Muhammad, Kholid and Yoga, Muklis and Ummi, Khasanah (2014) LEARNING MODEL EXPERIMENTATION OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) AND THINK PAIR SHARE (TPS) OF ASSESSMENT FOR LEARNING (AFL) BASED. Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014. (Submitted)
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Abstract
The purposes of this research were to know difference of influences of each learning model category towards mathematics learning achievement of the students. The research was a quasi experimental research. Population of the research was all students of VII grade of SMP Negeri 1 Colomadu of even semester of academic year 2013/2014. The samples were taken by cluster random sampling technique. The samples in the research were totaled 116 students. The instruments used for data collection were initial ability test and mathematics learning achievement test. The instrumental test covered content validity, difficulty level, discrimination capacity, and reliability. The prerequisite test covered normality test used Lilliefors method and homogeneity variance test used Bartlett method. Balance test and hypothesis test used one way variance analysis with different cell. Based on the hypothesis test, derived conclusion that the cooperative learning model type STAD of AFL based provided better mathematics learning achievement than the cooperative learning model type TPS of AFL based and conventional learning model of AFL based, as well as the cooperative learning model type TPS of AFL based provided better mathematics learning achievement than the conventional learning model of AFL based.
| Item Type: | Article |
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| Uncontrolled Keywords: | STAD, TPS, AFL, Mathematics Learning Achievement |
| Subjects: | Prosiding > ICRIEMS 2014 > MATHEMATICS & MATHEMATICS EDUCATION |
| Divisions: | Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) > Pendidikan Matematika > Pendidikan Matematika |
| Depositing User: | Eprints |
| Date Deposited: | 12 Nov 2014 12:13 |
| Last Modified: | 12 Nov 2014 12:13 |
| URI: | http://eprints.uny.ac.id/id/eprint/11571 |
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