Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajran MID (Meanigfull Intructional Design) berbasis eksperimen terhadap pemahaman konsep siswa SMP. Jenis penelitianyang digunakan kuantitatif dengan desain penelitian nonequivalent control group design. Penelitian dilaksanakan di SMPN 2 Kamal Bangkalan dengan populasi semua siswa kelas VIII Tahun ajaran 2017/2018. Teknik pengambilan sampel menggunakan purposive sampling dengan kelas VIII B sebagai kelas kontrol dan kelas VIII D sebagai kelas eksperimen. Teknik analisis data menggunakan uji t sampel bebas. Hasil penelitian ini menunjukkan bahwa: (1) Terdapat pengaruh model pembelajaran MID berbasis eksperimen terhadap pemahaman konsep siswa dengan hasil uji t diperoleh nilai t hitung 3,124, sedangkan nilai t tabel diperoleh 2,021, sehingga nilai –t v hitung ? t tabel < t (-3,124 ? 2,021 < 3,124) dengan nilai signifikan diperoleh 0,003 < 0,05 sehingga H hitung diterima, (2) hasil rata-rata tes pemahaman konsep siswa sebesar 57,93% dengan kategori cukup (3) proses pembelajaran terlaksana dengan baik dengan persentase sebesar 98,22% (4) respon siswa terhadap model MID berbasis eksperimen sangat setuju dengan persentase sebesar 82,04%. 0 Kata kunci: metode eksperimen, model meaningfull instructional design, pemahaman konsep siswa

This purpose of this research was to the influence of MID (Meaningfull Intsructional Design) education model based experimental on junior high school student concept understanding. Type of research was quantitative in nonequivalent control group design research. This research applied at SMPN 02 Kamal with all students in the grade VIII academic year 2017/2018. The sampling technique was purposive sampling witg VIII B as control class and VIII D as experimental class. The data analysis technique was independent t test. The result of the research: (1) There was an effect of MID education model based experimental on student concept understanding with the t-test result obtained t count 3,124 while t table 2,021, the result –t < t count (-3,124 ? 2,021 < 3,124) with significantly 0,003 < 0,05, and the result H refused and H accepeted, (2) the resulting average of test concept understanding score was 57,93% with qualification enough, (3) The learning process was done very well with the percentage of 98,22%, (4) Student response to MID model based experimental was strongly agree with a percentage of 82,04%. a Keywords: experimental method, meaningfull instructional design model, student concept understanding.

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