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PENERAPAN MODEL KOOPERATIF TIPE GROUP INVESTIGATION DENGAN STRATEGI MIND MAP PADA PEMBELAJARAN MATEMATIKA KELAS VIII-G SMP NEGERI 11 MALANG

AGUSTINA PRABANINGRUM, SHERLY (2014) PENERAPAN MODEL KOOPERATIF TIPE GROUP INVESTIGATION DENGAN STRATEGI MIND MAP PADA PEMBELAJARAN MATEMATIKA KELAS VIII-G SMP NEGERI 11 MALANG. Other thesis, University of Muhammadiyah Malang.

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Abstract

This observation in order to describe : 1) the cooperative model implementation type Group Investigation with Mind Map strategy on mathematics lesson, 2) student’s activities, 3) student’s creativity in mathematics problem solving and Mind Map arrangement, 4) the student Mind Map result’s. This observation type is descriptive with qualitative and quantitative approaching. the cooperative model implementation type Group Investigation with Mind Map strategy on mathematics lesson become object and all students of Junior High School 11 Malang grade VIII-G is the data sources on this observation. Data is taken by observation to determine the activities of teacher and students, workmanship Pos Test and the arrangement of Mind Map to determine the student's creativity on problem solving of mathematics and arrange a Mind Map, also the outcomes from workmanship of Mind Map arrangement. The teacher and student’s percentage activities determine their own grade of the activities on each meeting, by calculating the percentage of Pos Test and Mind Map scores will get their grade of each creativity components, the revanchist of student Mind Map result’s determined by calculating the percentage of Mind Map score. The result of this observation shows us : 1) the cooperative model implementation type Group investigation with Mind Map strategy can be done the same as with steps on the RPP. They are investigation, discussion, presentation and Mind Map arrangement, 2) the student’s learning activities can be done as well as the RPP. It can be seen from investigation, discussion and presentation upgrading score at third and fourth meeting, 3) the student’s creativity based on fluency, flexibility, originality and elaboration are well done. It can be seen from each component upgrading score at third and fourth meeting, 4) In four time classes, the student Mind Map result’s are completed. It is relevant to the material lesson and regulation of Mind Map arrangement.

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: 11 Feb 2015 11:45
Last Modified: 11 Feb 2015 11:45
URI : http://eprints.umm.ac.id/id/eprint/16026

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