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<http://repository.upi.edu/id/eprint/79468> <http://purl.org/dc/terms/title> "EFEKTIVITAS PENGGUNAAN METODE BERMAIN\r\nGAMBAR DAN METODE BERMAIN SEMPOA\r\nTERHADAP PRESTASI BELAJAR MATEMATIKA\r\nPADA SISWA KELAS ISEKOLAH DASAR\r\n:Penelitian Experimental di SD Desa Tambirejo Kecamatan\r\nloroh Kabu paten Grobogan Jawa Tengah"^^<http://www.w3.org/2001/XMLSchema#string> .
<http://repository.upi.edu/id/eprint/79468> <http://purl.org/ontology/bibo/abstract> "Ai^I^^^^ *°\"™» ^bar Siswa Kelas , Sekolah DaZr\" \"^^ ***\" M^ematika pada\r\n*J£?t^^^ «\"' ada.ab : Sagain.anakan kadar\r\ndibandingkan dengan meTde konlnl- \"f\" ,metode Germain sempoa pada sisWa ke/as ISekZlaToasfr\"\" **\"\" pembe'^an Matematika\r\nstudi eC;™^~a^ »™«™.^\r\npostest design\". Populasipenefttarni »Z k? contr°'-9roup pretest- Dasar di Desa TambireoT^^™ ^•fT* 8hwa kel\" ^Srtolah Tengah. J Necamatan T°r°h Kabupaten Grobogan Jawa\r\n(Standard Pr„ggressivUe\"**;ces?°ZZ^hT\" \"I J' «\" S™\r\nInteligensi, 2) tes Drest™ h»iai,r * , n Raven untuk mengukur\r\n-* koreIasi, 4) Reg^^^ JJ^~*~\r\ndengan'Tetode 'L^J^^^T ^ ^ Pembe'^an konvensional. Model pembe.a^ran dennln ?T u S6mp0a' dan metode\r\nbermain 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\r\nyang 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\r\ntyuajnuganbeprseinfagtairaerkarnea'yif adnZHneZTaaa\",?^? ^^ ^ meM ke9iatan\r\nmetode 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\r\nda.am pengajaran M™^\r\nceramah dengan latihan-.atihan secara ketat ™ Va,tU met°de\r\nBeberapa hasil temuan dari penelitian ini antara lain adalah iu0\r\ntanpa memperhitunggkan variabel intPlpn*nC; adalah 1) dengan\r\nvariabe. inteligensi, pengeiahuan awaf ^ V'** 2| °en9an men9°\"troi\r\nmetode bermain sempoai leb,ih efektif dtin h b'mb,ngan be,aia' di rumah,\r\nmetode bermain gambar .ebih efekt ^aZn \"^j5 bermain gambar' \"an meningkatkan prestasi belajar Matematt \"\". \"^l konvensi°na., dalam\r\nsignifikan pada p < <} 05 %7 +? S'SWa ke,as ' Seko,ah Dasar,\r\npembelajaran yang paling ' efektif w m?nentukan P**™ metode\r\nMatematika pada sSwakela. i Sekolah I^Th^ da'am pemb*'aiaran\r\nberikut a) metode herma^n Jambar^J' ,d'?Unakan Pedoman sebagai\r\nmsisewnearimyaansgedikmitembiim.ikbii7ngZanlg^en^TLinggTfTeTnoeStah^^T\"^^^V\" bdaagni\r\ncenderung lebih efektif digunakan ha„i «f. 6 bermain semP°a\r\ntinggi, pengetahuan awaZ d L ^T? memi,ik*' inte,i9ensi\r\nbelajar di rumah, serta c) metodk™ ,°UkUP banyak bi^bingan\r\ndigunakan bagi siswa yang ^mZT'^ Cendemng 'ebih efektif\r\ntinggi, dan menerima banyak bTmbinaan^Z^\"^ pen9etahuan awa. Positif yang signifikan antara £3Z? oTnZl\"^'' Vada hubUngan\r\nbelajar di rumah dengan prestasi be^'E^^f\"\"T^9\"1\r\nyang diajar dengan metode bermain nlLu ' P da ke,omPok siswa\r\nmetode konvensional, pada s! wa keTaT^7^™\" Semp°a< dan\r\nP<0,50; 5, ada hubungan yan ^posS^ anta?a t . ^ Sl9nifikan pada\r\nbelajar Matematika, pada keCpok si.LT I?6™ denQan prestasi\r\nbermain 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<\r\nbermain 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\r\nsempoa, dan metode tonv^nSoLT^ \"P™*\"' met°de bermain\r\ndsiagnnifibkanimpadabp.<^0^05^8)S' ? , S'SWa ke'aS ' 3eko,aanwa,D<*X™2>.\r\nprestasi metode belajar Matematika m n\"TT^\" kontribusi terhadap\r\nsempoa sebesar 18^2% 8^ 75 67^L M°mP0k m6t°de bermain\r\nkonvensional sebesar 8o'l9% 9) l^t'-v^9 ke,°mp°k metode kontribusi terhadap prestasi bt'.aja M^kTSTJ d™! ,mambarikan\r\nddi-aajjaarr ddeennggaannmmeteotdoedebermbearimnasienm^poaSsebe^sar^n011 *w^u^°mP^°k ^Vang\r\nkelompok yang diajar denaan mPtnHo t Desar 58-22%, dan kepada variabe. penVahuJn awT X27 m^ 10)\r\nbelajar Matematika (Y, pada \\eZZ Vsng2^t^0\"*\"' konvensional sebesar 3 46% oaHa tJlJ, L J dengan metode\r\nbermain sempoa sebesar'1100,111o//Qo, dHaann fke^pad/afk\"el9ompo^k yandgend9iaajnar mdeen^gdane\r\nmetode bermain gambar sebesar 4251* a u.\r\nbelajar di rumah (X3) memberikan, km^h.,?\"* \\ \\ ^\"^ bimbi\"9an\r\nMatematika (Y, pada kelompok yang diaar Z ***> PrGStasi be,a'ar sebesar 4,16%, pada kelompok yanTLfar dL ^ met°de konvensiona.\r\nJ2T.^2»ada---xct:=\r\nDda,r°TaenngdkaaSi ^taTX^TIT^^\"\"\"' Pembelajaran Matematika di SekoS' Da, be'ajar' dan efektivitas\r\npendidikan, para pengembang kurikulum rian^, Peme9an9 kabijakan\r\nSekolah Dasar perlu selalu memftSan Han »**»\"» pendid*an di bermain sempoa dapat dikemSS s.t men,9\"sahakan agar metode\r\npembe.ajaran Matematika di Skdah Dasar fh ^ SatU V3riasi metod* Sekolah Dasar, 2, dalam rangL peniro^ khUSUSnya pada siswa kelas 1\r\nSekolah Dasar, perlu adanya upaya a, L.n PrGStaS' be'ajar Mate™tika di\r\nMatematika oleh guru perlu memnLh .^\"Unaan met°de Pembelajaran awa. peserta didik\" b, SmSlS^t'nte'i9ehSi' dan p™uan\r\nmemberikan bimbingan\" bela'ar dt rum? oada^? ** U\"tuk mau partisipasi dari masyarakat untuk Z,/ anak-anaknya, maupun\r\ntseenbtaagnagi teanfegkgtuivnigtasjawmaboddper1wu udan D'e'mThTnTIT™^**b™imb'i.nQ3a)npenbeel,ait'aiar<n\r\nlangkah awa. yang ^s^s^^J^t^.^ baru —upakan\r\ndalam rangka penyempurnaan !!h! d,te,,t'da\" d.kembangkan lebih lanjut\r\n4) konsep efeUtaTda^aTuS^Z^^* Satotah DaSar\r\nmendapat 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\r\n5) 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 ^^ »<\"**\"\r\n\r\nThe title of this Thesis te \"Tha <,« *• Playing method and the lemnol feCt'Veness °f ™'»9 the picture\r\nachievement /earning fQi the firTZrltT, TH*\" °\" M^ematics\r\nThe main pfob.em s^d ed Tn k °' '** e/ement^ school\".\r\neffectiveness ofP^^^^^T\"^ '\" h°W much the\r\nfciorsmt pyaerairsosntuwdeitnht cofonthve e.SnmeremneCThSodicoSn^Zd^Sem^poa 'p-t,arVucint9ionmaelthfoord,thien\r\nexperiment Z^J^*T!?*? j\"\"\"* m6th°d< with a«d\r\ndesign. The popuVon 0 hs earT sST*r'T ^ P°St6St elementary school Tambieo Kecal the_em?re f,rst Vear student of\r\nCentra. Java. The samp\"' 'takewith 7°* KabUP3ten Grobo9an technique. P take\" W,th «\"domized group assignment\r\nUsing I) Rjjven's St3ndard Progressive Matrix achievement test used for nL- Mat\"ces, used for intelligence, 2)\r\nachievement learning and 3 aT™* know,ed9e and Mathematics\r\nhome, 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 '^ ^^^'^\r\nimnsetrtuhcotdio^n''al~mode. ^*£S£c^t^t^S^o^T^o^^\"^^™^' *,m*eth\"od-\"•*T*he\r\nand conventional method are modSon and ^ , P°8 P'ay'n9 method<\r\nof School Learning\" by BenvS ell th ^^ fr°m \"7*«^\r\namethod or procedure in fosSrn!i\" *P'CtUPe P'ayin9 method * activity by u'sing pi™r^ Z^To^T^t*^^\r\nobjectives. The sempoa p.aying method is a method mstructional\r\ninstructional presentation to student by wcrJatfon^t ? Pr°CedUre '\"\r\nto reach instructional objectives Thl n£ f y by USin9 semf°a sempoa p.aying method «?S^^ ^^'\"^ meth°d and the\r\nfrom teaching .earning system in^di.!^^^\r\nconventional method in this research k^ . 9 V Unner\" The\r\nmMeatthhoedmbayticesxeinrcsitsreusc.tional of ee|elemment^asrychscLhoooflLevery dJa™y *t0ha*t UisSmlegcturien\r\ncontroin^the^\"^ ™as *ws : 1, without\r\nguidance learning at home 1 ^^ Pr6Vi°US kn°w.edge, and\r\nthan picture p.aying method anTo^ T •m6th°d iS m°re effective\r\nXll\r\nsignificant at p < n 05- o\\ ~^+ ..•\r\nPrevious knowledge,' and guid\"Z t^lf^ °'^^^^^\r\n>s more effective than picture playing m'thoH h°me'. Sempoa P'3^ method\r\nmore effective than convention^nTethod \"n ^^ P'ayin9 method «\r\nach.evement learning for the first yeTr stjLt /T™\"9 Mathe™ticS\r\ndifferences are significant at p < 0 OR % e'ementary school, the\r\nmethod selecting the most effective „«,nn •' tl ? determine instructional the first year student of element^schTo? '\" Mathematics instructional for\r\nmethod 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\r\nhidh intelligence, high pnXious know, h^6\"* ^ cha^teristic\r\n'earning at home, and c, conventbna. Z h h\"' ^ medJUm guidanc*\r\nstudent with characteristic high^1^?! k ^ 6ffeCtive usin9 for\r\nhigh guidance learning at home 4) therei« v Pr6Vi°US know,ed9e, and between intel.igence, previonT k'nom edoV T™ COrre,ati°\" significantly\r\nMathematics achievement TZi^l^LZ'T^9 3t h°me' and\r\nPlaying method, sempoa playing method and Qr°UpS.that teac\" by picture first year student of e.eLnZ scool 'tn\" COnvent,onal method, for the\r\nP<0,05; 5) there is positive corrSat' COrrelat,ons are significant at and Mathematics acJb^^^^'f^ betwe- intelligence\r\nPicture playing method, sempo ^method a^d Qr°UPS th8t *\"* by for the first year student of elem^r^'h ,d C°nvent,onal method,\r\nsignificant at p< 0,05- 6) there til t V °°'' the c°n\"alations are\r\nPrevious knowledge and MathematfcsS,t'^.C°rre,ation significantly between\r\ngroups that teach by pictre pZ Lth H^^ 'eaming' for stude\"t\r\nconventional method\" ?or the firs veaT.tn ^T' P'aying method< and\r\ncorrections are significant at p <^ 5 7Mh°f e'ementary SCho°'' the\r\nsignificantly between guidance learning u ! 'S P°Sitive delation\r\nment learning, for student groupsl&V^^\"'*™^ achieve\"\r\nsempoa playing method, L convention^ ^TT* 9W^ method<\r\nstudent 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\r\nasbtuoduetn7t5,g6r7oou/p0, aabnadutfou1rBco^nrw^^i^cJSTr*^9\"\"^^PS'atyU,'dneflntmgertohu°pd\r\ns9e)mthpeoa copn.atyriibngutiomnetohfodin^telli'geunce^to Math ! ^ 9r°UP about 80'19%;\r\nmethod student group about 58 22% Lh* ' f°r p,cture Paving\r\ngroup about 78732%; 10) the comrih,*'f0r COnventiona' method student\r\naMboatuhtem3a,4ti6cos/0a,cfhoirevesemmepnot aeparninq^for 00'°\" . T™\"5 know|edge to\r\n— - —ion,^^<zzr::v^~\r\nXlll\r\nPlaying method student group about 4 fifi°/ ** •\r\nstudent group about 21.44% ' \"d f°r P'CtUre plaVing method\r\nealcehmieevnetamryents'Tcheaomo.,ingrft,aJn^^9L^Sth^99™eSti0\"nS\"a™re 1^} *to eifmfePcrt°ivveeneqsusalityl't\r\neducation 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\r\nlearning at e.ementaryscho'must h.'7™* Mathematics achievement method by teacher Lst be Tal attelT\"9, Mathematics instructional\r\nprevious 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\r\ncenter\"; 3, the research about effectiveneTSV \"ed\"Cati°» ^ee\r\nmethod is the first step that his resulZZh \"^ m°de' instructi°na'\r\ncontinuously to improve Mathematics insCt ,6Xam'ne a\"d t0 develoP\r\nconcept of effectiveness ™trlo^TZ he'ementary SCh°0'' 4>\r\nattention to examine and to devetopshe r , °\" fie,d ™st be\r\ncriterion, inc.ude in put components or out t 9* 9°°d measu™ent\r\nor qualitative, and 5) the interest n! comP°nents, by quantitative\r\ninstructional for example instruct^ t0 deVe,OP Mathematics\r\ncaondntisntuuoduesnlyt .ro.e, instruction ee^vaaluuaattioona, raere™ope'nTin™g *fie0l™d-w'omrkedtoia'reteseaacrhce"^^<http://www.w3.org/2001/XMLSchema#string> .
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<http://repository.upi.edu/id/document/2146317> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/Document> .
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<http://repository.upi.edu/79468/> <http://xmlns.com/foaf/0.1/primaryTopic> <http://repository.upi.edu/id/eprint/79468> .
<http://repository.upi.edu/id/subject/L1> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://www.w3.org/2004/02/skos/core#Concept> .
<http://repository.upi.edu/id/subject/L1> <http://www.w3.org/2004/02/skos/core#prefLabel> "L Education (General)"@en .
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