Aspingi Yulia, Fida (2010) PENERAPAN STRATEGI BBM DENGAN ASESMEN PORTOFOLIO PADA PEMBELAJARAN MATEMATIKA SISWA KELAS VIII SMP NEGERI 2 PRAJEKAN-BONDOWOSO. Other thesis, University of Muhammadiyah Malang.
Download (92kB) | Preview
The research purpose are to find: a) BBM strategy application with portfolio assessment in math learning; b) Student’s activity in BBM strategy application with portfolio assessment in math learning; and c) student’s learning completeness using BBM strategy with portfolio assessment in math learning. Approach used in this research was qualitative. The research kind was descriptive. The subject was BBM strategy with portfolio assessment in math learning. Research object were all students of VIII grade in Junior High School SMP Negeri 2 Prajekan consisted of 36 students. BBM application with portfolio assessment data in math learning was collected using observation sheet, students activity data collected using activity observation sheet, while learning completeness could be found from final determination and test consisted of collection portfolio result (Student’s Working Sheet and Homework), determination portfolio, and final test. Data analysis used are qualitative and quantitative descriptive. The research showed: a) learning application with BBM strategy with Portfolio assessment applied as the concept. In BBM component collection portfolio determination, what existed were thinking and writing, it could be proven by the students who fulfilled the test as the order. In determination portfolio, BBM component showed up were thinking, talking, and writing. b) In general, all activities had increased since first meeting to fourth meeting. The average of students activities percentage had from first meeting to fourth meeting was 74.07%, 77.78%, 79.8% and 3% with classical percentage 79.07% with good criterion. c) Students’ learning completeness (school standard) in classical was 97% with 35 students had fulfilled their study and 1 students still incomplete. While according to criterion completeness of students’ learning (National Education Department) in classical was 66.7% with 24 students considered complete and the other 12 were still incomplete.
|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:||04 Apr 2012 02:46|
|Last Modified:||04 Apr 2012 02:46|
Actions (login required)