PENGARUH IMPLEMENTASI STRATEGI PEMBELAJARAN THINK TALK WRITE TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA DALAM MENYELESAIKAN SOAL CERITA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA PADA SISWA SMK JURUSAN BISNIS MANAJEMEN KOTA MADYA SURAKARTA TAHUN AJARAN 2008/2009

Kurniasih, Diah Ayu (2010) PENGARUH IMPLEMENTASI STRATEGI PEMBELAJARAN THINK TALK WRITE TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA DALAM MENYELESAIKAN SOAL CERITA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA PADA SISWA SMK JURUSAN BISNIS MANAJEMEN KOTA MADYA SURAKARTA TAHUN AJARAN 2008/2009. Masters thesis, Universitas Sebelas Maret.

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    Abstract

    This research aims to determine: (1) Whether the implementation of learning strategy Think Talk Write (TTW) produce student achievement in mathematics in solving story task better than student achievement in mathematics in solving story task using direct instruction. (2) Whether the student achievement in mathematics in solving story task for students who have high students learning autonomy is better than the students who have medium students learning autonomy was, whether the student achievement in mathematics in solving story task for students who have high students learning autonomy is better than the students that have low students learning autonomy was, and whether the student achievement in mathematics in solving story task for students who have medium students learning autonomy is better than the students that have low students learning autonomy was. (3) whether there is an interaction effect of learning strategy and students learning autonomy to student achievement on mathematics in solving the story task. This research is a quasi experimental with 2 x 3 factorial design. The population is all student of class X of SMK Programs Business Management Surakarta Municipality. Sample was stratified cluster random sampling, which is done by random sampling in populations consisting of several strata, and randomization carried out on groups not individuals. The sample in this research were 222 students who represent the population. The instrument used in data collection is questionnaire is used to measure students learning autonomy and test method is used to collect the data of learning achievement of students in solving mathematics story task. Before the questionnaire and tests are used to collect data first be tested. In the questionnaire students' self study tests conducted to determine the validity and reliability, validity test performed by the content validity and reliability technique was used to test the Alpha. Was to test students’ mathematics achievement test concerning the level of difficulty, different power, validity and reliability. Hypothesis testing using Anava two cell lines which different, with a significance level of 5%. Previous balancing test weighted - average and prerequisite test involving the testing of normality and homogeneity tests. The average balance test using the t test and normality test using Liliefors test, normality test involving experimental group, control group, high students learning autonomy, medium students learning autonomy and low students learning autonomy. Test of homogeneity using Barlett test involving the learning strategies and students learning autonomy. Based on the results of research can be concluded (1) learning achievement of student in solving mathematics story task on the implementation of learning strategy Think Talk Write is better than learning achievement of student in solving mathematics story task using direct instruction strategy. (2) the student achievement in mathematics in solving story task for students who have high students learning autonomy is better than the students who have medium students learning autonomy, the student achievement in mathematics in solving story task for students who have high students learning autonomy is better than the students that have low students learning autonomy, and the student achievement in mathematics in solving story task for students who have medium students learning autonomy is better than the students that have low students learning autonomy. (3) On learning strategy Think Talk Write, learning achievement of student in solving mathematics story task on the students who have high students learning autonomy is better than the students who have medium students learning autonomy is, students who have high students learning autonomy is better than the students who have low students learning autonomy, and students who have medium students learning autonomy is better than the students who have low students learning autonomy. Similarly at the direct instruction strategy. At every level of student learning autonomy either high, medium or low, the learning achievement of student in solving mathematics story task to learning with the learning strategy Think Talk Write is always better than direct instruction strategy.

    Item Type: Thesis (Masters)
    Subjects: L Education > L Education (General)
    Q Science > QA Mathematics
    Divisions: Pasca Sarjana > Magister
    Pasca Sarjana > Magister > Pendidikan Matematika - S2
    Depositing User: Andika Setiawan
    Date Deposited: 22 Jul 2013 02:19
    Last Modified: 22 Jul 2013 02:19
    URI: https://eprints.uns.ac.id/id/eprint/7634

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