KIMPLEMENTASI PENDEKATAN STRUKTURAL DALAM UPAYA MENINGKATKAN PRESTASI DAN MOTIVASI BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI 2 JETIS BANTUL YOGYAKARTA

Kuwat, NIM.: 05430029 (2010) KIMPLEMENTASI PENDEKATAN STRUKTURAL DALAM UPAYA MENINGKATKAN PRESTASI DAN MOTIVASI BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI 2 JETIS BANTUL YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Work aims to increase motivation and achievement of students in the eighth grade Math in High School SMP Negri-2 Jetis. In General, this research efforts to increase motivation and achievement using structured approach to think pair share. This study is class action research (CAR). Objects of this research consists in eighth grade students SMP Negeri 2 Jetis numbering 36 people. The object of study is the introduction of a structural approach to the study of Mathematics with type think pair share. Class action studies were conducted in two cycles. The first cycle comprises three cycles meetings and (ii) in the three meetings. Data were obtained through a questionnaire to motivate students and students of comparative data evaluation is monitoring learning, student interviews, field records and documentation. The results showed that a structured approach can motivate students and their performance. From the analysis of results of the survey were the percentage of students who are considering the motivation of all indicators, increase motivation. In the first cycle of 74.61%, on the second loop will 76.22%. Student motivation can be seen from students, teachers, spotted explanation, do the work, to succeed, meticulous in this task, the answer to the question, do not ask, looking for references outside audience desire for love a variety of tasks, there is a willingness to train other books mathematics, considered the material which has been submitted to face difficulties in addressing the problem, the desire to get a good reputation, and feel good about the math. Student achievement can be seen from the criteria academic indicators of achievement with a minimum level of mastery criteria (MCF), which also grows. In the first cycle of 73.50%, and on the second cycle of 85.75%. Learners can result from changes to the measures taken by changing the previous learning with structured learning in thinking, in pairs, and share, which gives students the opportunity to hone their ability to think independently, responsibly, and there is confidence.

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