ABSTRACT
This study aimed to: (1) To determine the effect of differences in chemistry learning PBL models and models of SMT for high school student achievement in Grobogan. (2) To find out which is better student achievement with learning activity is high or low high school learning activities in Grobogan. (3) To understand the interaction model of learning by students' learning activities to the achievement of high school students studying chemistry in Grobogan. The research was conducted at several high schools in Grobogan including; SMA N 1Gabus, SMA N 1 Kradenan, SMA N 1 Wirosari.
The model used in this research is experiment with 2X2 factorial design. The study design using experimental.Its population was all of students of senior secondary school in Grobogan. The samples of research were taken by using the cluster random sampling technique. The data of reserach were collected throught test and non test methods, namely: test of learnig achivement in chemistry and questionare of learning activity. They were analyzed by using the two-way ANOVA with the prerequisite tests of normality test and homogeneity test at the significance level 0,05.
The results showed that. (1) there is significant difference in learning achievement chemical groups using PBL and group learning model TPS, with a value of F = 5.432, p <0.05 where student achievement in the subjects of Chemistry with PBL models better than the student who uses a model TPS. (2) there is differences in Effects of High learning activities with learning activities Low toward achievement of learning chemistry. Results analysis showed a significant difference in learning achievement Chemistry group of students with high learning activities and groups of students with low learning activity, with the value of F = 8.218, p <0.05 where learning achievement in the subjects of Chemistry students who have high learning activity is better than the students who have low learning activities . (3) there are interactions between the learning model with learning activities to learning achievement Chemistry with a value of F = 4.020, p <0.05 where the average value of learning achievement chemical group PBL models with high learning activity has the highest value of the interpretation of study with a mean of 84.41 while PBL model group with low learning activity have the lowest average value for 74.13.
Keywords: Learning Model  ProblemBased Learning, Think Pair Share, Chemistry learnign achivement, Learning activities.