PENERAPAN PEMBELAJARAN BERBASIS CONCEPT-RICH INSTRUCTION TERHADAP PENINGKATAN PEMAHAMANKONSEP PECAHAN PADA SISWA SD

DEWI, Nindi Citra Setia (2014) PENERAPAN PEMBELAJARAN BERBASIS CONCEPT-RICH INSTRUCTION TERHADAP PENINGKATAN PEMAHAMANKONSEP PECAHAN PADA SISWA SD. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

Comprehension of the concept is the ability to express themselves with words, applying the concept, and gives examples and not examples of differentiating concept, and no trouble to learn the next concept. Reality on the ground comprehension of concepts students are less so considered, so that the learning outcomes of students after learning becomes incomplete and meaningless. Learning-based concept-rich instruction to an improved comprehension of the concept of fractions elementary school students aims to get a description of the comprehension of the concept of fractions of students who got the concept-based learning-rich instruction and comprehension the concept of fractions of students who received conventional teaching methods. This study used a quasi-experimental with Nonequivalent Control Group Design. Its population is a third-grade student of SD Negeri 1 NagarawangiTasikmalaya Data collection instruments are form of test comprehension of the concept of fractions and observation sheets of learning process. The results showed that: 1). There was no significant difference between students' comprehension of the concept of fractions initial experimental class and control class; 2). There is a growing comprehension of the concept of fractions of students who received learning-based concept-rich mathematics instruction compared to comprehension the concept of fractions that got math learning with conventional learning.

Item Type: Skripsi,Tesis,Disertasi (S1)
Subjects: L Education > L Education (General)
Divisions: UPI Kampus Tasikmalaya > PGSD UPI Kampus Tasikmalaya
Depositing User: UPI Kampus Tasikmalaya
Date Deposited: 31 Oct 2014 01:26
Last Modified: 31 Oct 2014 01:26
URI: http://repository.upi.edu/id/eprint/11750

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