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首页> 外文OA文献 >PEMBELAJARAN FISIKA DENGAN MODEL LEARNING CYCLE 7E MELALUI METODE EKSPERIMEN DAN DEMONSTRASI DITINJAU DARI KEMAMPUAN KOMUNIKASI ILMIAH SISWA PADA MATERI SUHU DAN KALOR KELAS X SMA NEGERI KEBAKKRAMAT KARANGANYAR
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PEMBELAJARAN FISIKA DENGAN MODEL LEARNING CYCLE 7E MELALUI METODE EKSPERIMEN DAN DEMONSTRASI DITINJAU DARI KEMAMPUAN KOMUNIKASI ILMIAH SISWA PADA MATERI SUHU DAN KALOR KELAS X SMA NEGERI KEBAKKRAMAT KARANGANYAR

机译：通过实验和论证方法从循环科学的温度知识和SMA KEBAKKRAMAT KARANGANYAR的X类学生的科学和实验论证方法研究使用循环7E学习模型

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ABSTRACT Diah Setyo Winarni. TEACHING TEMPERATURE AND HEAT WITH LEARNING CYCLE 7E THROUGH EXPERIMENT AND DEMONSTRATION METHOD VIEWED FROM STUDENTS’ SCIENTIFIC COMMUNICATION ABILITY AT X GRADE STUDENTS OF SMA NEGERI KEBAKKRAMAT KARANGANYAR. Thesis. Teacher Training and Education Faculty of Sebelas Maret University. Surakarta. November, 2015 This research was intended to: (1) find out whether or not there is a different influence of the implementation of Learning Cycle 7E through experiment and demonstration toward the students’ cognitive ability in temperature and heat, (2) find out whether or not there is a different influence of the students’ scientific communication ability level i. e. high and low category toward the students’ cognitive ability in temperature and heat, (3) find out whether or not there is an interaction between the influence of the implementation of Learning Cycle 7E and the students’ scientific communication toward their cognitive ability. This was an experimental research with 2x2 factorial design. The population was all students of class X SMA Negeri Kebakkramat in the academic year of 2014/2015. The sample was chosen from cluster random sampling technique. There were two classes as the sample in this research those were class X-2 with 30 students involved as demonstration class and class X-5 with 30 students as experimental class. The data were collected through test and observation. Test was carried out to obtain the data of students’ cognitive ability. The observation was conducted to get the data of students’ scientific communication ability. Those data were then analyzed with two-way Anava with different cell content. Based on this experimental research, it was got three main conclusions, those are: (1) there was a different influence of the implementation of Learning Cycle 7E through experiment and demonstration toward the students’ cognitive ability (Fobs = 4.816 > Ftable = F0.05;1;56 = 4.01), (2) there was a different influence of the students’ scientific communication ability toward the students’ cognitive ability (Fobs = 5.002 > Ftable = F0.05;1;56 = 4.01), (3) there was no interaction between the implementation of Learning Cycle 7E through instructional method and students’ scientific communication ability toward the students’ cognitive ability in temperature and heat (Fobs = 0.962 > Ftable = F0.05;1;56 = 4.01). Key words:Learning Cycle 7E, experimental method, demonstration method, cognitive ability, scientific communication ability
机译：摘要Diah Setyo Winarni。通过实验和论证方法，通过学习和论证7E的温度和热量，从SMA NEGERI KEBAKKRAMAT KARANGANYAR的X级学生的科学沟通能力出发。论文。 Sebelas Maret大学的教师培训和教育学院。泗水。 2015年11月，这项研究旨在：（1）通过实验和演示对学生在温度和温度下的认知能力的了解，来了解学习周期7E的实施是否有不同的影响，（2）学生的科学交流能力水平是否受到不同的影响i。 e。 （3）找出学习周期7E的实施影响与学生对其认知能力的科学交流之间是否存在相互作用。这是一项采用2x2因子设计的实验研究。人口是2014/2015学年所有X级SMA Negeri Kebakkramat的学生。样本选自聚类随机抽样技术。在本研究中，有两个班级作为样本，分别是X-2班（有30名学生作为示范班）和X-5班（有30个学生作为实验班）。通过测试和观察收集数据。进行测试以获取学生的认知能力数据。进行观察是为了获得学生科学沟通能力的数据。然后使用具有不同细胞含量的双向Anava分析这些数据。根据这项实验研究，得出了三个主要结论：（1）通过实验和论证实施7E学习周期对学生的认知能力有不同的影响（Fobs = 4.816> Ftable = F0。 05; 1; 56 = 4.01），（2）学生的科学交流能力对学生的认知能力有不同的影响（Fobs = 5.002> Ftable = F0.05; 1; 56 = 4.01），（3 ）通过教学法实施7E学习周期与学生对温度和热量的认知能力的科学沟通能力之间没有相互作用（Fobs = 0.962> Ftable = F0.05; 1; 56 = 4.01）。关键词：7E学习周期，实验方法，论证方法，认知能力，科学交流能力

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    WINARNI DIAH SETYO;

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