EKSPERIMENTASI MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT DAN GROUP INVESTIGATION DENGAN INQUIRY BASED LEARNING DITINJAU DARI KEMANDIRIAN BELAJAR SISWA SMK DI BANYUMAS

CIPTANINGTYAS, ASIH (2018) EKSPERIMENTASI MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT DAN GROUP INVESTIGATION DENGAN INQUIRY BASED LEARNING DITINJAU DARI KEMANDIRIAN BELAJAR SISWA SMK DI BANYUMAS. Masters thesis, Universitas Sebelas Maret.

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    Abstract

    This study aims to find out which one provides better mathematics learning achievement between: 1) MMP-IBL learning model, GI-IBL, and conventional learning model on power of number, nth root, and logarithm, 2) students who have learning independence with high, medium, and low categories on power of number, nth root, and logarithm, 3) students with high, medium, and low level of learning independence for students with MMP-IBL learning model, GI-IBL, and conventional learning model on power of number, nth root, and logarithm (4) MMP-IBL learning model, GI-IBL, and conventional learning model in students who have high, moderate, and low of self-regulated learning on power of number, nth root, and logarithm. This research is classified as quasi experimental research with 3x3 factorial designs. The populations in this study were all students of class X Vocational High School private in Banyumas district. The sample was obtained by using Stratified Cluster Random Sampling as many as 320 students consisting of 106 students in experimental class I, 107 students in experimental class II, and 107 students in control class. The data retrieval technique used with the test of achievement test and questionnaire. The data analysis technique used is two way variance analyses with unequal cell, which then continued with double comparison test by using Scheffe method. Based on the result of the research, it is concluded that: 1) the students who are subjected to the MMP-IBL learning model have the same learning achievement as the students who are subjected to the GI-IBL learning model, the students who are subjected to the MMP-IBL learning model have better learning achievement than the students subjected to the conventional learning model, and students who are subjected to GI-IBL learning models have better learning achievement than students who are subjected to conventional learning models, 2) students who have high self-regulated learning have better learning achievement than students who have self-regulated learning in the medium category and low, and students who have the self-regulated learning of medium and low category learning have the same learning achievement of mathematics, 3) in each self-regulated learning, students who are subjected to MMP-IBL learning model has a mathematics learning achievement as well as students who are subject to learning model GI-IBL, the student that is subjected to the MMP-IBL learning model has better mathematics learning achievement than students who are subjected to conventional learning models, and students who are subjected to the GI-IBL learning model have better mathematics learning achievement than students subjected to conventional learning models, 4) each learning model, students with high self-regulated learning category have better learning achievement than students with moderate and low category of self-regulated learning, as well as students who have self-regulated learning in the category of medium and low have the same learning achievement of mathematics.

    Item Type: Thesis (Masters)
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education
    Divisions: Pascasarjana > Magister
    Pascasarjana > Magister > Pendidikan Matematika - S2
    Depositing User: Rea Aisha Champa
    Date Deposited: 02 Dec 2018 09:29
    Last Modified: 02 Dec 2018 09:29
    URI: https://eprints.uns.ac.id/id/eprint/42333

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