Kontribusi Gaya Belajar Dan Minat Baca Terhadap Kemampuan Memecahkan Soal Matematika Dan Dampaknya Pada Hasil Belajar Siswa Kelas Xi SMK Negeri I Banyudono Tahun 2015/2016
This research aims to examine the contribution: (1) The style of learning and reading interests of the Class XI student learning outcomes SMK Nrgeri I Banyudono indirectly through the ability to solve math problems, (2) The style of learning and reading interest in the ability to solve math problems...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Published: |
2016.
|
| Subjects: | |
| Online Access: | Connect to this object online |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This research aims to examine the contribution: (1) The style of learning and reading interests of the Class XI student learning outcomes SMK Nrgeri I Banyudono indirectly through the ability to solve math problems, (2) The style of learning and reading interest in the ability to solve math problems, (3) The ability to solve mathematical problems to the learning outcomes of students Class XI SMK Negeri I Banyudono. This research is a correlation. The population is all class XI student of SMK Negeri I Banyudono the academic year 2015/2016. Research result were collected by questionnaire, test and documentation. Research result analysis techniques that path analysis. The results of data analysis using a significance level of 5% was obtained: (1) there is no contribution of learning style and interest in reading to math learning outcomes indirectly through the ability to solve math problems this is because there is no direct relationship between the ability to solve math problems to learning outcomes based on the results obtained by the t = 1.490 <t table = 1.973, (2) there is a contribution directly variable learning styles and reading interest in the ability to solve math problems direct donation (DE) learning styles on mathematics problem-solving skills by 2% and reading interest in the ability to solve math problems 62.7%, (3) there is no real contribution variable math problem-solving skills to the learning outcomes with the acquisition of t = 1,490 < t table = 1.973. |
|---|---|
| Item Description: | https://eprints.ums.ac.id/43819/1/NASKAH%20PUBLIKASI.pdf https://eprints.ums.ac.id/43819/3/HALAMAN%20DEPAN.pdf https://eprints.ums.ac.id/43819/4/BAB%201.pdf https://eprints.ums.ac.id/43819/5/BAB%202.pdf https://eprints.ums.ac.id/43819/6/BAB%203.pdf https://eprints.ums.ac.id/43819/7/BAB%204.pdf https://eprints.ums.ac.id/43819/17/BAB%205.pdf https://eprints.ums.ac.id/43819/9/DAFTAR%20PUSTAKA.pdf https://eprints.ums.ac.id/43819/14/LAMPIRAN.pdf https://eprints.ums.ac.id/43819/15/SURAT%20PERNYATAAN%20PUBLIKASI%20ILMIAH.pdf |