| dc.identifier.citation | Bahar, Haris. 2012. “Motivasi Berprestasi”. http:// harisbahar.blogspot.com. Jihad, Asep; Muchlas Rawi; dan Noer Komarudin. 2010. Pendidikan Karakter Teori dan Aplikasinya. Jakarta: Direktorat Manajemen Pendidikan Dasar dan Menengah Kementerian Pendidikan Nasional. Setyarini, M. 2007. Pembelajaran Konstruktivisme Melalui Model Cooperative Learning Tipe STAD Untuk Meningkatkan Aktivitas Dan Hasil Belajar Kimia (PTK Di Kelas XI IPA SMAN 5 Bandar Lampung Tahun Pelajaran 2006/2007. http://www.scribd.com/ Surianto. 2009. “Teori-Pembelajaran-Konstruktivisme”. http://surianto200477. wordpress.com/ Suwandi, Sarwiji. 2009. Modul Pendidikan dan Latihan Profesi Guru : Penelitian Tindakan Kelas. Surakarta : UNS. Syarifah, Maimunah Binti Syed Zin. 2011. “Pembelajaran Secara Konstuktivisme”. http:// www.moe.gov.my/bpk/bsk/bpanduan/ konstruktivisme.pdf. | en_US |
| dc.description.abstract | The purpose of the study is describing the achievement motivation, character
education, and learning achievement. The research
subject are
30 students of VII
D
grade, SMP
Negeri Teras
Boyolali. Data collection method used observation, questionnaires,
documentation, and testing. Data analysis used a critical and comparative
analysis.
Indicators of learning success is passing grade, Research
procedures
and 100%
class
attedance used cycles. Results of research
and discussion shows that: 1) Consrtruc-
tivism approach,
help optimising the readiness of teachers in the learning of the initial
conditions to the first cycle of 17.1%, then from the first cycle to cycle II, an increase of
30% as well as from the initial condition to a second cycle of 47.1%; 2) Through consrtructivism
approach
can optimize the preparation
class for learning from
the initial
conditions
to the first cycle of 26%, then from the first cycle to the second cycle there
is an increase of 22% as well as from the initial condition to the second cycle by 48%;
3) Through consrtructivism approach can optimize the achievement motivation of the
initial conditions to the first cycle there is an increase student achievement of grade of
23%, from the first cycle to cycle II, an increase of 20%, and of the initial conditions of
the second cycle to an increase of 43%; 4) Consrtructivism approach can optimize the
educational character of the initial conditions to the first cycle there is an increase of
13% grade achievement, from the first cycle to cycle II, an increase of 20%, and of the
initial conditions of the second cycle to an increase of 33%; 5) Consrtructivism approach
can optimize student achievement of the initial conditions to the first cycle there is an
increase of 20% grade achievement, from the first cycle to cycle II, an increase of 20%,
and of the initial conditions of the second cycle to an increase of 40%; 6) through konsrtruktivisme
approach can optimize achievement motivation, character education, and
mathematics achievement assemblage material, because students are able to construct
their own knowledge, although it can not be separated from the guidance of a teacher. | en_US |
