EKSPERIMENTASI MODEL PEMBELAJARAN GUIDED INQUIRY DAN MISSOURI MATHEMATICS PROJECT (MMP) BERBANTUAN CABRI 3D TERHADAP PRESTASI BELAJAR DAN DISPOSISI MATEMATIS SISWA DITINJAU DARI IQ

ARDIANI NURANI, RIZKY (2016) EKSPERIMENTASI MODEL PEMBELAJARAN GUIDED INQUIRY DAN MISSOURI MATHEMATICS PROJECT (MMP) BERBANTUAN CABRI 3D TERHADAP PRESTASI BELAJAR DAN DISPOSISI MATEMATIS SISWA DITINJAU DARI IQ. Masters thesis, Universitas Sebelas Maret.

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    Abstract

    he purposes of this study were to determine: 1) which one has better learning achievement and mathematics disposition, students have been given guided inquiry with Cabri 3D (GIN-C) model, or Missouri Mathematics Project (MMP-C) model on geometry 3rd dimension, 2) which one has better learning achievement and mathematics disposition, student with high IQ score, moderate, or low, on geometry 3rd dimension 3) on each IQ score category, which one has the better learning achievement and mathematics disposition on geometry 3rd dimension, 4) on each learning model, which one has the better learning achievement and mathematics disposition on geometry 3rd dimension. This study was a quasi-experimental research. The study was conducted in Magelang Regency. The population of this study is all of grade X students of Senior High School and Madrasah Aliyah which implement KTSP curriculum. The sampling technique used Stratified Cluster Random Sampling. The collecting data technique was conducted by using test, questionnaires, and document. The data analysis used MANOVA two way with different cells with a 2×3 factorial design. The results of this study are: 1) there is no difference in learning achievement between two population which are given guided inquiry model with Cabri 3D and MMP model with Cabri 3D on geometry 3rd dimension. 2) there is no significance difference in mathematics disposition between two population which are given guided inquiry model with Cabri 3D and MMP model with Cabri 3D on geometry 3rd dimension. 3) students with high IQ category has better learning achievement than students with moderate and low IQ category, students with moderate IQ category has same learning achievement as low IQ category. 4) there is no difference in mathematics disposition students with high, moderate, and IQ category. 5) in category of high, moderate, and low IQ, GIN-C learning model given learning achievement result same as MMP-C learning model. 6) in category of high, moderate, and low IQ, GIN-C learning model given mathematics disposition result same as MMP-C learning model. 7) in GIN-C and MMP-C learning model, students with high IQ category has learning achievement better than students with moderate and low IQ category. Students whose moderate IQ category have same learning achievement with those who has low IQ category. 8) on GIN-C and MMP-C model, students with high IQ category has same mathematics disposition as moderate and low IQ category, students with moderate IQ category has same mathematics disposition as low IQ category. Keywords : guided inquiry, MMP, learning achievement, mathematic disposition, IQ

    Item Type: Thesis (Masters)
    Subjects: Q Science > QA Mathematics
    Divisions: Pasca Sarjana
    Pasca Sarjana > Magister > Pendidikan Matematika - S2
    Depositing User: Rina Dwi Setianingrum
    Date Deposited: 05 Dec 2016 10:41
    Last Modified: 05 Dec 2016 10:41
    URI: https://eprints.uns.ac.id/id/eprint/30769

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