Dampak Komunikasi Siswa terhadap Hasil Belajar Matematika Sekolah Dasar
| dc.contributor.author | Anggraeni, Viana Teti | |
| dc.contributor.author | Sutama | |
| dc.contributor.author | Samino | |
| dc.date.accessioned | 2014-08-21T08:43:47Z | |
| dc.date.available | 2014-08-21T08:43:47Z | |
| dc.date.issued | 2014-06 | |
| dc.identifier.citation | Fayar. 2011. The importance of communications in the mathematics classrooms. Diakses tang gal 14 Oktober 2011 dari http.//www.fayar.net/east/teacher.web/ math/Standards/docu ment/chapter5/comm.htm. Gillies, R.M., Ashman, A., & Terwel, J. 2010. The teacher’s role in implementing cooperative learning in the classroom. Australia: Springer. Hewitt, D. (2008). Understanding effective learning: strategies for the classroom. London: The Mc Graw, Hill Companies. Micheal M. V. W. ( 2011). The Effects Of Teams Games Tournament On achievement, Retention, and Attitude Economics Education Student. International journal. Vol 26 No 3, hal 183-193. http:// www.International journal. Com. Di akses pada tanggal 11 januari 2014 jam 09.30 WIB National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: NCTM). Slavin, R. E. (1995) Cooperative learning: theory, research and practice. Massachusetts: Allyn and Bacon. Wahid, U. 2012. “Membangun Kemampuan Komunikasi Matematika Dalam Pembelajaran Matematika”. Jurnal Ilmiah Program Studi Matematika STKIP Siliwangi Bandung.Vol 1 No 1, hal 19. http:// ww.Jurnal nasional. Com. Diakses Pada Tanggal 8 April 2014 Jam 20.15 WIB | en_US |
| dc.identifier.issn | 0852-0976 | |
| dc.identifier.uri | http://hdl.handle.net/11617/4752 | |
| dc.description.abstract | This study aims at knowing 1) in the contribution learning strategy for achievement; 2) contribution communication math for achievement; 4) the interaction learning strategy shown from the communication math for achievement. This was a quasi-experimental study employing the nonequivalent comparison-group design. This study involved two experimental groups. The sampel comprised Grade V students of SDN I Pengkok consisting of 2 classes to determine the class receiving the treatment of the cooperative learning model of the TGT and the one receiving that of the TTW . The research instruments consisted of test and non-test instruments. The data were analyzed by theunivariate technique, namely the independent sample t-test ata significance level of 5%. The data were analyzed using the three way anova at a significance level of 5%. Follow up by a scheffe test fortwotailed test. The results of the study show that; 1) students who taught with TGT get higher achievement; 2) the students who have high math communication competence have better achievement; 4) the students who taught TGT type get higher achievement and the students have high math communication competence get achievement | en_US |
| dc.publisher | Universitas Muhammadiyah Surakarta | en_US |
| dc.subject | communication | en_US |
| dc.subject | games tournament | en_US |
| dc.subject | interest | en_US |
| dc.subject | talk write | en_US |
| dc.title | Dampak Komunikasi Siswa terhadap Hasil Belajar Matematika Sekolah Dasar | en_US |
| dc.type | Article | en_US |
