Eksperimentasi Model Pembelajaran Learning Cycle 7E dan Two Stay Two Stray terhadap Prestasi Belajar dan Kemampuan Komunikasi Matematis ditinjau dari Gaya Berpikir Siswa Kelas VIII SMP Negeri di Kabupaten Nganjuk

Rahmy, Suci Nur (2019) Eksperimentasi Model Pembelajaran Learning Cycle 7E dan Two Stay Two Stray terhadap Prestasi Belajar dan Kemampuan Komunikasi Matematis ditinjau dari Gaya Berpikir Siswa Kelas VIII SMP Negeri di Kabupaten Nganjuk. Masters thesis, Universitas Sebelas Maret.

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    Abstract

    This research aims : 1) to find out which one produces better learning achievement and mathematical communication ability between cooperative learning model LC7E, TSTS, or direct learning model on the subject matter of straight line equation; 2) to know which resulted in better learning achievement and mathematical communication ability between students with concrete sequential (SK) thinking style, abstract sequential (SA), concrete random (AK), or abstract random (AA) on the subject matter of straight line equation; 3) to know in each learning model, which students thinking styles produce better learning achievement and mathematical communication ability on the subject matter of straight line equation; 4) to know in each type of students thinking styles, which learning model that produces better learning achievement and mathematical communication ability on the subject matter of straight line equation. This research is a quasi-experimental research. The population of this research is all students of class VIII Public junior high school in Nganjuk Regency. The sample used is nine classes with the total number of eighth grade students is 272 students. This research uses stratified cluster random sampling. Instruments used to collect data are mathematical achievement test, mathematical communication ability test, and students thinking style questionnaire. The balance test uses multivariate variance analysis of one path with unequal cells. Data analysis technique used is multivariate variance analysis two ways with unequal cell. From this research it can be concluded that: (1) LC7E learning model produces better learning achievement and mathematical communication ability compared to direct learning model, TSTS learning model produces better learning achievement and mathematical communication ability compared to direct learning model, LC7E and TSTS learning model produce learning achievements that are just as good, and LC7E learning model produces mathematical communication ability that are better than TSTS learning models; (2) students with SK thinking styles have better learning achievement and mathematical communication ability than students with AK and AA thinking styles, students with SA thinking styles have better learning achievement and mathematical communication ability than students with AA thinking styles, while students with SK and SA thinking styles have learning achievements and mathematical communication ability that are just as good, students with SA and AK thinking styles have learning achievements and mathematical communication ability that are just as good, and students with AK and AA thinking styles have learning achievements and mathematical communication ability that are just as good; (3) on each learning model (LC7E, TSTS, and direct) the results showed that students with SK thinking styles had better learning achievement and mathematical communication ability than students with AK and AA thinking styles, students with SA thinking styles have better learning achievement and mathematical communication ability than students with AA thinking styles, students with SK and SA thinking styles have learning achievements and mathematical communication ability that are just as good, students with SA and AK thinking styles have learning achievements and mathematical communication ability that are just as good, and students with AK and AA thinking styles have learning achievements and mathematical communication ability that are just as good; and (4) on learning achievement for each thinking style (SK, SA, AK, and AA) the LC7E learning model produces better learning achievement than the direct learning model, the TSTS learning model produces better learning achievement than the direct learning model, and LC7E and TSTS learning models produce learning achievements that are just as good, then in mathematical communication ability, the LC7E learning model produces mathematical communication ability that are better than the direct learning model, the TSTS learning model produce mathematical communication ability that are better than direct learning model, and the LC7E learning model produce mathematical communication ability that are better than TSTS learning model.

    Item Type: Thesis (Masters)
    Subjects: L Education > LB Theory and practice of education
    Divisions: Pascasarjana
    Pascasarjana > Magister > Pendidikan Matematika - S2
    Depositing User: Rouf Hidayat Abdul
    Date Deposited: 30 Aug 2019 21:30
    Last Modified: 30 Aug 2019 21:30
    URI: https://eprints.uns.ac.id/id/eprint/44192

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