Tana, Maria Ernawati Milla
Universitas Sarjanawiyata Tamansiswa

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Efektivitas model pembelajaran problem-learning dengan metode peer tutoring berbantuan geogebra pada dimensi tiga dalam upaya meningkatkan motivasi dan prestasi belajar matematika siswa Tana, Maria Ernawati Milla; Supriyoko, Supriyoko; Haryanto, Samsi
Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Vol 5, No 1 (2017)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1708.3 KB) | DOI: 10.30738/wiyata dharma.v5i1.3295

Abstract

Penelitian ini bertujuan menganalis efektifitas penggunaan model problem based learning dengan metode peer tutoring berbantuan geogebra pada  materi dimensi tiga untuk meningkatkan motivasi dan prestasi belajar siswa. Metode yang digunakan adalah penelitian tindakan kelas Kurt Lewin dengan tiga siklus dan pendekatan kualitatif.  Metode peer tutoring berhasil (1) meningkatkan motivasi belajar siswa tercermin dari naiknya presentasi siswa bemotivasi belajar tinggi dari siklus 1 ke siklus 3. (2) meningkatkan prestasi tercermin dari naiknya persentase siswa dengan nilai melampau KKM dari siklus 1 ke siklus 3. (3) memiliki efektivitas tinggi diukur dengan metode evaluasi Kirk Patick.  Dengan demikian, metode Peer tutoring  dapat meningkatkan motivasi dan prestasi belajar siswa pada dimensi tiga. Effectiveness of problem based learning model learning with geogebra helping peer tutoring method on three dimensions in efforts to increase motivation and student learning achievement AbstractThis study aims to analyze the effectiveness of the use of problem-based learning model with geogebra assisted peer-tutoring method on three dimensional material to improve student's learning motivation and achievement. The method used is Kurt Lewin class action research with three cycles and a qualitative approach. The method of peer tutoring succeeds (1) improves students 'learning motivation as reflected in the increase of students' high learning motivation presentation from cycle 1 to cycle 3. (2) improving achievement is reflected from the increase of percentage of students with value beyond KKM from cycle 1 to cycle 3. (3) has a high effectiveness measured by Kirk Patick's evaluation method. Thus, Peer tutoring method can improve student's motivation and achievement in dimension three.