IMPLEMENTASI SIKLUS BELAJAR 5E (LEARNING CYCLE 5E) DISERTAI DENGAN HANDOUT UNTUK MENINGKATKAN MOTIVASI BERPRESTASI DAN PRESTASI BELAJAR SISWA PADA MATERI POKOK KELARUTAN DAN HASIL KALI KELARUTAN KELAS XI IPA 3 SMA AL-ISLAM 1 SURAKARTA IMPLEMENTASI SIKLUS BELAJAR 5E (LEARNING CYCLE 5E) DISERTAI DENGAN HANDOUT UNTUK MENINGKATKAN MOTIVASI BERPRESTASI DAN PRESTASI BELAJAR SISWA PADA MATERI POKOK KELARUTAN DAN HASIL KALI KELARUTAN KELAS XI IPA 3 SMA AL-ISLAM 1 SURAKARTA TAHUN PELAJARAN 2012/2013

Sari, Istiqomah Fenica Yusnita S (2013) IMPLEMENTASI SIKLUS BELAJAR 5E (LEARNING CYCLE 5E) DISERTAI DENGAN HANDOUT UNTUK MENINGKATKAN MOTIVASI BERPRESTASI DAN PRESTASI BELAJAR SISWA PADA MATERI POKOK KELARUTAN DAN HASIL KALI KELARUTAN KELAS XI IPA 3 SMA AL-ISLAM 1 SURAKARTA IMPLEMENTASI SIKLUS BELAJAR 5E (LEARNING CYCLE 5E) DISERTAI DENGAN HANDOUT UNTUK MENINGKATKAN MOTIVASI BERPRESTASI DAN PRESTASI BELAJAR SISWA PADA MATERI POKOK KELARUTAN DAN HASIL KALI KELARUTAN KELAS XI IPA 3 SMA AL-ISLAM 1 SURAKARTA TAHUN PELAJARAN 2012/2013. Other thesis, Universitas Sebelas Maret Surakarta.

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    Abstract

    The purposes of this research were to improve: (1) student’s achievement motivation in subject matter of solubility and solubility product in Al Islam 1 Surakarta high school and (2) student’s achievement of learning in subject matter of solubility and solubility product in Al Islam 1 Surakarta high school. This research was a classroom action research which held in two cycles, with each cycle contained of action planning, implementation of the action, observation, and reflection. The subjects in this research were students in grade XI science 3 of Al Islam 1 Surakarta high school academic year 2012/2013. Data source from teacher and students. Data was obtained through observation, interviews, tests, questionnaires, and documentation. The data were analyzed using technique of qualitative descriptive analysis. The research’s results showed that the application of learning cycle 5E supplemented by handout can improve (1) the achievement motivation from 30% in cycle I become to 62,5% in cycle II, (2) the learning achievement in kognitif aspect increase from 22,5% in cycle I become to 77,5% in cycle II. As well as, the affective aspect indicates that there was an increasing percentage of 40% in cycle I become to 72,5% in cycle II, while the psychomotor aspect indicates that 72,5% in cycle I.

    Item Type: Thesis (Other)
    Subjects: L Education > L Education (General)
    Divisions: Fakultas Keguruan dan Ilmu Pendidikan
    Depositing User: Anis Fagustina
    Date Deposited: 10 May 2014 18:07
    Last Modified: 10 May 2014 18:07
    URI: https://eprints.uns.ac.id/id/eprint/15902

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