Tas fashion wanita gi

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP.. INVESTIGATION (GI) DAN JIGSAW II PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KARANGANYAR TAHUN PELAJARAN 2013/2014




Bạn đang xem: Tas fashion wanita gi

Abstract: The objectives of this retìm kiếm were khổng lồ investigate: (1) which learning Mã Sản Phẩm of the Cooperative learning Model of the GI type, the Jigsaw II learning mã sản phẩm, & the direct learning Mã Sản Phẩm results in a better learning achievement, (2) which students aý muốn the students with the high, moderate, và low spatial abilities have sầu a better learning achievement, (3) in each of the Cooperative sầu learning model of the GI type, the Jigsaw II learning Model, và the direct learning which students aao ước the students with the high, moderate, & low spatial abilities have sầu a better learning achievement, và (4) in each of the high, moderate, & low spatial abilities which learning Model of the Cooperative learning Model of the GI type, the Jigsaw II learning mã sản phẩm, and the direct learning Model results in a better learning achievement. This research used the quamê mẩn experimental retìm kiếm method with the factorial design of . Its population was all of the students of State Junior Secondary Schools of Karanganyar regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 285 students, and they were divided inkhổng lồ three classes, namely: 96 in Experimental Class I, 95 in Experimental Class II, and 94 in Control Class. The data of the retìm kiếm were gathered through kiểm tra of spatial ability & demo of learning achievement in Mathematics.

Xem thêm: Cách Làm Điều Chỉnh Tờ Khai Thuế Gtgt, Cách Lập Tờ Khai Thuế Giá Trị Gia Tăng Bổ Sung


Xem thêm: Luật Thuế Giá Trị Gia Tăng Số 13/2008/Qh12 Luật Thuế Giá Trị Gia Tăng


The proposed hypotheses of the retìm kiếm were analyzed by using the two-way analysis of variance with unbalanced cells. The results of the retìm kiếm are as follows. 1) The cooperative learning model of the GI type results in a better learning achievement than the direct learning model, but results in the same good learning achievement in Mathematics as the Jigsaw II learning Model, và the Jigsaw II learning model results in a better learning achievement than the direct learning model. 2). The students with the high spatial ability & those with the moderate spatial ability have sầu a better learning achievement in Mathematics than those with the low spatial ability, but the students with the high spatial ability have sầu the same good learning achievement in Mathematics as those with the moderate spatial ability. (3) in each of the Cooperative learning Mã Sản Phẩm of the GI type, the Jigsaw II learning mã sản phẩm, và the direct learning, students with the high spatial ability have sầu the same good learning achievement in Mathematics as those with the moderate spatial ability, và both the students with the high spatial ability and those with the moderate spatial ability have sầu a better learning achievement in Mathematics than those with the low spatial ability. 4) in each of the high, moderate, và low spatial abilities, the Cooperative learning Model of the GI type and the Jigsaw II learning Mã Sản Phẩm result in a better learning achievement in Mathematics than the direct learning mã sản phẩm, but the cooperative sầu learning mã sản phẩm of the GI type results in the same good learning achievement as the Jigsaw II learning Mã Sản Phẩm.

Keywords: Group Investigation (GI), Jigsaw II, learning achievement, and spatial ability.


Chuyên mục: Blogs