PENERAPAN MODEL SNOWBALL THROWING PADA PEMBELAJARAN MATEMATIKA DI SISWA KELAS VIII SMP NEGERI 9 PROBOLINGGO
| Main Author: | SAKDIYAH, HALIMATUS |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2014
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/15869/ |
Daftar Isi:
- The application of a model snowball throwing in learning mathematics at a student of class viii smpn 9 probolinggo aims to describe: (1) The application of a model snowball throwing in learning mathematics viewed from the activity of students and teachers (2) the study result of the students This research used the qualitative approach with the types of descriptive research. The data is taken from the observation students and teacher activities, and the results of students in learning. While the source of the data in this study were students of class VIII and mathematics teachers at SMP Negeri 9 Probolinggo, who becomes the sample of study is the students of class VIII totaling 24 students and who becomes teachers is researchers himself. The application of model snowball throwing on learning mathematics held in smpn 9 probolinggo has worked out incredibly well in accordance with sintak learning that have been arranged. This looked upon an activity a teacher for a learning process mathematics by using model snowball throwing in phase 1 through 9 from the first meeting to last done with very good. But there is relatively low phases are in phase 9 (Conclude the material). In this phase of 9 to the third and fourth meeting of the teacher didn't make a false assertion of material because the time is not sufficient. While the students are on a false assertion of material yet to dare, embarrassed, the answer is less true and time is also not sufficient. And the students events based on data showing that students look more active, the more morale, and motivated students can interact with other students. The result of learning mathematics by the application of a model snowball throwing done has reached a standard exhaustiveness classical. because the value of exhaustiveness student learning outcomes of 87,5%.