This research aimed to know the effectiveness of applying contextual approach based on environment toward chemistry learning achievement and scientific attitude students in aspect (a) differences of students chemistry learning achievement if the early knowledge chemistry uses statistically (b) differences of students scientific attitude in experiment class after the teaching-learning process with contextual approach based on environment (c) differences of students scientific attitude between experiment and control class. The method of this research is to experiment with one-factor design (chemistry learning), two samples (control and experiment class) and one covariable (early knowledge students). In the experiment class using a contextual approach based on the environment while in control class using a conventional approach. Chemistry learning achievement measured with an achievement test and then analyzed with one way ANCOVA. Scientific attitude measured with scientific attitude questionnaire and then analyzed with one sample and two-sample t-test. Base on the ANCOVA analysis get value F0 = 4,431 with Ftable = 3.96. This matter shows that significant differences in students chemistry learning achievement with the contextual base on environment approach if the early knowledge chemistry uses statistically. Result of one sample t-test shows that the value t = 0,465 with t table = 1,67, it can be concluded that is no significant differences of students scientific attitude in experiment class after teaching-learning process with the contextual base on environment approach. Result of two-sample t-test shows that the value t = 0,05 with t table = 1,67, it can be concluded that is no significant differences of students scientific attitude between experiment and control class.

This research is descriptive research that has aimed to find out the effectiveness of learning after applying cooperative learning model TGT type. The subjects of research are 35 students of the XI Science 1 Class of equated SMA Frater Makassar, the class had 41% class comprehensiveness on the same main topic last year. The data is post test result has been validated by two evaluators. Description of students learning outcomes are: (1) the average score of students is 75.57 from 100 as ideal score with the highest and lowest score are 95 and 35, respectively; (2) the students who master comprehensively the subject are 31 from 35 students or have 88.57% class comprehensiveness. The conclusions of this research are the effectiveness of applying the learning model is 68.57%.