The Influence of Student Worksheet Use Learning Management System on Standard Process Implementation Toward the Learning Outcomes of Students Grade X in SMAN 1 Lubuk Alung.

Globalization era demands best quality of human resource. The bestquality of human resource can be made with best quality learning. The efforts formaking best quality learning can be done by optimizing english language andICT. Based on the fact, in SMAN 1 Lubuk Alung was not shown learning basedICT and learning material in english yet. An alternalive solution to solve thisproblem was implementation student worksheet use learning management systemin Physics learning. The student worksheet used learning management systemmakes the Physics learning more interesting, so that it was expected can improvethe Physics learning outcomes of the students. The purposes of this research wereto know the Physics learning outcomes investigate the influence of studentworksheet use learning management system in learning on standard processimplementation toward the learning outcomes of R-SMA-BI students first gradein SMAN 1 Lubuk Alung.The type of research was Quasi Experimental with the RandomizedControl Group Only Design. The population of this research were all R-SMA-BIstudents in first grade at SMAN 1 Lubuk Alung who listed in the academic year2012/2013. Through purposive sampling technique was obtained grade X3 as theexperiment class and grade X7 as the control class. The instrument of this researchware written test for cognitive domain and observation sheet for affective domain.Data analysis techniques that used in this research were normality, homogenity,and compare mean test.Based on data analysis, it can be stated that two results of this research.First, the average learning outcomes of students in Physics learning by usingstudent worksheet use learning management system on the cognitive domain andaffective domain respectively 86,30 and 69,87. Second, the implementation of thestudent worksheet use learning management system on Physics learning has givena significant influence toward learning outcomes of students both cognitivedomain and affective domain.