Peningkatan Hasil Belajar Kognitif Siswa Melalui Model Pembelajaran Kontekstual Pada Materi Perkalian dan Pembagian

Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram

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Field Value
 
Title Peningkatan Hasil Belajar Kognitif Siswa Melalui Model Pembelajaran Kontekstual Pada Materi Perkalian dan Pembagian
 
Creator Dores, Olenggius Jiran
Bustami, Yakobus
Ana, Rupina Mila Maria
 
Subject achievement; contextual learning; mathematic
 
Description The Enhancement of Students' Cognitive Learning Achievement Through Contextual Learning Model on Multiplication and Division’s Matter. This research was based on the number of students who produce the resuits of cognitive learning under minimal mastery. The purpose of this research was to improve student cognitive learning outcomes and improve the learning process by applying the contextual learning model. The approach used in this research was descritptive qualitative approach with classroom action research method consisting of two cyeles. Subjects in this researchwere the students of elementary school  classs III 48 Lepung Beruang were 43 students who taught  by the modeling of contextstual. The instrument for measuring cognitive learning outcomes. The data obtained were analyzed by using desctiptive whit mean and Classical completeness value. The result of descriptive analysis shows that in cycle I, the result of 29 students is complete with an average of 66,00 and classical completeness of 67,44%. Furthermore, in cycle II, students who complete 37 students with average of 78,60 and classical completeness of 86,04% of students into good category. The results of this study can be concluded tahat the modeling of use can improve student learning outcomes on mathematic materials.Based on, the result of the teacher activity observation has been received 60% the first meeting, 65% the second meeting on the first cycle, meanwhile  on the second cycle at the  first meeting has got constantly becoming increasing 100%. The results of this research can be concluded that the use of contextual learning can improve the cognitive learning outcomes of students in multiplication and division material and improve the learning process of learning
 
Publisher IKIP Mataram
 
Contributor
 
Date 2019-06-28
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion

 
Format application/pdf
 
Identifier http://ojs.ikipmataram.ac.id/index.php/prismasains/article/view/1176
10.33394/j-ps.v0i0.1176
 
Source Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram; Vol 7, No 1: June 2019; 10-16
2540-7899
2338-4530
 
Language eng
 
Relation http://ojs.ikipmataram.ac.id/index.php/prismasains/article/view/1176/1186
 
Rights Copyright (c) 2019 Rupina Mila Maria Ana, Yakobus Bustami, Olenggius Jiran Dores
https://creativecommons.org/licenses/by/4.0
 

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