Purnomo, - (1998) EFEKTIVITAS PENGGUNAAN METODE BERMAIN GAMBAR DAN METODE BERMAIN SEMPOA TERHADAP PRESTASI BELAJAR MATEMATIKA PADA SISWA KELAS ISEKOLAH DASAR :Penelitian Experimental di SD Desa Tambirejo Kecamatan loroh Kabu paten Grobogan Jawa Tengah. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Ai^I^^^^ *°"™» ^bar Siswa Kelas , Sekolah DaZr" "^^ ***" M^ematika pada *J£?t^^^ «"' ada.ab : Sagain.anakan kadar dibandingkan dengan meTde konlnl- "f" ,metode Germain sempoa pada sisWa ke/as ISekZlaToasfr"" **"" pembe'^an Matematika studi eC;™^~a^ »™«™.^ postest design". Populasipenefttarni »Z k? contr°'-9roup pretest- Dasar di Desa TambireoT^^™ ^•fT* 8hwa kel" ^Srtolah Tengah. J Necamatan T°r°h Kabupaten Grobogan Jawa (Standard Pr„ggressivUe"**;ces?°ZZ^hT" "I J' «" S™ Inteligensi, 2) tes Drest™ h»iai,r * , n Raven untuk mengukur -* koreIasi, 4) Reg^^^ JJ^~*~ dengan'Tetode 'L^J^^^T ^ ^ Pembe'^an konvensional. Model pembe.a^ran dennln ?T u S6mp0a' dan metode bermain sempoa, dan metodekonv3 T b6rmain Qambar< metode merupakan Idifikasi™Ten^S^^S^^^ *»***"">* dari Benyamin 3. Bloom MetodP h^rm • u TheorV of Sc°o> Learning" langkah dalam m^Z^ p^LQa,^dada,ah ^ ataU ,an^ahkegiatan yang bersifat rekreatif ZZIT P f P6Serta didik melalui re.evan da'n menarikdafam gka^^Zn"aam^™*' Vang ditetapkan. Metode bermain Inl T u ' Pengaiaran yang telah dalam menyampaikan^pengaiaran L'h ^ 8t3U ,an9kah-'angkah tyuajnuganbeprseinfagtairaerkarnea'yif adnZHneZTaaa",?^? ^^ ^ meM ke9iatan metode bermain sempoa dalam Zl.iv • • berma,n gambar dan Bmroudninfiekra.sMi edtaordie ^sTtZemsb^taT^arZme^n^Z -!•"m^edrUipsack°an™P^yge'meabrnaningga"n ddaarni da.am pengajaran M™^ ceramah dengan latihan-.atihan secara ketat ™ Va,tU met°de Beberapa hasil temuan dari penelitian ini antara lain adalah iu0 tanpa memperhitunggkan variabel intPlpn*nC; adalah 1) dengan variabe. inteligensi, pengeiahuan awaf ^ V'** 2| °en9an men9°"troi metode bermain sempoai leb,ih efektif dtin h b'mb,ngan be,aia' di rumah, metode bermain gambar .ebih efekt ^aZn "^j5 bermain gambar' "an meningkatkan prestasi belajar Matematt "". "^l konvensi°na., dalam signifikan pada p < <} 05 %7 +? S'SWa ke,as ' Seko,ah Dasar, pembelajaran yang paling ' efektif w m?nentukan P**™ metode Matematika pada sSwakela. i Sekolah I^Th^ da'am pemb*'aiaran berikut a) metode herma^n Jambar^J' ,d'?Unakan Pedoman sebagai msisewnearimyaansgedikmitembiim.ikbii7ngZanlg^en^TLinggTfTeTnoeStah^^T"^^^V" bdaagni cenderung lebih efektif digunakan ha„i «f. 6 bermain semP°a tinggi, pengetahuan awaZ d L ^T? memi,ik*' inte,i9ensi belajar di rumah, serta c) metodk™ ,°UkUP banyak bi^bingan digunakan bagi siswa yang ^mZT'^ Cendemng 'ebih efektif tinggi, dan menerima banyak bTmbinaan^Z^"^ pen9etahuan awa. Positif yang signifikan antara £3Z? oTnZl"^'' Vada hubUngan belajar di rumah dengan prestasi be^'E^^f""T^9"1 yang diajar dengan metode bermain nlLu ' P da ke,omPok siswa metode konvensional, pada s! wa keTaT^7^™" Semp°a< dan P<0,50; 5, ada hubungan yan ^posS^ anta?a t . ^ Sl9nifikan pada belajar Matematika, pada keCpok si.LT I?6™ denQan prestasi bermain gambar, metode bermTin SL' Z8"9 d'ajar dengan met°de siswa ke.as ,S^%£ZZfi£;^7^^ yang positip antara pengetahuan awal H^l? ' ' 6) ada nubungan pada kelompok siswa ya'ng diear7enJ72££T ^ Matematika< bermain sempoa, dan metode kon^nc , !. 6rma,n gambar' met°de Dasar, signifLn pada T< 005 7, Ta'hfh a*™ ^ ' Seko,ah kbeimlobminpgoaknsisbwelaajayrangdidiarujamTadhLadaennamaTntnSn^Lk "^^T" yaMngatePm°S«iitkipa, anptaadraa sempoa, dan metode tonv^nSoLT^ "P™*"' met°de bermain dsiagnnifibkanimpadabp.<^0^05^8)S' ? , S'SWa ke'aS ' 3eko,aanwa,D<*X™2>. prestasi metode belajar Matematika m n"TT^" kontribusi terhadap sempoa sebesar 18^2% 8^ 75 67^L M°mP0k m6t°de bermain konvensional sebesar 8o'l9% 9) l^t'-v^9 ke,°mp°k metode kontribusi terhadap prestasi bt'.aja M^kTSTJ d™! ,mambarikan ddi-aajjaarr ddeennggaannmmeteotdoedebermbearimnasienm^poaSsebe^sar^n011 *w^u^°mP^°k ^Vang kelompok yang diajar denaan mPtnHo t Desar 58-22%, dan kepada variabe. penVahuJn awT X27 m^ 10) belajar Matematika (Y, pada \eZZ Vsng2^t^0"*"' konvensional sebesar 3 46% oaHa tJlJ, L J dengan metode bermain sempoa sebesar'1100,111o//Qo, dHaann fke^pad/afk"el9ompo^k yandgend9iaajnar mdeen^gdane metode bermain gambar sebesar 4251* a u. belajar di rumah (X3) memberikan, km^h.,?"* \ \ ^"^ bimbi"9an Matematika (Y, pada kelompok yang diaar Z ***> PrGStasi be,a'ar sebesar 4,16%, pada kelompok yanTLfar dL ^ met°de konvensiona. J2T.^2»ada---xct:= Dda,r°TaenngdkaaSi ^taTX^TIT^^"""' Pembelajaran Matematika di SekoS' Da, be'ajar' dan efektivitas pendidikan, para pengembang kurikulum rian^, Peme9an9 kabijakan Sekolah Dasar perlu selalu memftSan Han »**»"» pendid*an di bermain sempoa dapat dikemSS s.t men,9"sahakan agar metode pembe.ajaran Matematika di Skdah Dasar fh ^ SatU V3riasi metod* Sekolah Dasar, 2, dalam rangL peniro^ khUSUSnya pada siswa kelas 1 Sekolah Dasar, perlu adanya upaya a, L.n PrGStaS' be'ajar Mate™tika di Matematika oleh guru perlu memnLh .^"Unaan met°de Pembelajaran awa. peserta didik" b, SmSlS^t'nte'i9ehSi' dan p™uan memberikan bimbingan" bela'ar dt rum? oada^? ** U"tuk mau partisipasi dari masyarakat untuk Z,/ anak-anaknya, maupun tseenbtaagnagi teanfegkgtuivnigtasjawmaboddper1wu udan D'e'mThTnTIT™^**b™imb'i.nQ3a)npenbeel,ait'aiar<n langkah awa. yang ^s^s^^J^t^.^ baru —upakan dalam rangka penyempurnaan !!h! d,te,,t'da" d.kembangkan lebih lanjut 4) konsep efeUtaTda^aTuS^Z^^* Satotah DaSar mendapat perhatian untuk dTtelM da„ dftl^T" *" P6ndidikan per,u kriteria pengukuran yang mantap ba.k mt ° T T^"* dikete^^an masukan maupun keLran baik^eca akuTntS ' k°mponen-k°™P°nen 5) komponen-komponen pentina untL m8UpUn kualitatif- s^ Matematika sepertiPstrategiPpemb9e.atran IT^T^ pembeIaiaran dan siswa, evaluasi pembelaiaraT Z? ? pembe,aiaran, peran guru terbuka untuk peneCn Slaniut ^^ »<"**" The title of this Thesis te "Tha <,« *• Playing method and the lemnol feCt'Veness °f ™'»9 the picture achievement /earning fQi the firTZrltT, TH*" °" M^ematics The main pfob.em s^d ed Tn k °' '** e/ement^ school". effectiveness ofP^^^^^T"^ '" h°W much the fciorsmt pyaerairsosntuwdeitnht cofonthve e.SnmeremneCThSodicoSn^Zd^Sem^poa 'p-t,arVucint9ionmaelthfoord,thien experiment Z^J^*T!?*? j"""* m6th°d< with a«d design. The popuVon 0 hs earT sST*r'T ^ P°St6St elementary school Tambieo Kecal the_em?re f,rst Vear student of Centra. Java. The samp"' 'takewith 7°* KabUP3ten Grobo9an technique. P take" W,th «"domized group assignment Using I) Rjjven's St3ndard Progressive Matrix achievement test used for nL- Mat"ces, used for intelligence, 2) achievement learning and 3 aT™* know,ed9e and Mathematics home, collects datL Tecnicaf d«S 7' "^ *" 9UidanCe ,earnin9 at anava analysis, 3'coTre.a"n analysi"3T "*"" ^ ^"^ 3na,ysis 2> regreseion analysis, 6) CnlC^anXi, T"" ana,yS,S' 5) mu,tiPle Data analysis uLg compute? by^SPsfprogram '^ ^^^'^ imnsetrtuhcotdio^n''al~mode. ^*£S£c^t^t^S^o^T^o^^"^^™^' *,m*eth"od-"•*T*he and conventional method are modSon and ^ , P°8 P'ay'n9 method< of School Learning" by BenvS ell th ^^ fr°m "7*«^ amethod or procedure in fosSrn!i" *P'CtUPe P'ayin9 method * activity by u'sing pi™r^ Z^To^T^t*^^ objectives. The sempoa p.aying method is a method mstructional instructional presentation to student by wcrJatfon^t ? Pr°CedUre '" to reach instructional objectives Thl n£ f y by USin9 semf°a sempoa p.aying method «?S^^ ^^'"^ meth°d and the from teaching .earning system in^di.!^^^ conventional method in this research k^ . 9 V Unner" The mMeatthhoedmbayticesxeinrcsitsreusc.tional of ee|elemment^asrychscLhoooflLevery dJa™y *t0ha*t UisSmlegcturien controin^the^"^ ™as *ws : 1, without guidance learning at home 1 ^^ Pr6Vi°US kn°w.edge, and than picture p.aying method anTo^ T •m6th°d iS m°re effective Xll significant at p < n 05- o\ ~^+ ..• Previous knowledge,' and guid"Z t^lf^ °'^^^^^ >s more effective than picture playing m'thoH h°me'. Sempoa P'3^ method more effective than convention^nTethod "n ^^ P'ayin9 method « ach.evement learning for the first yeTr stjLt /T™"9 Mathe™ticS differences are significant at p < 0 OR % e'ementary school, the method selecting the most effective „«,nn •' tl ? determine instructional the first year student of element^schTo? '" Mathematics instructional for method most effective using for Idem with 1" Cnten°n a) PJCtUre plaVin9 h-gh previous knowledge, 9and lot °l2e tar^«iChh,gh intB,,,aence' Playing method most effective ..^inn 7 ,earn|ng at home, b) sempoa hidh intelligence, high pnXious know, h^6"* ^ cha^teristic 'earning at home, and c, conventbna. Z h h"' ^ medJUm guidanc* student with characteristic high^1^?! k ^ 6ffeCtive usin9 for high guidance learning at home 4) therei« v Pr6Vi°US know,ed9e, and between intel.igence, previonT k'nom edoV T™ COrre,ati°" significantly Mathematics achievement TZi^l^LZ'T^9 3t h°me' and Playing method, sempoa playing method and Qr°UpS.that teac" by picture first year student of e.eLnZ scool 'tn" COnvent,onal method, for the P<0,05; 5) there is positive corrSat' COrrelat,ons are significant at and Mathematics acJb^^^^'f^ betwe- intelligence Picture playing method, sempo ^method a^d Qr°UPS th8t *"* by for the first year student of elem^r^'h ,d C°nvent,onal method, significant at p< 0,05- 6) there til t V °°'' the c°n"alations are Previous knowledge and MathematfcsS,t'^.C°rre,ation significantly between groups that teach by pictre pZ Lth H^^ 'eaming' for stude"t conventional method" ?or the firs veaT.tn ^T' P'aying method< and corrections are significant at p <^ 5 7Mh°f e'ementary SCho°'' the significantly between guidance learning u ! 'S P°Sitive delation ment learning, for student groupsl&V^^"'*™^ achieve" sempoa playing method, L convention^ ^TT* 9W^ method< student of elementary school, the corXonf meth°d'.for the «rst year 8) the contribution of intelligentprev ot knlZd^7" * P<°'05' at home to Mathematics achievement0" kn°mled9e' and guidance learning asbtuoduetn7t5,g6r7oou/p0, aabnadutfou1rBco^nrw^^i^cJSTr*^9""^^PS'atyU,'dneflntmgertohu°pd s9e)mthpeoa copn.atyriibngutiomnetohfodin^telli'geunce^to Math ! ^ 9r°UP about 80'19%; method student group about 58 22% Lh* ' f°r p,cture Paving group about 78732%; 10) the comrih,*'f0r COnventiona' method student aMboatuhtem3a,4ti6cos/0a,cfhoirevesemmepnot aeparninq^for 00'°" . T™"5 know|edge to — - —ion,^^<zzr::v^~ Xlll Playing method student group about 4 fifi°/ ** • student group about 21.44% ' "d f°r P'CtUre plaVing method ealcehmieevnetamryents'Tcheaomo.,ingrft,aJn^^9L^Sth^99™eSti0"nS"a™re 1^} *to eifmfePcrt°ivveeneqsusalityl't education practice at •.•m^r^ch^rm^ beTt™ ^^ and sempoa playing method can be devekSnn T nk'nQ and proving •nstructiona. method at element^school ^ T Varied Mathe™tics student of elementary schoT2) to ' eSpec,a,,V for the first year learning at e.ementaryscho'must h.'7™* Mathematics achievement method by teacher Lst be Tal attelT"9, Mathematics instructional previous knowledge, b) the Darent* nfT" , StUdent intelll'gence and guidance learning'at home fo7 the r chi dren ^ PartiC'PantS organize guidance .earning as cone etion <Tn °r^°C,ety Participant to center"; 3, the research about effectiveneTSV "ed"Cati°» ^ee method is the first step that his resulZZh "^ m°de' instructi°na' continuously to improve Mathematics insCt ,6Xam'ne a"d t0 develoP concept of effectiveness ™trlo^TZ he'ementary SCh°0'' 4> attention to examine and to devetopshe r , °" fie,d ™st be criterion, inc.ude in put components or out t 9* 9°°d measu™ent or qualitative, and 5) the interest n! comP°nents, by quantitative instructional for example instruct^ t0 deVe,OP Mathematics caondntisntuuoduesnlyt .ro.e, instruction ee^vaaluuaattioona, raere™ope'nTin™g *fie0l™d-w'omrkedtoia'reteseaacrhce
| Item Type: | Thesis (S2) |
|---|---|
| Uncontrolled Keywords: | Prestasi Belajar Matematika |
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Pengembangan Kurikulum S-2 |
| Depositing User: | Annisa Nur Asy Syuura |
| Date Deposited: | 21 Dec 2022 07:59 |
| Last Modified: | 21 Dec 2022 07:59 |
| URI: | http://repository.upi.edu/id/eprint/79468 |
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