Novita, Dwi (2010) PEMBELAJARAN KOOPERATIF TIPE PAIR CHECKS UNTUK MENINGKATKAN AKTIVITAS, KREATIVITAS, DAN PRESTASI BELAJAR SISWA KELAS X-A PADA MATERI FUNGSI DI MA MIFTAHUL ULUM LENTENG-SUMENEP. Other thesis, University of Muhammadiyah Malang.
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One method of learning which are being developed to foster the ability to communicate and interact socially with her friends are students of cooperative learning. Cooperative learning method, there are several types, one of which is the type Pair checks. In the cooperative learning method checks the type Pair teacher acts as a motivator and facilitator of student activity. The purpose of this study is to determine the increase of activity, creativity, and student achievement in the MA class Miftahul XA-Ulum Lenteng Sumenep on learning math using cooperative learning methods Pair type checks. This research is the Classroom Action Research (CAR), which aims to find out the increase in activity and creativity, as well as student achievement in mathematics classes Miftahul MA XA-Ulum Lenteng Sumenep. This research was conducted as many as two cycles. With the research subjects were students of grade 28 students XA. This research was conducted on October 7 to 28, 2009 in MA Miftahul Lenteng Ulum-Sumenep. Making techniques used in data observation sheet, test divergent thinking ability, and achievement test. Data analysis for activity and creativity of students using the percentage level of activity and creativity of students, while academic achievement using the mastery learning based on a predetermined SKBM schools and the Education Ministry. Results showed that learning with cooperative learning methods can improve the checks Pair type activity and creativity, as well as student achievement in mathematics, where (a) the average percentage of students' learning activities in the cycle of action I amounted to 58.84% with 32.46% quality and on-action cycle II amounted to 96.04% with 75.51% quality, (b) the level of creativity of students in a class action in the cycle I amounted to 60.22% and the cycle of action II reached 70.73%, (c) mastery learning classical at the cycle of action I, which is 60.71% and the cycle II action increased to 85.71%.
|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:||15 May 2012 05:57|
|Last Modified:||15 May 2012 05:57|
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