning Outcomes.

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