Kecepatan Ahmad = 1 langkah/menit (07.00) Kecepatan Banu = 2 langkah/menit (07. 04) Selisih waktu... more Kecepatan Ahmad = 1 langkah/menit (07.00) Kecepatan Banu = 2 langkah/menit (07. 04) Selisih waktu = 4 menit Jarak yang ditempuh Ahmad pada saat Banu berangkat = 1 x 4 = 4 langkah Selisih kecepatan 1 langkah/menit Ternyata Ahmad tersusul oleh Banu pada pukul 07.08 atau 4 menit setelah Banu berangkat.
The purpose of this study is to increase the activity and learning outcomes Math Story Problem KP... more The purpose of this study is to increase the activity and learning outcomes Math Story Problem KPK and materials for students of classes V FPB half of 1 SD Negeri 1 Karangduwur academic year 2013/2014 through a cooperative learning TGT Ajataka models . The research was conducted in SD Negeri 1 Karangduwur in the school year 2013/2014 with research subjects were students of class V consisting of 20 male students and 15 female students. The method used was action research method that consists of two cycles. In each cycle consists of four stages , namely research planning, action, observation, and reflection. Data were analyzed using descriptive comparative continued reflection. Comparative descriptive done by comparing baseline, cycle 1 and cycle 2, good for learning activities and learning outcomes . These results indicate that: firs , the model Ajataka TGT cooperative learning can enhance mathematics learning activity materials and FPB KPK Story Problems for students of classes V Semester 1 SD Negeri 1 Karangduwur academic year 2013/2014. Proven percentage of students in learning activities both categories increased from baseline 17 % to 48.5 % in the first cycle and a 97.14 % in the second cycle or at the end of the condition has increased by 80.14 % from the initial conditions. Second, cooperative learning TGT Ajataka models can improve learning outcomes Story Problem KPK math materials and FPB for 1 semester of fifth grade students of SD Negeri 1 Karangduwur academic year 2013/2014. Proven to increase the percentage of students passing grade of 40% to the initial condition 48,57% in the first cycle and a 97.14 % in the second cycle or at the end of the condition has increased by 57.14 % from the initial conditions .
Keywords : cooperative , TGT , ajataka , learning outcomes , learning activities , math , Story Problem KPK and FPB .
Kecepatan Ahmad = 1 langkah/menit (07.00) Kecepatan Banu = 2 langkah/menit (07. 04) Selisih waktu... more Kecepatan Ahmad = 1 langkah/menit (07.00) Kecepatan Banu = 2 langkah/menit (07. 04) Selisih waktu = 4 menit Jarak yang ditempuh Ahmad pada saat Banu berangkat = 1 x 4 = 4 langkah Selisih kecepatan 1 langkah/menit Ternyata Ahmad tersusul oleh Banu pada pukul 07.08 atau 4 menit setelah Banu berangkat.
The purpose of this study is to increase the activity and learning outcomes Math Story Problem KP... more The purpose of this study is to increase the activity and learning outcomes Math Story Problem KPK and materials for students of classes V FPB half of 1 SD Negeri 1 Karangduwur academic year 2013/2014 through a cooperative learning TGT Ajataka models . The research was conducted in SD Negeri 1 Karangduwur in the school year 2013/2014 with research subjects were students of class V consisting of 20 male students and 15 female students. The method used was action research method that consists of two cycles. In each cycle consists of four stages , namely research planning, action, observation, and reflection. Data were analyzed using descriptive comparative continued reflection. Comparative descriptive done by comparing baseline, cycle 1 and cycle 2, good for learning activities and learning outcomes . These results indicate that: firs , the model Ajataka TGT cooperative learning can enhance mathematics learning activity materials and FPB KPK Story Problems for students of classes V Semester 1 SD Negeri 1 Karangduwur academic year 2013/2014. Proven percentage of students in learning activities both categories increased from baseline 17 % to 48.5 % in the first cycle and a 97.14 % in the second cycle or at the end of the condition has increased by 80.14 % from the initial conditions. Second, cooperative learning TGT Ajataka models can improve learning outcomes Story Problem KPK math materials and FPB for 1 semester of fifth grade students of SD Negeri 1 Karangduwur academic year 2013/2014. Proven to increase the percentage of students passing grade of 40% to the initial condition 48,57% in the first cycle and a 97.14 % in the second cycle or at the end of the condition has increased by 57.14 % from the initial conditions .
Keywords : cooperative , TGT , ajataka , learning outcomes , learning activities , math , Story Problem KPK and FPB .
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The research was conducted in SD Negeri 1 Karangduwur in the school year 2013/2014 with research subjects were students of class V consisting of 20 male students and 15 female students.
The method used was action research method that consists of two cycles. In each cycle consists of four stages , namely research planning, action, observation, and reflection. Data were analyzed using descriptive comparative continued reflection. Comparative descriptive done by comparing baseline, cycle 1 and cycle 2, good for learning activities and learning outcomes .
These results indicate that: firs , the model Ajataka TGT cooperative learning can enhance mathematics learning activity materials and FPB KPK Story Problems for students of classes V Semester 1 SD Negeri 1 Karangduwur academic year 2013/2014. Proven percentage of students in learning activities both categories increased from baseline 17 % to 48.5 % in the first cycle and a 97.14 % in the second cycle or at the end of the condition has increased by 80.14 % from the initial conditions. Second, cooperative learning TGT Ajataka models can improve learning outcomes Story Problem KPK math materials and FPB for 1 semester of fifth grade students of SD Negeri 1 Karangduwur academic year 2013/2014. Proven to increase the percentage of students passing grade of 40% to the initial condition 48,57% in the first cycle and a 97.14 % in the second cycle or at the end of the condition has increased by 57.14 % from the initial conditions .
Keywords : cooperative , TGT , ajataka , learning outcomes , learning activities , math , Story Problem KPK and FPB .
The research was conducted in SD Negeri 1 Karangduwur in the school year 2013/2014 with research subjects were students of class V consisting of 20 male students and 15 female students.
The method used was action research method that consists of two cycles. In each cycle consists of four stages , namely research planning, action, observation, and reflection. Data were analyzed using descriptive comparative continued reflection. Comparative descriptive done by comparing baseline, cycle 1 and cycle 2, good for learning activities and learning outcomes .
These results indicate that: firs , the model Ajataka TGT cooperative learning can enhance mathematics learning activity materials and FPB KPK Story Problems for students of classes V Semester 1 SD Negeri 1 Karangduwur academic year 2013/2014. Proven percentage of students in learning activities both categories increased from baseline 17 % to 48.5 % in the first cycle and a 97.14 % in the second cycle or at the end of the condition has increased by 80.14 % from the initial conditions. Second, cooperative learning TGT Ajataka models can improve learning outcomes Story Problem KPK math materials and FPB for 1 semester of fifth grade students of SD Negeri 1 Karangduwur academic year 2013/2014. Proven to increase the percentage of students passing grade of 40% to the initial condition 48,57% in the first cycle and a 97.14 % in the second cycle or at the end of the condition has increased by 57.14 % from the initial conditions .
Keywords : cooperative , TGT , ajataka , learning outcomes , learning activities , math , Story Problem KPK and FPB .