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PENERAPAN PEMBELAJARAN PARTISIPATIF DENGAN ALAT PERAGA MODEL LUAS PADA OPERASI PECAHAN UNTUK MENINGKATKAN AKTIVITAS, KREATIVITAS SERTA HASIL BELAJAR SISWA KELAS VII DI SMP MUHAMMADIYAH 4 MALANG

SEPTY, HESTINENGTIYAS (2011) PENERAPAN PEMBELAJARAN PARTISIPATIF DENGAN ALAT PERAGA MODEL LUAS PADA OPERASI PECAHAN UNTUK MENINGKATKAN AKTIVITAS, KREATIVITAS SERTA HASIL BELAJAR SISWA KELAS VII DI SMP MUHAMMADIYAH 4 MALANG. Other thesis, University of Muhammadiyah Malang.

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Abstract

Mathematics learning yet still tend to use speech method, giving an assignment, and question answer. Here, teacher function is very important and student to be listener and passive viewer. This reason that push researcher do to research with implicate participative learning. The objective of this research is to know how is the activity of student, student creativity, and the finishing the result of student learning in Junior high School of Muhammadiyah 4 in Malang in operation piece with use the participation learning implication with large boaster model equipment. This research is descriptive qualitative. And the subject of this research is the student of Muhammadiyah Junior High School grade VII in Malang. This research did on September 21 until October 2 2010. The instrument that use in this research is observation letter, divergent thinking ability test, and the study result ability test. Data analyze in this research did through the percentage to measure activity, creativity, and completeness of student learning. Based on this research shows that (a) observation result in this research got the highest activity percentage is drawing activities around 81.47% and the lowest percentage is mental activities around 46.48%. (b)student creativity rate individually, got the result around 27,78% is the good student activity ,38.89% is the middle student creativity , and 33.33% is bad student creativity. (c) classical complete percentage based on SKBM from school while participative learning with visual large model equipment in piece operation is around 83.33%. On the other hand, to SKBM from National education Department classically does not complete because it percentage just 72.22%, and while to completing classical based on SKBM must more than or equal 75% with the mark more than or equal 75.

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: 27 Jan 2015 04:34
Last Modified: 27 Jan 2015 04:34
URI : http://eprints.umm.ac.id/id/eprint/15244

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