EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS-ACHIEVEMENT DIVISIONS (STAD) DENGAN PENDEKATAN TEORI BELAJAR VAN HIELE PADA MATERI SEGIEMPAT DITINJAU DARI EFIKASI DIRI SISWA SMP KELAS VII DI KABUPATEN SEMARANG

MINTARTO, ASEP (2016) EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS-ACHIEVEMENT DIVISIONS (STAD) DENGAN PENDEKATAN TEORI BELAJAR VAN HIELE PADA MATERI SEGIEMPAT DITINJAU DARI EFIKASI DIRI SISWA SMP KELAS VII DI KABUPATEN SEMARANG. Masters thesis, Universitas Sebelas Maret.

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      Abstract

      Asep Mintarto. S851202009. Experimentation of the Cooperative Learning Model of the Student Teams-Achievement Divisions (STAD) Type with the Van Hiele Learning Theory Approach Square Learning Material Viewed from Self-Efficacy of the Students in Grade VII of Junior Secondary Schools of Semarang Regency. Thesis: Supervisor: Dr. Mardiyana, M.Si. and Co-supervisor: Dr. Dewi Retno Sari S, M.Kom.The Master’s Program in Mathematics Education, the Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta. The objectives of this research are to determine: (1) which learning of the cooperative learning model of the STAD type with the Van Hiele theory approach, the cooperative learning model of the STAD type, and the Direct learning model, results in a better learning achievement in Mathematics of the students in Grade VII of Junior Secondary Schools of Semarang Regency in Academic Year 2013/2014; (2) which students of the students with the high self-efficacy, the students with the moderate self-efficacy, and those with the low self-efficacy, have a better learning achievement in Mathematics; (3) in each learning model, which students of the students with the high self-efficacy, the students with the moderate self-efficacy, and those with the low self-efficacy, have a better learning achievement in Mathematics; and (4) In each self-efficacy category, which learning model of the cooperative learning model of the STAD type with the Van Hiele theory approach, the cooperative learning model of the STAD type, and the Direct learning model, results in a better learning achievement in Mathematics of the students in Grade VII of Junior Secondary Schools of Semarang Regency in Academic Year 2013/2014. This research used the quasi experimental research method. Its population was the students in Grade VII of Junior Secondary Schools of Semarang Regency, consisting of 92 state and private schools in Semester II in Academic Year 2013/2014. The samples of research were all of the students in Grades VII-A, VII-I, and VII-J of State Junior Secondary School 3 of Ungaran as the representatives of the High Categorized Schools; all of the students in Grades in Grades VII-A, VII-C, and VII-E of State Junior Secondary Schools 5 of Ambarawa as the representatives of the moderate categorized schools; and all of the students in Grades VII-A, VII-B, and VII-C of State Junior Secondary School 5 of Ungaran as the representatives of the low categorized schools. The samples of research were determined through the stratified cluster random sampling. The instruments used to collect the data were test of learning result in Mathematics and questionnaire of self-efficacy. Prior to their use for data collection, the instruments were experimented. They were validated by a validator, and their reliability was tested by using the Alpha formula. The data of research were analyzed by using the two-way analysis of variance. The results of research are as follows: (1) The cooperative learning model of the STAD type with the Van Hiele theory approach resulted in a better learning achievement in Mathematics than the cooperative learning model of the STAD type and the Direct learning model, and the cooperative learning model of the STAD type resulted in a better learning achievement in Mathematics than the Direct learning model; (2) The students with the high self-efficacy had a better learning achievement in Mathematics than the students with the moderate self-efficacy and those with low self-efficacy, and the students with the moderate self-efficacy had a better learning achievement in Mathematics than those with the low self-efficacy; (3) there was not any difference of learning achievement in Mathematics among the three learning models on the students with the high, moderate, and low self-efficacy; and (4) There was not any difference of learning achievement among the students with the high, moderate, and low self-efficacy instructed with the three learning models, but the students with the moderate self-efficacy had a different learning achievement in Mathematics if viewed from the three learning models. The students instructed with the cooperative learning model of the STAD type with the Van Hiele theory approach had the highest learning achievement in Mathematics, which was followed by the students instructed with the cooperative learning model of the STAD type, and those instructed the Direct learning model respectively. Keywords: STAD with the Van Hiele Theory Approach, STAD, Direct Learning Model, Self-Efficacy

      Item Type: Thesis (Masters)
      Subjects: Q Science > QA Mathematics
      Divisions: Pasca Sarjana
      Pasca Sarjana > Magister
      Pasca Sarjana > Magister > Pendidikan Matematika - S2
      Depositing User: faizah sarah yasarah
      Date Deposited: 31 Dec 2016 06:11
      Last Modified: 31 Dec 2016 06:11
      URI: https://eprints.uns.ac.id/id/eprint/31088

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