PEMBELAJARAN IPA TERSTRUKTUR MELALUI METODE DISKUSI DAN PEMBERIAN TUGAS DITINJAU DARI KEMAMPUAN AWAL DAN KEMAMPUAN MENALAR SISWA

Prasetyo, Suseno Hary (2010) PEMBELAJARAN IPA TERSTRUKTUR MELALUI METODE DISKUSI DAN PEMBERIAN TUGAS DITINJAU DARI KEMAMPUAN AWAL DAN KEMAMPUAN MENALAR SISWA. Masters thesis, Universitas Sebelas Maret.

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    Abstract

    The purposes of the research are to know: (1). the different of students achievement between students who learn using discussion and recitation methods (2). the different of students achievement between students who have high and low prior knowledge, (3). the different of students achievement between students who have hig and low level reasoning ability, (4). the interaction between discussion and recitation methods and students prior knowledge, (5). the interaction between discussion and recitation methods and students reasoning ability (6). the interaction between prior knowledge and reasoning ability (7). the interaction among discussion and recitation methods, students prior knowledge and students reasoning ability. The research used experimental methods and was conducted from Juli– Desember 2009, academic year 2009 / 2010 at SMP N 2 Adimulyo.The population was all students in grade VII and sample was taken using cluster random sampling, consisted of 2 classes, VII A treated using discussion method and VII B treated using recitation method. The data was collected using test method for students acievement and reasoning ability, documentation for prior knowledge. The data was analized using three ways of anova by 2 x 2 x 2 factorial design, and continued by Analysis of Means (ANOM). From the data analysis can be concluded that: (1). there is no differences in student achievement between students who learn using discussion and recitation methods, (p-value = 0,645 > 0,050); (2). there is differences in student achievement between student who have high and low prior knowledge, (p-value = 0,000 < 0,050); (3). there is differences in student achievement between students who have high and low reasoning ability level, (p-value = 0,049 < 0,050). (4). there is no interaction between teaching learning methods and student prior knowledge, (p-value = 0,083> 0,050); (5). there is no interaction between teaching learning method and students reasoning ability, (p-value = 0,636 > 0,050); (6). there is no interaction between prior knowledge and reasoning ability (7). there is interaction among discussion and recitation methods, students prior knowledge, and student reasoning ability. So there are interaction between learning methods, proir knowledge, and performance of student reasoning ability to the learning achievement of science. All the students who have high or low level prior knowledge and reasoning ability give positive responses to the used of discussion and recitation methods.

    Item Type: Thesis (Masters)
    Subjects: L Education > L Education (General)
    Q Science > QC Physics
    Divisions: Pasca Sarjana > Magister
    Pasca Sarjana > Magister > Ilmu Fisika
    Depositing User: Andika Setiawan
    Date Deposited: 22 Jul 2013 16:58
    Last Modified: 22 Jul 2013 16:58
    URI: https://eprints.uns.ac.id/id/eprint/7874

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