Robert, Robert (2010) PENGGUNAAN MODEL PEMBELAJARAN AUDITORY INTELLECTUALLY REPETITION (AIR) DALAM PEMBELAJARAN MATEMATIKA PADA SISWA KELAS VII MTs MUHAMMADIYAH I MALANG. Other thesis, University of Muhammadiyah Malang.
Download (52Kb) | Preview
The aim study is to determine: (1) Implementation of Auditory learning Intellectually repetition (AIR). (2) Constraints obtained in the implementation of the learning model Intellectually Auditory repetition (AIR) in the process of learning in the classroom. (3) Response and student activities in the implementation process of learning by repetition Intellectually Auditory model (AIR). (4) The level of mastery learning students after teaching learning process with the learning model Intellectually Auditory repetition (AIR). This research is research with a qualitative approach to the type of descriptive research. The object of this research are students of MTs I Malang VII class A with an algebra with the subject matter to understand the variables and linear inequalities using linear equations and inequalities in problem solving single variable. Data collection using the activity sheet that is used to determine the activity of students, the questionnaire used to determine the response of students and tests used to measure student achievement. The results showed that: (1) Implemetasi use Intellectually Auditory learning model repetition (AIR) in mathematics in Malang MTs consists of three stages, namely the preparation phase, implementation phase and the data analysis phase. (2) In the teaching model Intellectually Auditory repetition (AIR), there are three aspects that must be integrated, ie, Auditory, Intellectually and repetition so that a glance of this learning takes a long time. But this can be minimized by way of group formation on Auditory and Intellctualy aspects. (3) The level of student activities using the learning model Intellectually Auditory repetition (AIR) can be said to be good with the percentage of 77%. Students who liked learning model Intellectually Auditory repetition (AIR) is approximately 80%. Students who are less fond of learning models Intellectually Auditory repetition (AIR) of 20%. (4) the learning gained mastery learning of students indicated that the classical students amounted to 88.46%, while students who have not achieved mastery classically is 11.54%. So the classical mastery learning in this study reach the standard established by the Education Ministry, so it can be said complete.
|Item Type:||Thesis (Other)|
|Subjects:||L Education > L Education (General)|
|Divisions:||Faculty of Teacher Training and Education > Department of Mathematics and Computing|
|Depositing User:||Rayi Tegar Pamungkas|
|Date Deposited:||29 Mar 2012 02:44|
|Last Modified:||29 Mar 2012 02:44|
Actions (login required)