ALLOLAYUK., SERTIN (2015) Perbandingan Keefektifan Model Pembelajaran Kooperatif Tipe STAD dengan Pendekatan Probing-Prompting dan Pendekatan Reciprocal Teaching pada Pembelajaran Matematika Siswa Kelas X SMA Negeri 1 Poso Kota Selatan. S1 thesis, Universitas Negeri Makassar.
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Abstract
ABSTRAK SERTIN ALLOLAYUK. Perbandingan Keefektifan Model Pembelajaran Kooperatif Tipe STAD dengan Pendekatan Probing-Prompting dan Pendekatan Reciprocal Teaching pada Pembelajaran Matematika Siswa Kelas X SMA Negeri 1 Poso Kota Selatan. (Dibimbing oleh Awi Dassa dan Asdar). Jenis penelitian ini adalah penelitian eksperimen dengan randomized two group design, post test only, yang bertujuan untuk : (1) mengetahui bagaimana aktivitas belajar siswa selama mengikuti model pembelajaran kooperatif tipe STAD dengan pendekatan probing-prompting, (2) mengetahui bagaimana aktivitas belajar siswa selama mengikuti model pembelajaran kooperatif tipe STAD dengan pendekatan reciprocal teaching, (3) mengetahui bagaimana respon siswa yang diajar dengan menerapkan model pembelajaran kooperatif tipe STAD dengan pendekatan probing-prompting, (4) mengetahui bagaimana respon siswa yang diajar dengan menerapkan model pembelajaran kooperatif tipe STAD dengan pendekatan reciprocal teaching, (5) mengetahui hasil belajar matematika siswa setelah diajar dengan menerapkan model pembelajaran kooperatif tipe STAD dengan pendekatan probing-prompting, (6) mengetahui hasil belajar matematika siswa setelah diajar dengan menerapkan model pembelajaran kooperatif tipe STAD dengan pendekatan reciprocal teaching, (7) mengetahui bagaimana keefektifan penerapan model pembelajaran kooperatif tipe STAD dengan pendekatan probing-prompting, (8) mengetahui bagaimana keefektifan penerapan model pembelajaran kooperaatif tipe STAD dengan pendekatan reciprocal teaching, (9) mengetahui bagaimana perbandingan keefektifan penerapan model pembelajaran kooperatif STAD dengan pendekatan probing-prompting dan pendekatan reciprocal teaching, (10) mengetahui apakah ada perbedaan hasil belajar antara siswa setelah diajar dengan menerapkan model pembelajaran kooperatif tipe STAD dengan pendekatan probing-prompting dan pendekatan reciprocal teaching. Hasil penelitian ini menunjukkan bahwa : (1) siswa aktif mengikuti pembelajaran yang menerapkan model pembelajaran kooperatif tipe STAD dengan pendekatan probing-prompting, (2) siswa aktif mengikuti pembelajaran yang menerapkan model pembelajaran kooperatif tipe STAD dengan pendekatan reciprocal teaching, (3) siswa memberikan respon positif terhadap penerapan model pembelajaran kooperatif tipe STAD dengan pendekatan probing-prompting, (4) siswa memberikan respon sangat positif terhadap penerapan model pembelajaran kooperatif tipe STAD dengan pendekatan reciprocal teaching, (5) dalam penerapan model pembelajaran kooperatif tipe STAD dengan pendekatan probing-prompting 78,12% siswa mencapai kriteria ketuntasan minimal dengan nilai rata-rata 73,13 dari nilai ideal 100, (6) dalam penerapan model pembelajaran kooperatif tipe STAD dengan pendekatan reciprocal teaching 84,37% siswa mencapai kriteria ketuntasan minimal dengan nilai rata-rata 75,63 dari nilai ideal 100 (7) model pembelajaran kooperatif tipe STAD dengan pendekatan probing-prompting cukup efektif untuk diterapkan dalam pembelajaran, (8) model pembelajaran kooperaatif tipe STAD dengan pendekatan reciprocal teaching efektif untuk diterapkan dalam pembelajaran, (9) penerapan model pembelajaran kooperatif tipe STAD dengan pendekatan reciprocal teaching lebih efektif dibandingkan dengan model pembelajaran kooperatif tipe STAD dengan pendekatan probing-prompting, (10) tidak ada perbedaan hasil belajar antara siswa setelah diajar dengan menerapkan model pembelajaran kooperatif tipe STAD dengan pendekatan probing-prompting dan pendekatan reciprocal teaching. ABSTRACT SERTIN ALLOLAYUK. Comparison of the Effectiveness of Cooperative Learning Model of STAD Type between Probing-Prompting Approach and Reciprocal Teaching Approach on Mathematics Learning to Grade X Students at SMA Negeri 1 Poso Kota Selatan (supervised by Awi Dassa and Asdar). The study was an experiment research which employed randomized two group design, post test only. The study aimed at examining (1) the students’ learning activities at they were taught using cooperative learning model of STAD type through probing-prompting approach, (2) the students’ learning activities at they were taught using cooperative learning model of STAD type through reciprocal teaching approach, (3) the students’ response as they were taught using cooperative learning model of STAD type through probing-prompting approach, (4) the students’ response as they were taught using cooperative learning model of STAD type through reciprocal teaching approach, (5) the students’ learning outcomes in learning Mathematics after being taught using cooperative learning model of STAD type through probing-prompting approach, (6) the students’ learning outcomes in learning Mathematics after being taught using cooperative learning model of STAD type through reciprocal teaching approach, (7) the effectiveness of the implemantation of cooperative learning model of STAD type throught probing-prompting approach, (8) the effectiveness of the implemantation of cooperative learning model of STAD type throught reciprocal teaching approach, (9) the comparison of the effectiveness of cooperative learning model of STAD type between probing-prompting approach and reciprocal teaching approach, and (10) whether there were differences between students who were taught by implementing cooperative learning model of STAD type through probing-prompting approach and reciprocal teaching approach. The result of the study revealed that (1) the students were active in the learning process when cooperative learning model of STAD type through probing-prompting approach was implemented, (2) the students were active in the learning process when cooperative learning model of STAD type through reciprocal teaching approach was implemented, (3) the students gave positive response on the implementation of cooperative learning model of STAD type through probing-prompting approach, (4) the students gave extremely positive response on the implementation of cooperative learning model of STAD type through reciprocal teaching approach, (5) on the implementation of cooperative learning model of STAD type through probing-prompting approach, 78.12% students achieved minimum completeness criteria by the mean score 73.13 out off 100 ideal score, (6) on the implementation of cooperative learning model of STAD type through reciprocal teaching approach, 84.37% students achieved minimum completeness criteria by the mean score 75.63 out off 100 ideal score, (7) the cooperative learning model of STAD type through probing-prompting approach was fairly effective to be implemented in learning, (8) the cooperative learning model of STAD type through reciprocal teaching approach was effective to be implemented in learning, (9) the implementation of cooperative learning model of STAD type through reciprocal teaching approach was effective than the cooperative learning model of STAD type through probing-prompting approach, (10) there was no difference of learning outcomes between students who were taught using cooperative learning model of STAD type through probing-prompting approach and reciprocal teaching approach.
| Item Type: | Thesis (S1) |
|---|---|
| Subjects: | PASCASARJANA > MATEMATIKA |
| Divisions: | PROGRAM PASCASARJANA |
| Depositing User: | UPT PERPUSTAKAAN UNM |
| Date Deposited: | 26 Oct 2016 03:12 |
| Last Modified: | 26 Oct 2016 03:12 |
| URI: | http://eprints.unm.ac.id/id/eprint/1185 |
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