PENGEMBANGAN SOAL BERBASIS PROBLEM SOLVING UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF SISWA KELAS IV SD NEGERI 01 MULYOAGUNG DAU MALANG TERHADAP KONSEP PECAHAN
| Main Author: | TRI PURWANTINI, NOVITA |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2012
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/15579/ |
Daftar Isi:
- Learning is said to work well if students can master the material to get the value, which limits the minimum completeness criteria (KKM) specified in the school curriculum. While that is happening in the fourth grade students in SDN Mulyoagung 2011-2012 second semester of the academic year only 20% of the 26 students who scored above the KKM, 80% of them scored below the KKM. This is caused by several factors, such as: the use of problem solving methods are still less interest in learning about fractions and shapes that the teacher tends to confuse students. Based on this background, the research problem can be formulated as follows: "Is the Development of Problem-Based Problem Solving Ability to Improve Elementary School Students Against the concept of fractions". This study used a qualitative approach,describing the events that occur naturally through the collection of data which then presented in the form of the sentence,type of research is study who used a class action. Classroom action research is a scientific activity which conducted its own class teacher in the road design,implement,observe and reflect on the action through several cycles in a collaborative and participatory which aims to improve or enhance the quality of the learning process in class. These results indicate that the development of problem-based learning with problem solving on the concept of fractions can improve student learning outcomes at the material point of the addition and subtraction fractions showed an increase in activity and student learning outcomes. Student activity in the cycle I reached 78.71% percent, then the second cycle increased to 88.03%. Based on observations of student learning outcomes also increase, which is 71.43% at 85.71% cycle I to cycle II. In addition, based on test results that have been made available data on student learning outcomes are achieved 84.61%. The mean percentage of that level of success of the action in the second cycle has reached the targets classical completeness>75% and considered very good. So the study was stopped in the second cycle because it targets a classical completeness.