Judul Proposal Savira (reciprocal Teaching Baru 1).docx

RECIPROCAL TEACHING

National Council Of Teacher Of Mathematics

Reciprocal Teaching

scaffolding Scaffolding

Reciprocal Teaching

Reciprocal Teaching

Reciprocal Teaching

Reciprocal Teaching ,

Reciprocal Teaching

Reciprocal Teaching

Reciprocal Teaching

Reciprocal Teaching

Reciprocal Teaching

Reciprocal Teaching

Reciprocal Teaching

Reciprocal Teaching

Reciprocal Teaching

Reciprocal Teaching

Reciprocal Teaching Reciprocal Teaching

scaffolding Scaffolding

Reciprocal Teaching

(Question Generating).

(Clarifying).

(Predicting). (Summarizing).

≥

Reciprocal Teaching

Reciprocal Teaching

Reciprocal Teaching

Reciprocal Teaching

Reciprocal Teaching

Somatic

Auditory

Visualization

Intellectually

The domains of learning

insight

Visual activities

Oral activities

Listening activities

Writing activities

Drawing activities

Motor activities

Mental activities

Emosional activities

active teaching

≥

(conjecturs)

cm3

cm3

(conjecturs)

AB = √AC2 − BC2 AB = √132 − 52 AB = √169 − 25 AB = √144 AB = 12

cm2

cm2

open class

Somatic, Auditory, Visualization, dan Intellectually

Somatic, Visualization, Intellectually

Auditory,

Quasy-Eksperiment

Non Equivalent Control Group

Design

Pre-Test

Post-Test

Sampling Probability Sampling

Kluster Random Sampling. Probability

Sampling

Kluster Random Sampling

≤ 𝑥̅ ≤ ≤ 𝑥̅ ≤ ≤ 𝑥̅ ≤ ≤ 𝑥̅ ≤ ≤ 𝑥̅ ≤

Product Moment

𝑟𝑥𝑦 =

𝑁(ΣXY) − (ΣX)(ΣY) √N(ΣX 2 ) − (ΣX)2 )(N(ΣY 2 ) − (ΣY)2

𝑟𝑥𝑦

𝑟𝑥𝑦

𝑟𝑥𝑦 ≤ < 𝑟𝑥𝑦 ≤ < 𝑟𝑥𝑦 ≤ < 𝑟𝑥𝑦 ≤ < 𝑟𝑥𝑦 ≤ < 𝑟𝑥𝑦 ≤

< 𝑟𝑥𝑦 ≤ 0,40

< 𝑟𝑥𝑦 ≤ 1,00

𝑟11

𝑠2

(1 −

𝑠21 +𝑠22 𝑠𝑡2

Σ𝑋 2

(ΣX2 )

𝑁

𝑁2

)

𝑠12 𝑠22 𝑠𝑡2 𝑟11 𝑟11

𝑟11 ≤ < 𝑟11 ≤ < 𝑟11 ≤ < 𝑟11 ≤ < 𝑟11 ≤

𝑟11 > 0,60

𝐽𝑢𝑚𝑙𝑎ℎ 𝑠𝑘𝑜𝑟 𝑠𝑖𝑠𝑤𝑎 𝑝𝑒𝑠𝑒𝑟𝑡𝑎 𝑡𝑒𝑠 𝑝𝑎𝑑𝑎 𝑠𝑢𝑎𝑡𝑢 𝑠𝑜𝑎𝑙 𝐽𝑢𝑚𝑙𝑎ℎ 𝑝𝑒𝑠𝑒𝑟𝑡𝑎 𝑑𝑖𝑑𝑖𝑘 𝑦𝑎𝑛𝑔 𝑚𝑒𝑛𝑔𝑖𝑘𝑢𝑡𝑖 𝑡𝑒𝑠 𝑀𝑒𝑎𝑛 𝑆𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑢𝑚 𝑦𝑎𝑛𝑔 𝑑𝑖𝑡𝑒𝑡𝑎𝑝𝑘𝑎𝑛

<

≤

<

≤

<

≤

𝑀𝑒𝑎𝑛 𝑘𝑒𝑙𝑜𝑚𝑝𝑜𝑘 𝑎𝑡𝑎𝑠 – 𝑀𝑒𝑎𝑛 𝑘𝑒𝑚𝑜𝑚𝑝𝑜𝑘 𝑏𝑎𝑤𝑎ℎ 𝑆𝑘𝑜𝑟 𝑚𝑎𝑘𝑠𝑖𝑚𝑢𝑚 𝑠𝑜𝑎𝑙

<

≤

<

≤

<

≤

<

≤

<

≤

posttest

𝑋2 = ∑

(𝑂𝑖 −𝐸𝑖 )2 𝐸𝑖

𝑋2 𝑂𝑖 𝐸𝑖

𝑋 2 ℎ𝑖𝑡𝑢𝑛𝑔 < 𝑋 2 𝑡𝑎𝑏𝑒𝑙 𝑋 2 ℎ𝑖𝑡𝑢𝑛𝑔 > 𝑋 2 𝑡𝑎𝑏𝑒𝑙

𝜋< 𝜋≥

𝑡 =

𝑥̅ − 𝜇0 𝑠 √𝑛

𝑥̅ 𝜇0

𝑡ℎ𝑖𝑡𝑢𝑛𝑔 ≥ 𝑡𝑡𝑎𝑏𝑒𝑙

𝜋≤

≥

𝜋≥

≥

𝑥

𝑍=

𝑛

− 𝜇0

𝜇0 (1−𝜇0 )

√

𝑛

𝜇0

𝑍ℎ𝑖𝑡𝑢𝑛𝑔 ≥ 𝑍𝑡𝑎𝑏𝑒𝑙

(𝑥̅ )

𝑥̅ =

∑𝑛𝑛=𝑖 𝑥𝑖 𝑛

∑ 𝑓𝑖 (𝑥𝑖 − 𝑥̅ )2 √ 𝑆𝐷 = 𝑛

𝑥̅ 𝑥𝑖 𝑓𝑖 𝑛

𝑅 𝐾

(𝑂𝑖 − 𝐸𝑖 )2 𝑥 =∑ 𝐸𝑖 2

𝑥2 𝑂𝑖 𝐸𝑖

𝑥 2 ℎ𝑖𝑡𝑢𝑛𝑔 < 𝑥 2 𝑡𝑎𝑏𝑒𝑙 𝑥 2 ℎ𝑖𝑡𝑢𝑛𝑔 > 𝑥 2 𝑡𝑎𝑏𝑒𝑙

𝜎1 ≠ 𝜎2 𝜎1 = 𝜎2 𝜎1 ≠ 𝜎2 𝜎1 = 𝜎2 𝐹=

𝑣𝑎𝑟𝑖𝑎𝑛 𝑡𝑒𝑟𝑏𝑒𝑠𝑎𝑟 𝑣𝑎𝑟𝑖𝑎𝑛 𝑡𝑒𝑟𝑘𝑒𝑐𝑖𝑙

𝐹ℎ𝑖𝑡𝑢𝑛𝑔 < 𝐹𝑡𝑎𝑏𝑒𝑙

posttest

𝑡ℎ𝑖𝑡𝑢𝑛𝑔 𝑡ℎ𝑖𝑡𝑢𝑛𝑔 =

𝑥̅1 − 𝑥̅2 (𝑛1 −𝑛2 )𝑠1 2 +(𝑛1 −𝑛2 )𝑠2 2

√

𝑛1 −𝑛2 −2

1

1

(𝑛 + 𝑛 ) 1

2

𝑛1 𝑛2 𝑠1 2 𝑠2 2 𝑥̅1 𝑥̅2 𝑡𝑡𝑎𝑏𝑒𝑙 𝑡ℎ𝑖𝑡𝑢𝑛𝑔 < 𝑡𝑡𝑎𝑏𝑒𝑙

𝑡ℎ𝑖𝑡𝑢𝑛𝑔

𝑡𝑡𝑎𝑏𝑒𝑙

𝑡ℎ𝑖𝑡𝑢𝑛𝑔 > 𝑡𝑡𝑎𝑏𝑒𝑙

U Mann-Whitney. U Mann-Whitney n1 dan n2

𝑛1 𝑈1 = 𝑛1 𝑛2 +

𝑛1 (𝑛1 + 1) − 𝑅1 2 𝑛2

𝑈2 = 𝑛1 𝑛2 +

𝑛2 (𝑛2 + 1) − 𝑅2 2

𝑈1 𝑈2 𝑛1 𝑛2 𝑅1

𝑛1

𝑅2

𝑛2 𝑈1 𝑍ℎ𝑖𝑡𝑢𝑛𝑔

𝑍=

𝑈−

𝑛1 𝑛2 2

√𝑛1 𝑛2 (𝑛1 + 𝑛2 + 1)

𝑈2

𝑃=

𝑥𝑖 × 100% 𝑁

𝑥𝑖

𝑥𝑡 =

𝑗𝑢𝑚𝑙𝑎ℎ 𝑝𝑒𝑟𝑠𝑒𝑛𝑡𝑎𝑠𝑒 𝑠𝑒𝑡𝑖𝑎𝑝 𝑖𝑛𝑑𝑖𝑘𝑎𝑡𝑜𝑟 𝑝𝑒𝑚𝑏𝑒𝑙𝑎𝑗𝑎𝑟𝑎𝑛 𝑏𝑎𝑛𝑦𝑎𝑘𝑛𝑦𝑎 𝑖𝑛𝑑𝑖𝑘𝑎𝑡𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖𝑎𝑚𝑎𝑡𝑖

𝑥𝑡 =

𝑗𝑢𝑚𝑙𝑎ℎ 𝑝𝑒𝑟𝑠𝑒𝑛𝑡𝑎𝑠𝑒 𝑠𝑒𝑡𝑖𝑎𝑝 𝑖𝑛𝑑𝑖𝑘𝑎𝑡𝑜𝑟 𝑝𝑒𝑚𝑏𝑒𝑙𝑎𝑗𝑎𝑟𝑎𝑛 𝑏𝑎𝑛𝑦𝑎𝑘𝑛𝑦𝑎 𝑖𝑛𝑑𝑖𝑘𝑎𝑡𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖𝑎𝑚𝑎𝑡𝑖

80% < 𝑎𝑘𝑡𝑖𝑣𝑖𝑡𝑎𝑠 ≤ 100% 60% < 𝑎𝑘𝑡𝑖𝑣𝑖𝑡𝑎𝑠 ≤ 80% 40% < 𝑎𝑘𝑡𝑖𝑣𝑖𝑡𝑎𝑠 ≤ 60%

20% < 𝑎𝑘𝑡𝑖𝑣𝑖𝑡𝑎𝑠 ≤ 40% 𝑎𝑘𝑡𝑖𝑣𝑖𝑡𝑎𝑠 ≤ 20%

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