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All Journal Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang
Herdiaswati, Lurit
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Education Languange, Linguistic, Communication & Media Mathematics Other

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PENINGKATAN KEMAMPUAN OPERASI PERKALIAN DENGAN MEDIA BENDA-BENDA TERDEKAT PADA PELAJARAN MATEMATIKA Herdiaswati, Lurit
Jurnal Likhitaprajna Vol 20 No 1 (2018): April 2018
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (127.848 KB) | DOI: 10.37303/likhitaprajna.v20i1.107

Abstract

The low mastery of the ability to multiplication in learning is due to the lack of proper learning models and the media used. This study uses the Classroom Action Research (CAR) approach. In the first cycle of action the mastery of the material before learning was given 31%, after the activity took place activists showed students: 58% active students, 30% moderate students, and 12% passive students. Student cooperation: 62% active students, 28% moderate students, and 10% passive students. While the average evaluation results were 68 with students completing 33 students and 16 students had not finished. The results of action in the second cycle of material mastery before the action was 48%. After the action is carried out student activities: active students78%, students are 18% and passive students 4%. Student cooperation: 84% active students, 14% moderate students, and 2% passive students. Evaluation results averaged 76 with students completing 46 students completed and 3 students not yet completed.Keywords: multiplication, media of learning, mathematics
UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA BANGUN RUANG MENGGUNAKAN METODE MIND MAP Herdiaswati, Lurit
Jurnal Likhitaprajna Vol 20 No 2 (2018): September 2018
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1169.111 KB) | DOI: 10.37303/likhitaprajna.v20i2.122

Abstract

Mathematics subjects are generally seen as difficult for students because they are difficult to understand, full of symbols and approaches to mathematics learning that are less attractive. This makes students bored and reluctant to learn mathematics. The design of this study is classroom action research (CAR). In the first cycle the percentage achieved from all aspects observed resulted in data 46.7% aspects fulfilled. After continuing in the second cycle the percentage of aspect fulfillment became 86.7% or in the high category.Keywords: learning outcomes, mathematics, mind map
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