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首页> 外文OA文献 >Eksperimentasi Model Pembelajaran Think-pair-share (Tps) Dimodifikasi dengan Mind Mapping pada Materi Kubus dan Balok Ditinjau dari Kreativitas Belajar Matematika Siswa SMP Negeri Kelas VIII Se-kabupaten Pemalang Tahun 2012/2013
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Eksperimentasi Model Pembelajaran Think-pair-share (Tps) Dimodifikasi dengan Mind Mapping pada Materi Kubus dan Balok Ditinjau dari Kreativitas Belajar Matematika Siswa SMP Negeri Kelas VIII Se-kabupaten Pemalang Tahun 2012/2013

机译：从Pemalang区第VIII级公立中学生的数学学习创造力出发，用思维导图修改的思维配对共享（Tps）学习模型对立方体和横梁的材料判断实验2012/2013

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The objectives of this study were to find out on the topic of cube and cuboid: (1) which was better between TPS Modified Mind Mapping (TPSMod), TPS or Direct model that produce learning achievement; (2) which one had better learning achievement between students with high, medium or low categories of mathematics creativity learning; (3) at each category of mathematics creativity learning, which was better between TPSMod, TPS or Direct model that produce learning achievement; and (4) at each model, which one had better learning achievement between students with high, medium or low categories of mathematics creativity learning. This study was a quasi-experimental with 3´3 factorial design. The population was all of students in eigth grade of State Junior High School in Pemalang Regency on Academic Year 2012/2013. The samples were taken by using a stratified cluster random sampling technique. The samples was students in eight grade of SMP Negeri 1 Randudongkal, Moga and Pulosari. The instrument of this study were mathematics creativity learning questionnaire and learning achievement test. The questionnaire tryout included content validity, internal consistency and reliability, and the test tryout included content validity, difficulty level, discrimination power, and reliability. Before the experiment was done, the balance of prior knowledge was examined by using unbalanced one way anova test. The hypothesis test used unbalanced two ways anova. Test requirements included normality test used Lilliefors method and the homogeneity test used the Bartlett test. The results of the study were as follows: (1) the TPSMod model produce the learning achievement better than the TPS and direct learning, the TPS model give the same learning achievement as the direct learning; (2) the high and medium categories of mathematics creativity learning have the same learning achievement, and both of category of mathematics creativity learning have better learning achievement from low categories of mathematics creativity learning; (3) at each categories of mathematics creativity learning, theTPSMod model produce the learning achievement better than the TPS and direct learning, the TPS give the same learning achievement as the direct learning; and (4) at each models, the high and medium categories of mathematics creativity learning have the same learning achievement, and both of category of mathematics creativity learning have better learning achievement from low categories of mathematics creativity learning.
机译：这项研究的目的是找出关于立方体和长方体的主题：（1）在产生学习成果的TPS修改思维导图（TPSMod），TPS或Direct模型之间更好； （2）在数学创造力学习的高，中，低类别学生之间哪个学习成绩更好； （3）在数学创造力学习的每个类别中，产生学习成果的TPSMod，TPS或Direct模型之间的差异要大一些； （4）在每种模型中，数学创造力学习的高，中，低类别学生之间的学习成绩更好。这项研究是采用3´3因子设计的准实验。人口为2012/2013学年Pemalang摄政州立初中Eigth等级的所有学生。通过分层聚类随机抽样技术获取样本。样本是来自SMP Negeri 1 Randudongkal，Moga和Pulosari八年级的学生。本研究的工具是数学创造力学习问卷和学习成绩测验。问卷的试行包括内容的有效性，内部一致性和可靠性，而测试的试行则包括内容的有效性，难度，辨别力和可靠性。在实验完成之前，通过使用不平衡的一种方差分析检验了先验知识的平衡。假设检验使用了两种不平衡的方差分析方法。测试要求包括使用Lilliefors方法的正态性测试和使用Bartlett测试的均质性测试。研究结果如下：（1）TPSMod模型产生的学习成绩优于TPS和直接学习，TPS模型给出的学习成绩与直接学习相同。 （2）数学创造力学习的高，中类别具有相同的学习成绩，而数学创造力学习的低类别则两者都具有较好的学习成绩； （3）在每一类数学创造力学习中，TPSMod模型产生的学习成果要比TPS和直接学习更好，TPS给出的学习成果与直接学习相同； （4）在每个模型中，数学创造力学习的高，中类别具有相同的学习成绩，而数学创造力学习的低类别则对这两个类别的数学创造力学习都有较好的学习成绩。

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