, Ria (2011) *EFEKTIVITAS PEMBELAJARAN REMEDIAL MATEMATIKA UNTUK MENGATASI KESULITAN BELAJAR SISWA PADA MATERI POKOK PECAHAN DITINJAU DARI KREATIVITAS SISWA SMP NEGERI DI KABUPATEN KATINGAN.* Masters thesis, Pasca Sarjana.

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## Abstract

The background of this research is the low learning achievement in Mathematics of the students of state junior secondary schools in Katingan Regency. To deal with the case, the learning alternative of the remedial learning has been done through the application of the discussion and task-assignment methods on Fractions. The objective of the research is to investigate whether or not: (1) the remedial learning of the discussion method results in a better learning achievement in Mathematics than that of the task-assignment method; (2) the students’ different creativities has given a different learning achievement in Mathematics; and (3) there is an interaction between the remedial learning of discussion method and that of task-assignment with high, medium, and low creativity toward the learning achievement in Mathematics which one of both remedial learning methods gives better mathematic learning achievement discussion to the students each with high, medium, and low creativity. This research is a quasi-experimental research with the population of all 7th-grade students in Katingan Regency. The sampling is conducted in use of stratified cluster random sampling technique from SMP Negeri 1 of Central Katingan and SMP Negeri 2 of Central Katingan. Furthermore, 2 classes from each school are randomly taken and the students of Class VIIA of SMP Negeri 1 of Central Katingan and the students of Class VIIA of SMP Negeri 2 of Central Katingan as many as 72 students as Experiment Sample 1 while the students of Class VIIB of SMP Negeri 1 of Central Katingan and those of Class VIIB of SMP Negeri 2 of Central Katingan as many as 65 students as Experiment Sample 2. The data-collecting technique for the sample of initial ability is in use of the scores for Mathematics in the students’ report when they were in the 6th grade of primary school of the even semester. As for the learning achievement in Mathematics, the achievement test is in use, while as for the learning creativity level of the students, the learning creativity questionnaire in Mathematics is used. Before the experiment is conducted, the balance test is conducted by using the t-average test to find out that Experiment Group 1 and Experiment Group 2 have the same or balanced initial ability. The result of the balance test between the students given the remedial approach of method discussion and that of task- assignment is balanced. The hypothesis is in use of the two-way Analysis of Variances with unequal cells with the significance level of α = 0.05. The prerequisite test is conducted by using the Liliefors test for its normality test and the Barlett test for its homogeneity test. The result of the prerequisite test indicates that the samples come from the population with normal distribution and from the population with homogeneous variances on the bases of the learning method and the creativity category. Based on the result of two-way Analysis of Variances with unequal cells with the significance level of α = 0.05, this research concludes that on the 7th grade of junior secondary school in Katingan Regency in the Academic Year of 2010/2011: (1) there is a difference in mathematics learning achievement between the students who get remedial learning approach with discussion and those who get remedial learning approach with assignment giving, which means that the students get the learning in use of remedial learning approach with the method of assignment giving. The latter group of students obtains better mathematics learning achievement than the previous group, (2) mathematics creative learning is not significant on mathematics achievement learning. There is conclusion that the student with high mathematics creative learning have equal with middle and low mathematics creative learning, and the student with middle mathematics creative learning have equal student achievement with low mathematics creative learning (3) there is no interaction between the learning creativity on the learning achievement in mathematics on the main topic of fractions. The remedial learning approach with assignment giving, the students with the high, medium, and low learning creativity have the same learning achievement. In the remedial learning approach with discussion, the student with the high creativity and those with the medium learning creativity and those with the low learning creativity, both the students with the high learning creativity and those with the low learning creativity have the same learning achievement in the mathematics on the main topic of fractions. Keywords: remedial learning, learning achievement, method of discussion, method of assignment giving, mathematics learning creativity

Item Type: | Thesis (Masters) |
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Subjects: | L Education > LB Theory and practice of education |

Divisions: | Pasca Sarjana Pasca Sarjana > Magister Pasca Sarjana > Magister > Pendidikan Matematika - S2 |

Depositing User: | Lutvi Satriyo Putro |

Date Deposited: | 12 Jul 2013 14:30 |

Last Modified: | 12 Jul 2013 14:30 |

URI: | https://eprints.uns.ac.id/id/eprint/2521 |

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