Peningkatan Keaktifan dan Hasil Belajar MatematikaMelalui Pendekatan Realistic Mathematic Education (RME)Berbasis Assesment For Learning (AFL)(PTK pada Siswa Kelas Xa SMA Muhammadiyah PlusSalatiga Semester Gasal Tahun 2015/2016)
Iga Pradani Aji Wiguna/ A410120038. Peningkatan Keaktifan dan Hasil Belajar Matematika melalui Pendekatan Realistic Mathematic Education (RME) Berbasis Assesment For Learning (AfL)(PTK Pada Siswa Kelas XA SMA Muhammadiyah Plus Salatiga Semester Gasal Tahun 2015/2016). Skripsi.Fakultas Keguruan dan I...
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2015-02-15.
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| Summary: | Iga Pradani Aji Wiguna/ A410120038. Peningkatan Keaktifan dan Hasil Belajar Matematika melalui Pendekatan Realistic Mathematic Education (RME) Berbasis Assesment For Learning (AfL)(PTK Pada Siswa Kelas XA SMA Muhammadiyah Plus Salatiga Semester Gasal Tahun 2015/2016). Skripsi.Fakultas Keguruan dan Ilmu Pendidikan. 2016 The purposes of this research are 1) increasing the activity of studying mathematics with the Reaslistic Mathematic Education (RME) approach based on Assessment for Learning (AFL), 2) improving mathematics study achievement Reaslistic Mathematic Education (RME) based on Assessment for Learning (AFL) for Class XA students at SMA Muhammadiyah Plus Salatiga. This research uses a classroom action research (CAR). The data source comes from teachers and students. Implementation of class actions research during two cycles consisting of 4 meetings. The method of data collection is through tests, observations, field notes, interview and documentation. The technique of data analysis is analysis and comparative method. The data validity uses triangulation of sources and techniques. Purpose of the study; the first is applying RME approach based on AFL can increase activity and Mathematics study achievement for class XA students at SMA Muhammadiyah plus Salatiga. The second is improving activity, namely 1) the students pay attention when teaching learning activities take place before action given as many as 8 students (33.33%), the first cycle consists 10 students (41.67%), the second cycle consists of 16 students (66.67%). 2) students can express ideas, opinions or questions during teaching learning process before action given as many as 5 students (20.83%), the first cycle consists of 16 students (66.67%), the second cycle II consists of 17 students (70.83%). 3) Students are able to solve the problem and make conclusion before action given as many as 6 students (29.16%), after implemented the first cycle increase to 7 students (29.16%), the second cycle as many as 13 students (54.16% ). 4) Increasing mathematics study achievement before action given as many as 6 students (25%), the first cycle consists of 14 students (58.33%) and after implemented the second cycle increase to 19 students (79.13%). |
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| Item Description: | https://eprints.ums.ac.id/41595/23/NASKAH%20PUBLIKASI.IGA.pdf https://eprints.ums.ac.id/41595/24/HALAMAN%20DEPAN.pdf https://eprints.ums.ac.id/41595/3/BAB%20I.pdf https://eprints.ums.ac.id/41595/4/BAB%20II.pdf https://eprints.ums.ac.id/41595/5/BAB%20III.pdf https://eprints.ums.ac.id/41595/22/BAB%20IV.pdf https://eprints.ums.ac.id/41595/6/BAB%20V.pdf https://eprints.ums.ac.id/41595/8/DAFTAR%20PUSTAKA.pdf https://eprints.ums.ac.id/41595/20/LAMPIRAN.pdf https://eprints.ums.ac.id/41595/21/SURAT%20PERNYATAAN%20PUBLIKASI%20KARYA%20ILMIAH.pdf |