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PERANCANGAN DAN PENERAPAN PEMBELAJARAN MATEMATIKA DENGAN STRATEGI SCAFFOLDING UNTUK MENANAMKAN KONSEP KUBUS DAN BALOK PADA SISWA KELAS VIII-G SMP NEGERI 11 MALANG

RIA SUNARYA, DITA (2012) PERANCANGAN DAN PENERAPAN PEMBELAJARAN MATEMATIKA DENGAN STRATEGI SCAFFOLDING UNTUK MENANAMKAN KONSEP KUBUS DAN BALOK PADA SISWA KELAS VIII-G SMP NEGERI 11 MALANG. Other thesis, University of Muhammadiyah Malang.

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Abstract

Learning mathematics in geometry such as cubes and blocks of matter undertaken by teachers tend to use conventional approaches. This causes difficulty for the students to understand the concepts and basic ideas on the topic resulting in less motivated students to learn. Students tend to memorize the formula given by the teacher. Students are given the opportunity to find their own formula of geometrical. Those issues have an impact on student learning outcomes that are not optimal. Therefore, serious efforts are needed to build student understanding and learning activities of students to the material cubes and blocks. The work done is by applying mathematics learning with scaffolding strategy that aims to instill the concept of cubes and blocks. This study aimed to describe the design and learning of mathematics implementation scaffolding strategies to instill an understanding of the concept of cubes and blocks. The approach used in this study is a qualitative approach. Research carried out in the VII-G grade students of SMP Negeri 11 Malang, amounting to 40 students. Designing learning mathematics with scaffolding strategy consists of five steps, namely (a) examine the syllabus, (b) establish SK, KD and Indicators, (c) develop lesson plans and worksheets, (d) validate the learning, and (e) revise. Implementation of learning mathematics with scaffolding strategies to instill the concept of cubes and blocks: 1) teachers form a heterogeneous group consisting of 5 people, 2) teachers distribute Student Worksheet which is then done by the students, and 3) if in the process of resolving the issue at LKS students find it difficult, then the teacher gives enough support (scaffolding) in the form of referrals for students will be able to understand and to solve existing problems in the LKS; 4) students in a group discussion to prepare a presentation, 5) students presenting the results of the discussion; 6) teachers with students concludes the presentation. Based on this research, it is for teachers who want to implement a similar lesson students should be helped by using props or concrete objects. As for other researchers who want to conduct similar research, should be conducted on the material and the different school mathematics.

Item Type: Thesis (Other)
Subjects: L Education > L Education (General)
Divisions: Faculty of Teacher Training and Education > Department of Mathematics Education (84202)
Depositing User: Gusti Vani Putri Cahya
Date Deposited: 03 Feb 2015 07:06
Last Modified: 03 Feb 2015 07:06
URI : http://eprints.umm.ac.id/id/eprint/15606

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