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Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
Method inquiry proposal
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Method inquiry proposal

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Method Inquiry

Method Inquiry

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  • 1. ENHANCING EFFORTS OF LEARNING AND MOTIVATION LEARNING MATHEMATICAL MODEL STUDENTLEARNING THROUGH OF INQUIRY THE USE PROP IN JUNIOR HIGH SCHOOL
  • 2.  Mathematics is one of the most important science in everyday life, but many students who think math is complicated and tedious Lack of student motivation toward learning of mathematics especially, will hinder the learning process. One of models for effective learning is Model Student Learning Through Of Inquiry
  • 3. How to improve students mathematicslearning outcomes through inquirylearning with props?How to increase students motivation tolearn mathematics through inquirylearning with material props?
  • 4. To find out how to improve learning outcomesStudents through the learning of mathematicsinquiry with props in Junior High SchoolTo find out how to increase motivation Student tolearn mathematics through inquiry learning withprops in Junior High School.
  • 5. For teachersTeachers can hone skills in developing and using instructional mediaor props are effective and efficient to involve students actively inthe learning process.For Studentsexpected to cope with boredom, stress and interesting liking andmotivation in learning mathematics and to improve students mathematicslearning outcomes.For ResearchersCan provide insight to researchers and picture of the obstacles thatmay be faced in the creation of learning mediaFor schoolsThe results of this study are expected to contribute inimproving the quality of learning mathematics
  • 6. 1. Learning mathematics is a process of interaction between educators and learners with learning resources on the subjects of mathematics in the school environment.2. Motivation is an impulse or drive is given to students to do somethingthat is learned. Motivation can also be regarded as an attempt toprovide specific conditions, so that someone wanted and wanted to dosomething that is learned.3. Learning outcomes the ability of a person as a learning process, or theacquisition of knowledge skills developed by eye learning, which isusually indicated by test scores or grades given by teachers.4. Inquiry,According Gulo (2002) in Trianto (2011:135): Strategies inquiry means aseries of learning activities that involve the most of all the studentsability to search and investigating in asystematic, critical, logical, analytical, so that they can formulate theirown findings with confidence.5. Viewer Tool communication channel or intermediary is used to carryor convey a message in order to achieve the goal of teaching.
  • 7. Teaching said to be good or successful if it has thefollowing characteristics: 1. The results were long lasting and can be used by students. 2. The result was a knowledge of "original" or "authentic". William Burton in Hamalik (2007: 28) argued that "A good learning situation consist of a rich and varied series of learning experience unified around a vigorous purpose and Carried on interaction with a rich, varied and provocative environment."
  • 8. Ismail (2004: 1.13) suggests that the process of learning mathematics isdeliberately designed with the aim to create an atmosphere allowing si pelajar carry out activities to study mathematics, and the process is centered on the teachers to teach mathematics.
  • 9. Strategy of inquiry means aseries of learning activitiesthat involve the most of allthe students ability tosearch and investigating in asystematic, critical, logical, analytical, so that they canformulate their ownfindings with confidence.(Gulo (2002) n Trianto(2011:135)
  • 10. Learning steps carried out by teachers on Learningstage of inquiry (Eggen and Kauchak (1996) in Trianto(2011: 141)):• Presents a question or problem• Make a hypothesis• Designing the experiment• Conduct experiments to obtain information• Collect and analyze data• Make conclusion
  • 11. The mathematical prop is a prop thatits use be integrated with theobjectives and content of teaching thathas been poured in the outline of theteaching program (GBPPP)mathematics and aims to enhance thequality of teaching and learningactivities.
  • 12. According to Mc. Donald in Hamalik(2007:158), motivation is an energy changewitgoal reaction. hin the person characterized byaffective arousal and anticipatory There are several forms that can be done in grow motivation in learning : 1. Give the numbers 2. Praise 3. Interest
  • 13. Student learningoutcomes areessentially changes inbehavior. (Sudjana, 1995) According to Kingsley in Sudjana (1995: 22) the study is divided into three kinds : A. The skills and habits. B. Knowledge and understanding C. Attitudes and ideals
  • 14. Understanding of the understanding, learning steps, making props and use.Based Learning an Learning device withon learning the an inquiry aboutory Dienes inquiry by the Use the matter Viewer of Display Tool Triangle Act of measures which include the following six phases: a) Present the question or problem b) Make a hypothesis c) Designing the experiment d) Conduct experiments to obtain information e) Collect and analyze data f) Make a conclusion Use of various techniques of data collection sheet that questionnaire, th e results oflearning. Data analysis followed Learning result Data analysis followed the three steps, namely data reduction, presentation of and increased the three steps, namely data reduction, presentation of data andinferences as well student motivati data andinferences as well as questionnaires and analysis on to learn. as questionnaires and analysis of learning result of learning result
  • 15. Cahyarini, Naning Dwi. (2008). " PENERAPAN MODELPEMBELAJARAN INKUIRI UNTUK MENINGKATKAN PRESTASIBELAJAR SISWA KELAS IV MATA PELAJARAN IPA DI MI SENDENTAHUN AJARAN 2007/2008" impulses that men do that inquirylearning model can improve the understanding of scienceconcepts with the subject matter of Energy and its amendment,the skills of communicating the work and critical thinkingattitudes of students in the MI Senden Axe District Race. Basedon the results of this study suggested teachers implementinquiry learning models in science teaching and student-centered learning, thereby increasing student achievement andlearning is made ​more meaningful.
  • 16. 1. By applying an inquiry learning withthe use of the Viewer Tool can increasestudent motivation for learningmathematics.2. By applying an inquiry learning withthe use of the Viewer Tool can improvestudent learning outcomes during thelearning process of mathematics
  • 17. Types of research used in thisstudy is Classroom ActionResearch .According to Kemmis and TaggartMC (1982) in, Action Research isthe way groups of people canorganize the conditions under thewhich They can learn from TheirOwn Experiences and Make Theirexperience accessible to others.
  • 18. identification Masalah Planning Reflection CYCLE I Implementation Observation New Problems Result Refleksi Improved PlanningReflection CYCLE II Implementation Observation Proceed to the next cycle
  • 19. Angket to obtain data on motivation and learning1 outcomes are achievedand the process of learning which he passes. Learning result data Data obtained through the provision of learning outcomes tests are preliminary tests andfinal test cycle. Initial tests administered2 before the learning process directly, while thefinal test given at the end of each cycle.
  • 20. DATA ANALYSIS TECHNIQUES• ANGKETData analysis techniques used to obtain a picture of studentsmotivation is a descriptiveanalysis of data with average motivation.The formula determining the rangeof category score questionnaire, namely:The range of category scores =Table 2. Interval Assessment Questionnaire Mot Kisaran Categoryivation Category : 10-20 low 21-30 Enough 31-40 high
  • 21. DATA ANALYSIS TECHNIQUESThe test sheetTest data were analyzed using the average value of theclass and learning criteria based on assessment of student abilitylevels are determined, based on the provisions of the school. Students are fully expressed in the absorptive capacity to learn if it has at least 60%.While studying classical reached if students who scored> 60 to 75% of the total number of students in the class.
  • 22. DATA ANALYSIS TECHNIQUES Notes : :the final value the average student Σx: the number of students final grades n: Number of studentsAbsorptive capacity of studentsabsorptive capacity = (number of students score) / (total score) ×100% Exhaustiveness learn classical Notes : KB = exhaustiveness study N = Number of students who scored> 60 S = the total number of students
  • 23. Indicators of Success MeasuresTable 3. Indicators of Student Success No. This type of success Indicators of Success 1. Motivation Student Students motivation to increase every cycle through the Questionnaire 2. Learning Outcomes Based on the criteria of exhaustiveness study are as follows: • Students are said to have the course completed if a value> 60 • Traditionally, students are said to be complete if 80% of all students in the classscored> 60.

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