BUDIANTO , EKO (2010) *EFEKTI VITAS METODE PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) PADA POKOK BAHASAN PERSAMAAN KUADRAT DITINJAU DARI MINAT BELAJAR SISWA KELAS X SMA DI KABUPATEN NGAWI.* PhD thesis, Universitas Sebelas Maret.

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## Abstract

This study aims to determine: (1) Does learning with type TGT cooperative method give better effect to learn mathematics achievement than learning with ekspository method. (2) Are students with high learning interest in learning mathematics perform better than students with interest in learning to moderate or low. (3) Do students with medium interest in learning have better achievement in mathematics than students with low interest . (4) In the cooperative learning method type TGT, which one provides better achievement in mathematics, students with high, moderate, or low learning interest. (5) In the learning with e x spository method, which one provides better achievement in mathematics , students with high, moderate, or low learning interest . (6) On the students with high learning interest , which one provides better achievement in mathematics, type TGT cooperative method or e x spository methods. (7) On the students with m edium learning interest , which one provides better achievement in mathematics, type TGT cooperati ve method or ex spository methods . (8) On the students with low learning interest , which one provides better achievement in mathematics, type TGT cooperative method o r ex spository methods. The research was conducted in the District Ngawi 2009/2010 school year. Sampling was done by stratified random cluster sampling with a sample of students SMA Negeri 2 Ngawi , SMA Negeri 1 Kendal, and SMA Karya Pembangunan Ngawi, each consisting of one class as experimental class and other as control class. The number of the entire sample is 160 students. Mathematics learning achievement instrument test was conducted in SMA Negeri 2 Ngawi with as many as 64 respondents. Test results on 40 numbe r of test instruments with KR-20 method shows that the reliability index is 0.871. Testing balance in early ability using test -t which prerequisite test was previously done for normality with Liliefors test, test of homogeneity with Bartlett test. Initial ability test result show s that samples distribute normally , which 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 noemally, and co me from a homogeneous population. A nava test results show (1) H 0A is rejected which means there is a significant difference of the type TGT cooperative methods and expository method toward learning a chievement , (2) H 0B is rejected which means there is significant diffe re nce between students with high, moderate, and low learning interest toward learning achievement, (3) H 0AB is accepted , meaning there is no significant interaction between the use of teaching methods and learning interests Anava post test using Scheffe test'. Multiple comparison results among columns (1) F .1 -.2 rejected which means that the learning achievement of students with high interest in learning is better than students with medium learning interest , (2) F .1 -.3 rejected which means that the learning achievements of students with high interest in learning is better than student s with low learning interest, (3) F .2 -.3 rejected which means that the learning achievement of students with medium learning interest is better than students with low learning interest . Based on the above description we can conclude : (1) There is differen ce between the type of cooperative learning methods and TGT expository method, that of which mathematics learning achievement on students taught by cooperative type TGT method is better than the ones taught by expository method. (2) There is a difference on students interest toward mathematics learning achievement, that of which students with high interest on mathematics learning is better than the ones wit h medium or low interest. (3) There is a difference on students interest in learning mathematics toward mathematics learning achievement, that of which students with medium interest on mathematics learning is better than the ones with low interest. (4) There is a difference on students interest toward mathematics learning achievement on cooperative type TGT method, which is students with high interest on mathematics learning is better than the ones with medium interest and students with medium interest on mathematics learning is better than the ones with low interest. (5) There is a difference on students interest toward mathematics learning achievement on expository method, which is students with high interest on mathematics learning is better than the ones with medium interest and students with medium interest on mathematics learning is better than the ones with low interest. (6) On the high learning interest, there is a difference on learning method toward mathematics learning achievement which is learning achievement on students taught by TGT method is better than the ones taught by expository method. (7) On the medium learning interest, there is a difference on learning method toward mathematics learning achievement which is learning achievement on students taught by TGT method is better than the ones taught by expository method. (8) On the low learning i nterest, there is a difference on learning method toward mathematics learning achievement which is learning achievement on students taught by TGT method is better than the ones taught by expository method.

Item Type: | Thesis (PhD) |
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Subjects: | L Education > L Education (General) |

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

Depositing User: | Na'imatur Rofiqoh |

Date Deposited: | 24 Jul 2013 03:37 |

Last Modified: | 24 Jul 2013 03:37 |

URI: | https://eprints.uns.ac.id/id/eprint/8737 |

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