HARIYONO, MOH. (2010) PENERAPAN PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SQUARE UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA BILANGAN BULAT SISWA KELAS VII MTs MUHAMMADIYAH 1 MALANG. Other thesis, University of Muhammadiyah Malang.
Download (88kB) | Preview
The success of the learning process is closely related to the ability of teachers to choose the approach and tipe of applied learning. The students will better understand the material when they learn to the fullest. One model that optimizes student learning in the learning is cooperative learning model think pair square (TPS).TPS provides time to think and respond and help each other with each other. TPS consists of 3 core stages that students think it means thinking about a problem individually, in pairs, meaning the pair discuss a problem and the square means that the four of us discuss and share the completion of the previous stage. This study examines the application of TPS learning that can improve student learning outcomes. The study was conducted in MTs Muh. 1 Malang, class VII semester odd years 2010/2011 with the subject of the research is 25 students.This research is a qualitative research with classroom action research because the data collected in the form of verbal data. Data taken from observations during learning, interviews, field notes and questionnaire responses of students. The study was conducted in two cycles and at each end of the cycle test the competency test. Measurable student learning outcomes through competency test test cycle I and cycle II. This research produces measures of learning that can improve student learning outcomes. Core step in the cooperative learning is stage TPS think, pair, and square. Stage (Think), researchers divide the work sheet to each student, students work on worksheets individually, and students do not fill in a matter which can not be answered. (Pair), researchers asked students to discuss with friends in pairs, both students compare the results of their work. (Square), the researcher asked students to discuss the four, then compare the results of work in pairs, trying to pour his opinion, help each other complete the unanswered questions on the worksheet. With the application of these polling stations, student learning outcomes increased by 20%. Activities of teachers and students in implementing cooperative learning tipe TPS increased by 13% and 27.5% of cycles I and II. From the results of student questionnaire responses showed 11 students (44%) responded "very good" and 14 students (56%) responded "good" on learning conducted. It can be concluded students responded positively to the implementation of cooperative learning TPS. Based on the research suggested, a model of cooperative learning strategies should be used as an alternative polling station in learning because it is proven to improve student learning outcomes.
|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:||17 Apr 2012 02:45|
|Last Modified:||17 Apr 2012 02:45|
Actions (login required)