Loading...
Please wait, while we are loading the content...
Similar Documents
Ekperimentasi Model Pembelajaran Kooperatif Tipe Two Stay Two Stray Dengan Metode Problem Solving Pada Pokok Bahasan Persamaan Garis Lurus Ditinjau Dari Kategori Multiple Intelligences Peserta Didik Kelas Viii Smp Negeri Di Kabupaten Karanganyar
| Content Provider | Semantic Scholar |
|---|---|
| Author | Fitriawan, Dona Kusmayana, Tri Atmojo Iswahyudi, Gatut |
| Copyright Year | 2013 |
| Abstract | The aims of the research were to determine the effect of learning models on learning achievement viewed from students’ multiple intelligences. The learning models compared were cooperative learning model Two Stay Two Stray (TSTS) with problem solving method, Two Stay Two Stray (TSTS) and conventional. This research was a quasi-experimental research using 33 factorial design. The populations of the research were all students of Junior High School (SMP) on Karanganyar Regency. The samples of the research were the eight grade students of SMP Negeri 1 Tasikmadu, SMP Negeri 2 Jaten, and SMP Negeri 5 Karanganyar containing 282 students (94 students for first experimental class, 93 students for second experimental class, and 95 students for control class). The samples were chosen by using stratified cluster random sampling. In collecting the data, the instruments used were test and questionnaire. Test was used to get the students’ learning achievement data and questionnaire was used to get multiple intelligences data. The technique of analyzing the data was unbalanced two-ways Anova. The result of the research shows that: (1) TSTS with problem solving method is better than TSTS and conventional in producing the students’ Mathematics learning achievement, meanwhile TSTS is as good as conventional in producing students’ Mathematics learning achievement; (2) students having high multiple intelligences are better than those having middle and low multiple intelligences in producing the students’ Mathematics learning achievement, meanwhile students having middle multiple intelligences are better than those who have low multiple intelligences in producing Mathematics learning achievement; (3) (a) the students’ having high multiple intelligences taught by using TSTS with problem solving method are better than those having middle or low multiple intelligences in producing the students’ Mathematics learning achievement whereas students having middle multiple intelligences have better learning achievement than those who have low multiple intelligences; (b) The students’ having high multiple intelligences taught by using TSTS are better than those who have low multiple intelligences in producing the students’ Mathematics learning achievement but the students having high multiple intelligences taught by using TSTS are as good as those who have middle multiple intelligences; (c) The students taught by using conventional having high, middle or low multiple intelligences produce same learning achievement; (4) (a) the students having high multiple intelligences taught by using TSTS with problem solving method are as good as who are taught by using TSTS and conventional in producing students’ Mathematics learning achievement; (b) the students having middle multiple intelligences taught by using TSTS with problem solving method are better than those who are taught by using TSTS and conventional in producing students’ mathematics learning achievement but they are as good as those who are taught by using TSTS whereas the students taught by using TSTS are as good as those who taught by using conventional; (c) the students having low multiple intelligences taught by using TSTS with problem solving method, TSTS, and conventional have the same mathematics learning achievement. |
| File Format | PDF HTM / HTML |
| Volume Number | 1 |
| Alternate Webpage(s) | https://eprints.uns.ac.id/1539/1/210-392-1-SM.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
