Maloho, Kalsum (2010) Improving the writing ability of the eight grade students of MTs PKP Manado through concept mapping / Kalsum Maloho. Masters thesis, Universitas Negeri Malang.
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ABSTRACT Mutmainah. 2007. Effectiveness Chemistry learning of Inductive Thinking methods to improve study process and achievement on result of students study on Hydrocarbon topic. Thesis program of chemistry educational study Graduated of state University Malang Advidsors (1) Prof. Drs. H. Suhadi Ibnu M.A. Ph.D (2) Drs. Mackinnu M.Sc Ph.D Key world inductive thinking methods lecture methods study achievement constructivisme learning Chemistry learning at SMA Taman Madya Malang is still lecture methods which means that the learning is centered on the teacher. Most of the class activities are conducted by teacher and students passively get information and cannot develop their cognitive structure. The teaching which use on lecture methods causes students to role merely as about listeners and note of topic who teacher teaching on class. Beside that research on learning process is rarely done at SMA Taman Madya not to mention the use inductive thinking methods. That is why the writer feels there is a need of doing so to see the effect of varying learning process conducted by teacher on chemistry subject. The objectives of the research are (1) to know achievement of students study result have been taught by individual inductive thinking methods to the hydrocarbon topic (2) to know achievement of students study result have been taught by cooperative inductive thinking methods to the hydrocarbon topic (3) to know achievement of students study result have been taught by lecture methods to the hydrocarbon topic (4) to know existence the different between achievement to the hydrocarbon topic of students study result have been taught by individual inductive thinking methods with they are taught by cooperative inductive thinking methods (5) to know existence the different between achievement to the hydrocarbon topic of students study result have been taught by individual inductive thinking methods with they are taught by lecture methods (6) to know existence the different between achievement to the hydrocarbon topic of students study result have been taught by cooperative inductive thinking methods with they are taught by lecture methods (7) to know existence the different equipment step workmanship the question of hydrocarbon between the students who have been taught using individual inductive thinking methods with they are taught by cooperative inductive thinking methods (8) to know existence the different equipment step workmanship the question of hydrocarbon between the students who have high initial capable have been taught using individual inductive thinking methods with they are high initial capable have been taught by cooperative inductive thinking methods (9) to know existence the different equipment step workmanship the question of hydrocarbon between the students who have low initial capable have been taught using individual inductive thinking methods with they are low initial capable have been taught by cooperative inductive thinking methods (10) to know existence the different concequentively step workmanship the question of hydrocarbon between the students who have been taught using individual inductive thinking methods with they are taught by cooperative inductive thinking methods (11) to know existence the different concequentively step workmanship the question of hydrocarbon between the students who have high initial capable have been taught using individual inductive thinking methods with they are high initial capable have been taught by cooperative inductive thinking methods (12) to know existence the different concequentively step workmanship the question of hydrocarbon between the students who have low initial capable have been taught using individual inductive thinking methods with they are low initial capable have been taught by cooperative inductive thinking methods (13) to know existence the different of the students frequenthy identifiying and activity who is taught using individual inductive thinking methods with they are taught by cooperative inductive thinking methods (14) to know existence the different of the students number are doing identify and activity who is taught using individual inductive thinking methods with they are taught by cooperative inductive thinking methods. This reseasch use of descriptif plan and quasi experiments plan ( achievement test). Subject of this research is the students on grade ten in SMA Taman Madya Malang in year study 2005/2006 consist of three classes namely grade of ten on XA XB and XD. Number of students for each class is 40 person the first are taught by individual inductive thinking methods the second taught by cooperative inductive thinking methods and the three taught by lecture methods. On inductive class the students study aid by the student work sheet (LKS) where it is consist the data that must be complete by the students individually and also in cooperative. So that it is hoped study can construct their knowledge and guided by the teacher while lecture classes the students are taught in listen from the teacher explanation and note. Based on rate score the test of redox topic the students initial capable be assumed by homogenous. Instruments was used is objective test by number of 25 question observation sheet and equipment step workmanship the question of hydrocarbon sheet. From the result of experiments was gotten reliability of test amount of 0 75 (criteria is high). The data was gotten to be analyzed by using One Way ANOVA statistic be continued of Independent Sample t Test. The result of the research then (1) achievement of students study result on hydrocarbon topic that use individual inductive thinking methods better than achievement of students study result on hydrocarbon topic that use lecture methods (2) achievement of students study result on hydrocarbon topic that use cooperatif inductive thinking methods better than achievement of students study result on hydrocarbon topic that use lecture methods (3) there is not significant different between achievement to the hydrocarbon topic of students study result have been taught by individual inductive thinking methods with they are taught by cooperative inductive thinking methods (4) the students who is taught use individual inductive thinking methods more equipment step workmanship the question of hydrocarbon than the students who is taught use cooperative inductive thinking methods (5) both of two classes with is taught by individual inductive thinking methods and cooperative show the which the same concequentively step workmanship the question of hydrocarbon. Belonging to the result of the research so (1) applied of inductive thinking methods and also aboved still need continued for another topics to involve certain role principle and law of chemistry (2) applied this inductive thinking methods can be continued at all grade educational caused this methods can help the students understanding to improve receive the subject (3) when the students do learning process use this inductive thinking the teacher most observe and guide the students of optimally and also create the condition its caused the students study seriously because if its not learning process the students is not inductive thinking (4) cooperative most important inductive thinking methods is good applied to students who have low initial capable.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 23 Feb 2010 04:29 |
| Last Modified: | 09 Sep 2010 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58401 |
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