PENERAPAN MODEL DIMENSI BELAJAR BERBASIS LKS KONTEKSTUAL PADA MATERI SEGITIGA KELAS VII SMP RADEN FATAH BATU
| Main Author: | NOVIANTI, ANIK |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2011
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/15422/ |
Daftar Isi:
- Learning math teachers tend to focus on the students without direct involvement in the learning process. Students were given the task of continuously without known their understanding of the material. This is seen when the researchers made observations of learning mathematics at SMP Batu Raden Fatah. Students' difficulties to find the concept of matter and solve mathematical problems related to real life. Based on the researchers applied one of dimensional model of the learning strategies proposed by Marzano learning in Wena (2009), which is equipped with LKS contextual. Dimensional model study designed to better enable students in the learning process of mathematics so that students can integrate and construct knowledge. In addition students also gain experience of learning through the five dimensions in dimensional models of learning, attitudes and perceptions of positive dimension, the dimension of the acquisition and integration of knowledge, expanding and refining the knowledge dimension, the dimension of knowledge usage habits are meaningful, and productive habits of mind dimensions. The experiment was conducted four times during the meeting on 14 April to 2 May 2011 in the SMP Raden Fatah Batu VII A Class in the triangle material. On learning activities the dimensional model study in three sessions activity data obtained by students and teachers, while data obtained at the fourth meeting of learning outcomes and student response data on the use of contextual LKS. Researcher poses as a teacher and assisted by three observer as an observer and student teacher activities. The technique of collecting data through observation, tests, questionnaires, interviews, field notes, and documentation. This study used a qualitative approach to the type of descriptive research. From the analysis it is said that the implementation of learning-dimensional model of learning to walk properly. It can be seen from the percentage of the average activity of 76.50% of teachers are very well categorized and the percentage of the average activity of 72.65% of students categorized as good. The results of the tests administered after learning with the application of model-based learning LKS contextual dimensions of 31 students who took the tests obtained by the percentage of students who completed their study of 80.65% and students who have not completed their study of 19.35%. Based on the data, then in the classical style is said to be completed in class learning with the application of model-based LKS contextual dimensions of learning, because the number of students who have reached the exhaustiveness learn more than 75%. For the student responses about the use of contextual learning worksheets on high and very high categories reached 83.8%, it can be concluded that the students have responded well on the use of contextual learning LKS dimensional model study.