KEMAMPUAN BERTANYA DAN MENJAWAB SISWA PADA MATA PELAJARAN MATEMATIKA DALAM PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS)
| Main Author: | CAHYANI FATMAWATI, RAHMA |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2013
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/15704/ |
Daftar Isi:
- When the observation of mathematics learning process was done in the class of VIII-C SMP Ma’arif 03 Batu, it was found that the students felt shy to question if they found problems and they were not curious to answer some question. It happened because in the learning process the students were not given chance or time to discus (questioning and answering). Questioning is the important part in learning process because by questioning students can improve then students also try to find out the answer, the students can improve their knowledge and understanding. The lesson which can improve question and answer’s ability of students is think pair share. The stages of thin pair share are think (berpikir), pair (berpasangan), and share (berbagi). This study wants to describe stage of think pair share learning which can improve student’s ability in question and answering. This study which was done in SMP Ma’arif 03 Batu. The subject of the study was VIII-C SMP Ma’arif 03 Batu period 2012/2013. This study was conducted from Mart to April 2013 in six experience. From the finding it could be concluded that think pair share learning could improve VIII-C SMP Ma’arif 03 Batu to delve and motivation in question and answering at mathematics program. In the “think” stage, students think independently in doing the task which was given by the teacher. They also made a list of questions about material which was being learned. Then, in the “pair” stage, every couple students discussed about the questions and the task that they have done independently. The next in the “share” stage, for the group which eager to share with their friend, they would get reward. The improvement of questioning was seen from the quality of question, relevance, language, and frequency aspect. The improvement of answering was seen from the correct answer, relevance, language, and frequency aspect. The quality of student question reached analysis stage Taxonomy Bloom, the correct answer aspect reached very accurate criterion, the relevance aspect reached very math criterion, the language aspect reached very easy understand criterion, and the frequency aspect reached the number asking and answer.