Sumarni, Nani (2010) *EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PROBLEM BASED LEARNING PADA MATERI POKOK APROKSIMASI DITINJAU DARI MOTIVASI BELAJAR SISWA KELAS X SMK TEKNIK SE-KOTA CIREBON TAHUN PELAJARAN 2009/2010.* Masters thesis, Universitas Sebelas Maret.

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## Abstract

Nani Sumarni, S850908117 “AN EXSPERIMENTATION ON MATEMATICS LEARNING USING PROBLEM BASED LEARNING MODEL ON THE APPROXIMATION TENTH GRADE STUDENTS MOTIVATION TECHNIQUES SMK A LESSON IN THE CIREBON CITY IN THE SCHOOL YEAR OF 2009/2010”. Thesis: Mathematics Education Study Program, Postgraduate Program, Sebelas Maret University, Surakarta 2010. This study aims to determine: (1) Which one is the better, the math learning achievement of approximation subject matter using the problem based learning model or using direct learning model, (2) Whether or not the math learning achievement of students with high learning motivation is better then the ones with low learning motivation in the subject matter of approximation, and (3) Wather or not studens with medium motivation in learning have better achievement in mathematics than students with low motivation. (4) In the learning model PBL, which one provides better achievement in mathematics, students with high, moderate, or low learning motivation. (5) In the learning with direct model, which one provides better achievement in mathematics, students with high, moderate, or low learning motivation. (6) On the students with high learning motivation, which on provides better achievement in mathematics, PBL model or direct learning model. (7) On the students with medium learning motivation, which on provides better achievement in mathematics, PBL model or direct learning model. (8) On the students with low learning motivation, which on provides better achievement in mathematics, PBL model or direct learning model. This research was conducted in the city Cirebon 2009/2010 school year. Sampling was done by random cluster sampling with a sample of students SMKN 1 Techniques, SMK Gracika Techniques, SMK Nasional Techniques, each consisting of one class as experimental class and other as control class. The number of the entire smple is 213 students. Mathematics learning achievement instrument test was conducted in SMKN 1 Techniques with as many as 40 respondents. Test results on 30 number of test instruments with KR-20 method shows that the reliability index is 0,775. Testing balance in early ability using testt which prerequisite test was previously done for normality with Lillieforts test, test of homogeneity with Bartlett test. Initial abilitiy test result shows that samples distribute normally, wtich come from a homogeneous population, and have the same mean. Hypothesis testing using two-way anava with unequal cells, with a significance level of 0,05 which prerequisite was previously done, such as normality by Lilliefors test, and test of homogeneity by Bartlett test. Learning achievement test results show that samples distribute normally, and come from a homogeneous population. Anava test results show (1) H commit to user 0A is rejected which means there is significant difference of the PBL model and direct learning model achievement, (2) H is rejected which means there is significant difference between students with high, moderate, and low learning motivation toward 0B learning achievement, (3) H is rejected which means there is significant interaction between the use of teaching model and learning motivation. 0AB Anava post test using Scheffe test’. Multiple comparison results among columns (1) F rejected which means that the learning achievement of students with high motivation in learning is better than students with medium learning motivation, (2) F .1-.2 rejected which means that the learning achievement of students with high motivation in learning is better than students with low learning motivation, (3) F .1-.3 rejected which means that the learning achievement of students with medium motivation in learning is better than students with low learning motivation. .2-.3 Based on the above description we can conclude: (1) There is difference between the direct learning model and model PBL, that of which mathematics learning achievement on student taught by PBL model is better than the ones taught by direct learning model. (2) There is a difference on students motivation toward mathematics learning achievement, that of which students with high motivation on mathematics learning is better than the ones with medium or low motivation. (3) There is a difference on students motivation in learning mathematics toward mathematics learning achievement, that of which students with medium motivation on mathematics learning is better than the ones with medium or low motivation. (4) There is a difference on students motivation toward mathematics achievement on PBL model, which students with high motivation on mathematics learning is better than the ones with medium motivation and students with medium motivation on mathematics learning is better than the ones with low motivation. (5) There is a difference on students motivation toward mathematics learning achievement on direct learning model, which students with high motivation on mathematics learning is better than the ones with medium motivation and students with medium motivation on mathematics learning is better than the ones with low motivation. (6) One the high learning motivation, there is a difference on learning model toward mathematics learning achievement which is learning achievement on students taught by PBL model is better than the ones taught by direct learning model. (7) One the medium learning motivation, there is a difference on learning model toward mathematics learning achievement which is learning achievement on students taught by PBL model is better than the ones taught by direct learning model. (8) One the low learning motivation, there is a difference on learning model toward mathematics learning achievement which is learning achievement on students taught by PBL model is better than the ones taught by direct learning model.

Item Type: | Thesis (Masters) |
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Subjects: | Q Science > QA Mathematics |

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

Depositing User: | Users 831 not found. |

Date Deposited: | 18 Jul 2013 18:34 |

Last Modified: | 18 Jul 2013 18:34 |

URI: | https://eprints.uns.ac.id/id/eprint/6721 |

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