Penelitian ini dilaksanakan mulai bulan Oktober 2013 di SMA Muhammadiyah Tarakan. Jenis penelitian ini adalah eksperimen semu dengan desain penelitian Pretest-Posttest Comparation Group Design. Populasi dalam penelitian ini adalah siswa kelas X dan sampel sebanyak 2 kelas, pengambilan sampel dilakukan dengan teknik cluster purposive sampling. Analisis data menggunakan bantuan software SPSS 16.0 for windows dengan teknik analasis menggunakan uji Independent sample t-test. Hasil analisis perbandingan penerapan model pembelajaran STAD dan PBI terhadap hasil belajar siswa diperoleh thitung (0,360) lebih kecil dibandingkan ttabel (2,000) pada taraf signifikansi 0,05 dan dk = 54 . Sedangkan untuk perbandingan aktivitas belajar siswa diperoleh thitung (2,250) lebih besar dibandingkan ttabel (2,000) pada taraf signifikansi 0,05 dan dk = 54. Berdasarkan hasil analisis data dapat disimpulkan bahwa tidak terdapat perbandingan model pembelajaran STAD dan model PBI terhadap hasil belajar biologi siswa, dan terdapat perbandingan model pembelajaran STAD dan model PBI terhadap aktivitas belajar biologi siswa.

The research was conducted at Muhammadiyah Senior High School Tarakan. This kind of research is quasi experimental with Pretest-Posttest Comparation Group research design. The population of this research are the students in grade X and the sample are two classes, the sample was taken by using cluster purposive sampling techniques. The data analysis was done by using SPSS 16.0 software for windows with the analysis technique by using independent sample t-test. The result of comparative analysis of STAD and PBI learning model application toward students’ learning outcomes obtained (0,360) is smaller than t-table (2,000) on the significant level 0,05 and dk = 54, while for the comparison of students’ learning activity obtained (2,250) is bigger than t-table (2,000) on the significant level 0,05 and dk = 54. Based on the result of the data analysis, it can be concluded that there is no comparison of STAD and PBI learning models to the students’ biology learning outcomes; and there is the comparison of STAD and PBI models to the students’ biology learning activity.