Setio Widiastuti, Retno (2006) PEMBELAJARAN MATERI HIMPUNAN MELALUI PEMBELAJARAN TEMATIK PADA SISWA KELAS VII SMPN 3 BATU. Other thesis, University of Muhammadiyah Malang.
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Mathematics is learnt in every step level of education. It proves that mathematics is really needed for developing our knowledge. But in fact, the students’ mathematic skill especially for the level of elementary and junior high school is still far from what it is expected. One of the reasons of raising that issue is from the teacher’s preference in choosing the teaching method. In this case the teaching and learning process still focused on the teacher-centered. That’s why, the unbalanced role both teacher and students in learning process has occurred. The teacher becomes one main source while the students as the passive learners only. The students comprehend the lesson by making a note of the explained material then doing exercises asked by the teacher. This type of learning promotes negative impact for their mentally development, therefore, it causes the student’s susceptibility in mastering mathematics skill. In accordance with that issue, the writer tried to promote another teaching alternative which is called Thematic Learning. Thematic Learning is one of teaching methods that allocate the real life into one circumstance of topic, while the topic concerns about learning from various basic competence or various subject of matter. So, having various basic competence in one phase of learning is hoped can make a use of time efficiently. The purposes of this study are describing the implementation of Thematic Learning especially in Set (Group Sourcing) material (2) finding out the students’ comprehensive mastery learning by using Thematic Learning (3) finding out students’ response toward Thematic Learning. This study used qualitative approach in the form of descriptive research. The subjects of the study were students in the seventh grade in Junior High School 3 Batu. The finding showed us that the implementation of Thematic Learning especially in grouping source (set unit) was running well. Based on the final result of individual test, the numbers of students who succeeded in mastery learning were about 29 students, meanwhile for those who failed were11 students. It was absolutely based on the standardized percentage of mastery learning comprehensive in the amount of 72,5%. Positive response from students during Thematic Learning implementation was the enjoy feeling had by them in joining the class activity. They were easier in comprehending the subject of study. They were not difficult in conducting class discussion, practicing the material, and doing the student’s worksheet book. The students will agree if thematic learning is implemented for other studies in order to have comprehensive understanding.
|Item Type:||Thesis (Other)|
|Subjects:||L Education > L Education (General)|
|Divisions:||Faculty of Teacher Training and Education > Department of Mathematics and Computing|
|Depositing User:||Zainul Afandi|
|Date Deposited:||18 Jul 2012 06:13|
|Last Modified:||18 Jul 2012 06:13|
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