Kiki Kurniawan, 0853021030 (2015) PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) TERHADAP PEMAHAMAN KONSEP MATEMATIS SISWA (Studi pada Siswa Kelas VII Semester Genap SMP Negeri 8 Bandar Lampung Tahun Pelajaran 2013/2014). Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung.
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Abstract
ABSTRAK Penelitian eksperimen semu ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe think pair share terhadap pemahaman konsep matematis siswa dibandingkan pembelajaran konvensional. Desain penelitian ini adalah posttest only control group design. Populasi penelitian ini yaitu seluruh siswa kelas VII SMP Negeri 8 Bandar Lampung tahun pelajaran 2013/2014. Sampel penelitian ini adalah siswa kelas VII-H dan VII-I yang dipilih dengan teknik purposive sampling. Berdasarkan hasil penelitian, diperoleh kesimpulan bahwa model pembelajaran kooperatif tipe think pair share berpengaruh terhadap pemahaman konsep matematis siswa. Kata kunci : konvensional, pemahaman konsep matematis, think pair share ABSTRACT This quasi experimental research aimed to know the influence of cooperative learning model of think pair share type towards student’s understanding of mathematical concepts compared to conventional learning. This research design was post-test only control group design. The population of this research was all students of grade VII of SMP Negeri 8 Bandar Lampung in academic years of 2013/2014. This research samples were students of VII-H and VII-I class which were chosen by purposive sampling. According to the research result, cooperative learning model of think pair share type affects towards student’s understanding of mathematical concepts. Keywords : conventional, understanding of mathematical concepts , think pair share
| Item Type: | Other |
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| Subjects: | A General Works = Karya Karya Umum |
| Divisions: | FKIP > Prodi Pendidikan Matematika |
| Depositing User: | 8193736 . Digilib |
| Date Deposited: | 29 Jan 2015 08:05 |
| Last Modified: | 29 Jan 2015 08:05 |
| URI: | http://digilib.unila.ac.id/id/eprint/6623 |
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