Peningkatan Keaktifan Siswa Pada Pembelajaran Matematika Melalui Strategi Student Team Achivemet PTK Bagi Siswa Kelas VIIB SMP Islam Ngesrep Tahun / Susanti, Ika PDF (NASKAH PUBLIKASI) NASKAH. pembelajaran matematika realistik untuk meningkatkan kemampuan pemecahan tindakan kelas pdf - proposal penelitian tindakan kelas matematika smp pdf. ptk matematika smp filetype pdf. Search the world's information, including webpages, images, videos and more. Google has many special features to help you.
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Determine who is right. Solve problems in different ways. Make a statement or question based on the situation , information , or data provided. Create questions about the task. Creat question by modifying the situation or condition 8. Creat a question if the anser is provided 9. The method in this study is development research formative evaluation type Tessmer, which includes expert review and one-to-one, small group. At expert review, the designed products were observed, assessed and evaluated by experts.
Experts were examining content, construct, and the language of each prototype. The suggestions of the experts were used to revise the questions that have been developed. In one-to-one, the researcher tested the questions to students as a tester. Students' answers and comments used to revise the questions that have been made. The results of revision of the experts and the difficulties experienced by students while testing the first prototype were used as a basis for revising the prototype and then the result is called the second prototype tested in small groups.
At this stage, eleven students grade nine were asked to solve the problems that have been designed and were also asked their comments on that question through interviews. Suggestions and comments and the test results on a second prototype used as a basis for revising the design of the second prototype called as final product.
The sequence of formative evaluation is as follows. General sequence of formative evaluation types Tessmer, Data collection techniques used in this study is walk through to find out the qualitative validity of the content, construct, language; documentation to determine the practicality of a matter; interviews to determine students 'suggestions and comments, and tests to determine students' answers to the questions that were developed. Result and Analysis Prototype After following the procedure development as discussed in the previous chapter, the researcher made a draft problem that consists of two models about PISA, TIMSS models two questions and two open-ended questions.
All of these are essay questions with a maximum score 2 and a minimum score 0. Results of peer assessment Rini Rusman provides input for fixing the sentence question to fit the characteristics of each question. Advice from colleagues can be seen in the following figure: Figure 2. Sentence recommended by his replacement was "which alternative trip that will be selected if the money is limited and faster to go home?
Give your reasons! In Timss-like question the colleges gave suggestion in the sentence revision to be more understood by students. Figure 3. Timss- like question were given correction. For the open ended question, there is no correction about it because it is clear and understandable and precise to the open ended question criterion. Calculation of t value is using Ms Excel program.
Uji validitas butir soal No. Calculation of validity Table 1 shows that there are 4 four valid questions out of 6 questions produced from the small group test.
The invalid questions are question number 4 and 6.
Reliability Relibility can be seen from the Alpha Cronbach calculation using varians. Uji Reliabilitas No. Analysis of reliability Table 2 shows that reliability values of the question is 0,56 and it is catagorized as moderate level of reliability. Stages of development in the developing of this problem include the preliminary stage, the stage of self evaluation, and testing stage small groups.
Process validation and measurement of the level of reliability was obtained during and after the process through quantitative measurements calculations and qualitative peer advice and self evaluation.
These six items are qualitatively validated by their peers.
The result is some advices about the content as well as the instructional language problem. In addition, the validation is done quantitatively by Pearson correlation. The results of these calculations are contained four of the six items was a valid question.
While the reliability of the calculations show that the problem has a moderate level of reliability. In the last stages, researchers revised primarily on item number 4 and 6. For other items, the revision will be done in terms of language only. Carry a Study in detail what is needed for each such matter content contained therein, competency to be achieved, the form, language and adjust its constituent competencies in the curriculum.
Validity obtained through improvement after suffering a qualitative measurement from the self-evalution and suggestions from peers as well as quantitative measurements with Pearson correlation.
Reliability is measured quantitatively by using Cronbach Alpha method using variance. Revisions were made primarily on a question which is not quantitatively valid References Akker, J.
Introduction Educational Design Research. New York: Routledge. Arikunto, S. Dasar-Dasar Evaluasi Pendidikan. Pengukuran dalam Bidang Pendidikan. Jakarta: PT Grasindo. Edo, S. Fraenkel, J. How to Design and Evaluate Research in Education. Singapore: McGraw-Hill. Guilford, J. Fundamental Statistics in Psychology and Education. Husaini, U. Pengantar Statistika. Jakarta: Bumi Aksara. Kamaliyah, Zulkardi, Darmawijoyo. New York: Longman, Inc Kurikulum Jakarta: Depdiknas.
Lutfianto, Moch. Latar belakang masalah secara jelas dan sistematis, yang meliputi: a Uraian tentang kedudukan mata mata pelajaran dalam kurikulum semester dan kelasnya ; b Gambaran umum isi mata mata pelajaran tersebut termasuk pembagian waktunya lampirkan Analisis Instruksional, SAP, GBPP dari mata mata pelajaran yang bersangkutan ; c Metode pembelajaran yang digunakan saat ini. Masalah yang dihadapi ditinjau dari hasil belajar yang dicapai siswa D. Dalam perumusan masalah dapat dijelaskan definisi, asumsi, dan lingkup yang menjadi batasan penelitian.
Rumusan masalah sebaiknya menggunakan kalimat tanya dengan mengajukan alternatif tindakan yang akan diambil dan hasil positif yang diantisipasi. Kemukakan secara jelas bahwa masalah yang diteliti merupakan sebuah masalah yang nyata terjadi di kelas, penting dan mendesak untuk dipecahkan.
Setelah didiagnosis diidentifikasi masalah penelitiannya, selanjutnya perlu diidentifikasi dan dideskripsikan akar penyebab dari masalah tersebut.
Cara pemecahan masalah telah menunjukkan akar penyebab permasalahan dan bentuk tindakan action yang ditunjang dengan data yang lengkap dan baik.
Kemukakan teori, temuan dan bahan penelitian lain yang dipahami sebagai acuan, yang dijadikan landasan untuk menunjukkan ketepatan tentang tindakan yang akan dilakukan dalam mengatasi permasalahan penelitian tersebut.
Uraian ini digunakan untuk menyusun kerangka berpikir atau konsep yang akan digunakan dalam penelitian. Kemukakan secara singkat tujuan penelitian yang ingin dicapai dengan mendasarkan pada permasalahan yang dikemukakan.