Perbedaan Prestasi Belajar Matematika Siswa Yang Diajar Menggunakan Model Pembelajaran ROPES (Review, Overview, Presentation, Exercise, Summary) Dengan Model Pembelajaran Langsung Pada Sub Pokok Bahasan Operasi Pecahan Di SMP Katolik St. Aloysius Niki-Niki Tahun Ajaran 2013/2014

WAKE, Irene May Segu (2013) Perbedaan Prestasi Belajar Matematika Siswa Yang Diajar Menggunakan Model Pembelajaran ROPES (Review, Overview, Presentation, Exercise, Summary) Dengan Model Pembelajaran Langsung Pada Sub Pokok Bahasan Operasi Pecahan Di SMP Katolik St. Aloysius Niki-Niki Tahun Ajaran 2013/2014. Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

In the teaching and learning of mathematics learning in particular, not only teaching materials to be prepared by the teacher but also the preparation or learning. So that the implementation goes smoothly and learning objectives learning outcomes can be achieved optimally, then the one who is seen as an alternative way to improve student achievement is to use the ROPES learning model. Hunts called instructional ROPES model as the plan the learning procedure of the model where the goal is for teachers to create lesson plans are structured and appropriate procedures so that students learn in stages. The purpose of this study was to determine differences in mathematics achievement with ROPES learning and conventional learning on the subjects poerasi fractions in Catholik Jonior High School of St. Aloysius Niki-Niki. This research is quantitative research is experimental research. The population in this study were all students of class VII Catholik Jonior High School of St. Aloysius Niki-Niki School Year 2013/2014. The samples used were saturated samples, which means that the entire population sampled. Class VII A as a class taught by conventional learning consists of 30 students and the class VII B as a class which teached with ROPES, consisting of 30 students learning. Thus, the sample size is 60 students. For statistical analysis, of the data used pretest and posttest data. Test the assumptions used in this study is the homogeneity test, test for normality using Kolmogorov-Smirnov test and hypothesis testing using t-test. Results of data analysis showed that were differences in mathematics achievement of students taught with conventional learning the ROPES and konvensional learning on the subjects sub fractional operations on Junior High School students.

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