PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) DAN TIPE GROUP INVESTIGATION (GI) TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KREATIVITAS SISWA

MUNJIYATUN ALY, SITI (2009) PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) DAN TIPE GROUP INVESTIGATION (GI) TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KREATIVITAS SISWA. Other thesis, Universitas Sebelas Maret.

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    Abstract

    Siti Munjiyatun Aly (S850208021), The Effect of Co-operative Learning Model of Type Student Teams Achievement Division (STAD) and Type of Group Investigation (GI) with The Achievement in Mathematics Lesson based on The Student’s Creativity, Thesis, Surakarta, The Study Program of Mathematics Education, Postgraduate Program, Sebelas Maret University, 2009. The purposesof this research are to know: (1) Which one gives better achievement in mathematics, co-operative learning model of STAD type or GI type, (2) Which one gives the better achievement in mathematics, high creativity, middle creativity or low creativity, (3) For each learning model (STAD and GI type), which one gives better achievement in mathematics, students who have high creativity, middle or low creativity, (4) For each category of the student’s creativity (high, middle,andlow), which one gives better achievement in mathematics, co-operative Learning Model of STAD type or GI type. This research is quasi-experimental research with the research plan using factorial 2 x 3. The population of this research are all of the twelve grades students of science program of all Senior High Schoolsin Sragen in the second semester in 2008/2009. The sample-taking was done using Stratified Cluster Random Sampling, as the result: SMA N 1 Sragen from the high-group and SMA N 1 Sumberlawang from low-group. The instrument applied to obtain the data of the research were test, questionnaires and documentation. The test instrument was used to know the achievement in mathematics lesson in The Exponential and Logarithmic Equation and Inequalities. Hence, questionnaires instrument is used to know the students’ creativity. Before the test and questionnaires are used, it’stested by content validity and validated by validator, which result that all of the test and questionnaires legally used as research instruments. The test instruments consist of 40 items, after it reliability tested using KR-20, calculated by the degree of difficulty and for the differentiation sector, and taken 30 items for the research. Questionnaires instrument consist of 40 items, after the internal consistency tested using the Product Moment of Karl Pearson formulas and the reliability tested using the Alpha Cronbach formulas and taken 30 items for the research. Beforeexperiment applied, balance average test was done by using t-test and a= 0.05, as the result -1.960 < tobs= 0.9132< 1.960, so all the samples come from balance population. The analysis prerequisites applied was normality test and homogeneity test. By using a= 0.05, as the result: (1) The Normality test by using Lilliefors method obtained L obs = 0.0715 < 0.1003 = L table ; L obs = 0.0723 < 0.0977 = L table ; Lobs = 0.0857 < 0.1241= Ltable ; Lobs = 0.1077 < 0.1153 = L table L obs = 0.0745 < 0.1292 = L table ; so all sample come from normal population, (2) The Homogeneity test by using Barlett method, obtained 2 obs c = 0.569 < 3.841 = x 2 table c and 2 obs c = 5.786 < 5.991 = 2 table c ,so all sample come from homogeneous population. The techniques analysis applied was two ways of unbalanced variance with different cell frequency. By using a= 0,05, shown, (1) there was significant effect of learning model with the achievement in mathematicslesson in the exponential and logarithmic equation and inequalities (Fa= 16.9876 > 3.84 = Ftable), (2) there were significant effect of students’ creativity with the achievement in mathematicsin the exponential and logarithmic equation and inequalities (Fb= 76.2492 > 3.00 = Ftable ), (3) there were significant simultaneous effect of the learning model and students’ creativity with the achievement in mathematics in the exponential and logarithmic equation and inequalities (Fab= 4.9410 > 3.00 = Ftable ). From he result of multiple comparison using Scheffe’ method and by looking into themarginal average, can be concluded that (1) the students with a co-operative learning model of GI type, the achievement in mathematics better than the students with a co-operative learning model of STAD type ( . 2 X = 76.54 > 72.14 = . 1 X ), (2) the students who have high creativity, the achievement in mathematics better than the students who have middle creativity (F.1-.2 = 49.7544 > 6.00 = Ftable ), and the students who have middle creativity, the achievement in mathematics better than the students have a low creativity (F.2-.3 = 25.7150 > 6.00 = Ftable ). The result of multiple comparison among cells by Scheffe’ method and by looking the cells average shown that (1) in the co-operative learning model of STAD type, the students who have high creativity, the achievement in mathematics better than the students who have middle creativity (F11-12 = 11.1217 > 11.0500 = Ftable ), and the students who have middle creativity, the achievement in mathematics better than the student who have low creativity (F12-13 = 11.9928 > 11.0500 = Ftable), (2) in the co-operative learning model of type GI, the students who have high creativity, the achievement in mathematics better than the students who have middle creativity (F21-22 = 50.5628 > 11.0500 = Ftable ), and the students who have middle creativity, the achievement in mathematics better than the student who have low creativity (F22-23 = 13.8253 > 11.0500 = Ftable ), (3) at a high creativity category, the students whose co-operative learning model using GI type, the achievement in mathematics better than the students whose co-operative learning model using STAD type (F11-21 = 23.4425 > 11.0500 = Ftable ), meanwhile, at a middle creativity category and a low creativity category, the students whose co-operative learning model using STAD type the achievement in mathematics as well as the students whose co-operative learning model using GI type (F12-22 = 1.5345 < 11.0500 = Ftableand F13-23 = 0.6598 < 11.0500 = Ftable ).

    Item Type: Thesis (Other)
    Subjects: L Education > L Education (General)
    Q Science > Q Science (General)
    Divisions: Fakultas Matematika dan Ilmu Pengetahuan Alam
    Fakultas Matematika dan Ilmu Pengetahuan Alam > Matematika
    Depositing User: Vignasari Kokasih
    Date Deposited: 11 Jul 2013 17:27
    Last Modified: 11 Jul 2013 17:27
    URI: http://eprints.uns.ac.id/id/eprint/2289

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