Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2024-03-28T11:02:48ZEPrintshttp://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttps://eprints.uny.ac.id/2015-09-08T07:34:20Z2019-05-09T02:56:15Zhttp://eprints.uny.ac.id/id/eprint/25901This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/259012015-09-08T07:34:20ZKeefektifan Model Guided Inquiry untuk Mengembangkan Kemampuan Berpikir Divergen dan Kreatif dalam Keterampilan Proses Sains Peserta Didik Kelas XI SMA N 1 BantulPenelitian ini bertujuan untuk mengetahui keefektifan model guided inquiry untuk mengembangkan kemampuan berpikir divergen dan kreatif dalam keterampilan proses sains peserta didik kelas XI yang memiliki karakteristik yang sama dengan peserta didik kelas XI SMA N 1 Bantul pada pokok bahasan sistem reproduksi.
Jenis penelitian ini adalah quasi eksperimen dengan desain non-equivalen pretest-postest control group design. Populasi penelitian ini adalah peserta didik kelas XI SMA yang memiliki karakteristik yang sama dengan peserta didik kelas XI SMA N 1 Bantul tahun ajaran 2014/2015. Sampel penelitian adalah 62 peserta didik, yaitu 32 peserta didik pada kelas eksperimen yang diajar menggunakan model guided inquiry, dan 30 peserta didik pada kelas kontrol yang diajar menggunakan model konvensional ditentukan dengan menggunakan teknik cluster random sampling. Instrumen pengumpulan data yang digunakan adalah lembar observasi dan tes tertulis. Lembar observasi untuk memastikan keterlaksanaan model pembelajaran guided inquiry dan model konvensional bahwa tidak ada sintaks yang terlewatkan. Tes tertulis untuk mengukur kemampuan berpikir divergen dan kreatif dalam keterampilan proses sains. Analisis data yang digunakan untuk menguji hipotesis adalah uji ANCOVA pada taraf signifikansi 5%.
Hasil penelitian menunjukkan bahwa model guided inquiry efektif untuk mengembangkan kemampuan berpikir divergen dan kreatif dalam keterampilan proses sains peserta didik peserta didik kelas XI yang memiliki karakteristik yang sama dengan peserta didik kelas XI SMA N 1 Bantul pada pokok bahasan sistem reproduksi.Dwi Rahayu2015-06-03T01:43:30Z2019-01-29T23:04:54Zhttp://eprints.uny.ac.id/id/eprint/19808This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/198082015-06-03T01:43:30ZIMPROVING THE FIRST YEAR STUDENTS’ LISTENING LEARNING PROCESS BY USING CARTOON MOVIES “KIDS ENGLISH LEARNING SHOW” AT SMP TAMAN DEWASA JETIS IN ACADEMIC YEAR 2013/2014The objective of this action research was to improve the first year students’ listening learning process at SMP Taman Dewasa Jetis in academic year 2013/2014 by using cartoon movies “Kids English Learning Show”.
The research was carried out in the first semester from September, 2nd to September, 27th 2013. This action research was conducted in two cycles involving the use of cartoon movies “Kids English Learning Show”. Giving various listening activities, giving handout of the materials, providing question and answer sessions, and providing discussion were the complementing actions done to support the use of cartoon movies “Kids English Learning Show”. The data were obtained by observing the teaching and learning process, interviewing the students and the teacher, holding discussions with the teacher, and taking pictures of the teaching and learning process. The instruments used in this research were observation guideline and interview guideline. The data collected were qualitative data. The data were in the forms of interview transcripts and field notes.
The results showed that the listening learning process could be improved through the use of cartoon movies “Kids English Learning Show”. The use of cartoon movies “Kids English Learning Show” was effective to attract the students’ attention. The data showed that the students were more motivated, enthusiastic and active in the teaching and learning process. The complementing actions (giving various listening activities, giving handout of the materials, providing question and answer sessions, and providing discussion) were also effective to improve the listening learning process. The various activities made the class atmosphere enjoyable. The handouts giving also helped the students to understand the learning materials and the instructions during the listening learning process. The question and answer sessions, and discussion sessions were effective to improve the students’ involvement.Dwi Rahayu