CD Skripsi

Penerapan Model Pembelajaran Kooperatif Pendekatan Struktural Three Stay One Stray (TSOS) Untuk Meningkatkan Hasil Belajar Siswa Kelas V SDN 015 Karya Sempurna Bangko Sempurna Rokan Hilir

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Keywords: Cooperative Learning Approach Structural Three Stay One Stray (Tsos) for Mathematics Learning Outcomes
The study was based on the low grade math learning outcomes SDN 015 VA Perfect work Rokan Hilir. The formulation of the problem in this research is the application of cooperative learning model Tsos structural approach to improve student learning outcomes SDN 015 VA class work Bangko Perfect Perfect on a semester of academic year 2011/2012 on the subject matter and calculate simple powers of roots?. The purpose of this research is to improve students' mathematics learning hasi SDN 015 VA class Bangko Works Perfectly Perfect. Cooperative Learning Approach Three Structural Stay One Stray (Tsos) To Improve Learning Outcomes Math is a learning model that can be used to attract students and build teacher interaction with students and the interaction between the students themselves in the learning process. Researchers conducted this research implementation in two cycles, with each cycle consisting of three meetings and one-time daily tests. First cycle consists of three meetings with three Learning Implementation Plan (RPP), three Student Worksheet (BLM) and the daily tests I, while the second cycle consists of three meetings with three Learning Implementation Plan (RPP), three Student Worksheet (LKS) and daily tests II. Every one cycle of observations on the implementation of the learning process with reflection. The data obtained through observation sheet and math achievement test and then analyzed. From the analytical data obtained were analyzed aktivitas teachers and students to implement teaching is in conformity with the lesson plan. While Learning outcomes seen from the frequency of students who achieve KKM> 60, either individually or in groups increased in the first cycle of 15 students (62.50%) students completed and not completed 9 students (34.50%). While on the second cycle there were 15 students who completed the students (87.50%) and students who did not complete nine students (12.50%). Although it is not said to have reached 100% KKM, but shows an increase in each cycle.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

05 06. 112 (0004)

Penerbit

Pekanbaru : Universitas Riau - FKIP - Pendidikan Matematika., 2012

Deskripsi Fisik

viii, 140 hlm.: ill.; 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

05 06. 112 (0004)

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

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Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

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