Kartini (2009) Keefektifan pembelajaran menggunakan model learning cycle dan diagram alir untuk meningkatkan hasil belajar siswa SMA Laboratorium Universitas Negeri Malang pada konsep stoikhiometri larutan dan larutan penyangga / Kartini. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
of Solution Stoichiometry and Buffer are the concepts that involve many mathematic calculation and relate tightly with the previous concepts so the students have difficulties of studying them. To minimize the difficulties and make the students more interested to learn the concepts a right and an attractive teaching model should be applied. As a teaching model learning cycle is oriented to constructivistic philosophy. With this teaching model students are expected to be able to master and be competent to build knowledge structure autonomously. The expectation is supposed to be near the fact that the teaching process is supposed to be more successful if it is combined with flow chart. When learning Cycle model is implemented it is believed that the process of buliding knowledge on the concept will happen. Moreover the flow chart containing some steps to reach a good understading on the concept will be very helpful. Thus the combination of Learning Cycle and Flow Chart model is expected to be able to increase students learning grade. This research is intended to know (1) cognitive learning grade of the students that are taught by using the combination of Learning Cycle and Flow Chart teaching model (2) affective studying result of the students that are taught by using the combination of Learning Cycle and Flow Chart teaching model (3) psychomotoric studying result of the students that are taught by using the combination of Learning Cycle and Flow Chart teaching model (4) students perception about the combination of Learning Cycle and Flow Chart teaching model (5) the difference of cognitive affective and psychomotoric studying result between the a group of student that use the combination of Learning Cycle and Flow Chart teaching model with the a gropu of student that use Learning Cycle teaching model. The research design applied that use in this research is quasi experiment. The subjects in this research are the XI-grade-students natural science program Laboratorium Universitas Negeri Malang Senior High School 2006/2007 academic year as many as two classes. The sample is taken randomly XI-grade-students natural science program 1 being the experiment class and XI-grade-students natural science program 2 being the control class. The number of students at each class is 34 students. Experiment class is taught with Learning Cycle teaching model combined with Flow Chart while control class is taught only with Learning Cycle teaching model. Both of experiment class s students and control class s students study by using worksheet and Student Spread Sheet containing the data and questions that most be filled by students individually so that students can construct their knowledge by themselves and by the teacher guidance. Based on the average exam score/grade of acid-basa concept early ability of the students is assumed to be homogeneous. The data gathering in this research is done by passing some steps as follows (1) giving pre test (2) doing Learning Cycle and Flow Chart teaching experiment in experiment class and Learning Cycle in control class (3) giving post test (4) giving on questionnaire students perception. The instrument used is explanation test (subjective) in 10 items problem affective and psychomotoric assessment sheet and students perception. From the result of instrument test-drive the obtained reability 0 70 for Solution Stoichiometry concept and 0 66 for Buffer concept the two reability are included in the high category. The validity is 93 3% for Solution Stoichiometry concept and 91 77% for Buffer concept (very high criterion). The description of data is done by using descriptive analysis with Likert scale while cognitive learning grade obtained is analysed by using one path ANOVA statistic continued with test-t. The result shows (1) cognitive students learning grade in the Solution Stoichiometry concept using Learning Cycle teaching model combined with Flow Chart is better than students learning grade only using Learning Cycle teaching model (2) there is no significant difference in the cognitive students learning grade in the Buffer concept between a group of students that uses Learning Cycle teaching model combined with Flow Chart compared with a group of students that only uses Learning Cycle teaching model (3) affective students learning grade in the Solution Stoichiometry and Buffer concept using Learning Cycle teaching model combined with Flow Chart is better that students learning grade only using Learning Cycle teaching model (4) psychomotoric students learning grade in the Solution Stoichiometry and Buffer concept using Learning Cycle teaching model combined with Flow Chart is better than students learning grade only using Learning Cycle teaching model (5) students perception in the general chemistry subject and applying Learning Cycle teaching model combined with Flow Chart is 85% student agree very much (6) students perception in the general chemistry subject and applying Learning Cycle teaching model is 75% student agree. Relating to the above result of the research so that (1) the implementation Learning Cycle teaching model combined with Flow Chart need to be continued in the other chemistry concepts applying mathematic operation and laboratorium activities (2) Learning Cycle teaching model combined Flow Chart can be done in all education level.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Matematika dan IPA (FMIPA) > Departemen Kimia (KIM) > S2 Pendidikan Kimia |
| Depositing User: | library UM |
| Date Deposited: | 05 Aug 2009 04:29 |
| Last Modified: | 09 Sep 2009 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/59978 |
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