THE QUALITY IMPROVEMENT ON INTEGRAL MATHEMATICS LEARNING BY GUIDED The Quality Improvement On Integral Mathematics Learning By Guided Discovery Model At Class Xii Building Technique State 2 Vocational High School Salatiga Academic Year 2011/2012.

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THE QUALITY IMPROVEMENT ON INTEGRAL

MATHEMATICS LEARNING BY GUIDED

DISCOVERY MODEL

AT CLASS XII BUILDING TECHNIQUE STATE 2

VOCATIONAL HIGH SCHOOL SALATIGA

ACADEMIC YEAR 2011/2012

THESIS

Submitted as One of the Requirements for the Completion of Graduate Degree in Educational Management

by

HARIS PRIHANTOMO

Q 100 100 128

GRADUATE SCHOOL

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2012

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NOTE OF FIRST ADVISOR

Dr. Bambang Sumardjoko, M.Pd

Lecturer of Educational Management of Graduate School of Muhammadiyah University of Surakarta

Official Note on Student’s Thesis Dear

Director of Graduate School

of Muhammadiyah University of Surakarta

Assalamu ‘alaikum Wr. Wb

Having read, examined, corrected and necessarily revised towards the thesis of Name : HARIS PRIHANTOMO

Student’s Number : Q 100 100 128

Focuses on : THE QUALITY IMPROVEMENT ON INTEGRAL MATHEMATICS LEARNING BY GUIDED

DISCOVERY MODEL AT CLASS XII BUILDING TECHNIQUE STATE 2 VOCATIONAL HIGH SCHOOL SALATIGA ACADEMIC YEAR 2011/2012 Purposed Research : February 2012

I access that this thesis is approved to be examined by the board of examiners in Educational Management of Graduate School, Muhammadiyah University of Surakarta.

Wassalamu ‘alaikum Wr. Wb.

Surakarta, February, 18th, 2012 First Advisor

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NOTE OF SECOND ADVISOR

Drs. Sigit Haryanto, M. Hum

Lecturer of Educational Management of Graduate School of Muhammadiyah University of Surakarta

Official Note on Student’s Thesis Dear

Director of Graduate School

of Muhammadiyah University of Surakarta

Assalamu ‘alaikum Wr. Wb

Having read, examined, corrected and necessarily revised towards the thesis of Name : HARIS PRIHANTOMO

Student’s Number : Q 100 100 128

Focuses on : THE QUALITY IMPROVEMENT ON INTEGRAL MATHEMATICS LEARNING BY GUIDED

DISCOVERY MODEL AT CLASS XII BUILDING TECHNIQUE STATE 2 VOCATIONAL HIGH SCHOOL SALATIGA ACADEMIC YEAR 2011/2012 Purposed Research : February 2012

I access that this thesis is approved to be examined by the board of examiners in Educational Management of Graduate School, Muhammadiyah University of Surakarta.

Wassalamu ‘alaikum Wr. Wb.

Surakarta, February, 25th, 2012 Second Advisor

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TESTIMONY

Herewith, I testify that in this thesis there is no plagiarism of the previous

literary works which have been raised to obtain master degree in Educational

Management, nor there are opinions or masterpieces which have been written or

published by others, except those the writing which are referred to the manuscripts

mentioned in bibliography.

Hence later, if it is proven that there are some untrue statements in this

testimony, I will hold fully responsibility.

Surakarta, February, 25th, 2012 Writer,

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MOTTO

1. The Successfulness can be reached by climbing step by step not only jumping it directly.

2. Don’t think what you are still thinking about, but think of your thinking way, so you will finish it quickly.

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DEDICATION

This thesis is dedicated to: 1. Allah SWT and 2. My beloved family members

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ACKNOWLEDGMENT

Assalamu’alaikum Warohmatullahi Wabarokatuh.

Alhamdulillahirrobil’alamin, praise and gratitude to the Most Merciful and the Most Beneficent, Allah SWT, for blessing the writer in accomplishing this research paper

entitled THE QUALITY IMPROVEMENT ON INTEGRAL MATHEMATICS

LEARNING BY GUIDED DISCOVERY MODEL AT CLASS XII BUILDING TECHNIQUE STATE 2 VOCATIONAL HIGH SCHOOL SALATIGA ACADEMIC YEAR 2011/2012.

. Praising is also given to the Messenger, our Prophet Muhammad SAW, peace

be upon him, a glorious person who gives his blessing to her in the future life.

The writer would like to express her deepest gratitude and appreciation to the people who have ever helped her in finishing this research paper by support, advise, and even the criticism.

1. Prof. Bambang Setiaji, Rector of Muhammadiyah University of Surakarta who permitted her to conduct her thesis.

2. Prof. Dr. Khudzaifah Dimyati, M.Hum., Director of Graduate School who has given the permission to the writer finishes her thesis.

3. Dr. Eko Supriyanto, Head of Educational Management Department and as the expert examiner which gives me a chance to learn in Muhammadiyah Graduate School of Surakarta.

4. Dr. Bambang Sumardjoko, M.Pd., as the first consultant who has given guidance and some suggestion patiently and wisely to the writer to complete the research paper

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5. Drs. Sigit Haryanto, M.Hum., as the second consultant who has given guidance and some suggestion patiently and wisely to the writer to complete the research paper

6. All Lecturers of Educational Management from whom the writer can enrich her knowledge.

7. The lifetime motivator, my mother and father for their everlasting effort for undeniable love, affection, support, and pray that is always spoken every time. 8. Everyone who can’t be mentioned one by one, thanks so much for the spirit and

support in finishing this research.

The writer realizes that this research paper is far from being perfect, in order to make it better, the writer accepts some advices and criticisms. Finally, the writer wishes this research paper would be useful for all readers.

Wassalamu’alaikum Warohmatullahi Wabarokatuh.

Surakarta, February, 25th, 2012 Writer,

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ABSTRACT

Haris Prihantomo: Q100100128.. THE QUALITY IMPROVEMENT ON INTEGRAL MATHEMATICS LEARNING BY GUIDED DISCOVERY MODEL AT CLASS XII BUILDING TECHNIQUE STATE 2 VOCATIONAL HIGH SCHOOL SALATIGA ACADEMIC YEAR 2011/2012 Muhammadiyah University of Surakarta. THESIS, 2012.

Research goals to increase student interest in mathematics learning process integral to the model of guided discovery. Identification of the problems shown in this study is the low math scores cause for students interested in teaching methods and student learning can make a relatively low completeness. The problems identification which is shown on this research is the low of mathematics score cause by uninterested learning method for students and it can make the completeness of students learning relatively low.

It is classroom action research, which is done by State 2 Building Technique Class XII at Vocational High School of Salatiga. With these data analysis, it can be found the average score of before the action is 64.00, and the average score of the first cycle is 77.33, on the second cycle is 78.37 and on the third cycle is 83.87. So, from the three cycles above, it can be summarized that there is an increasing score on each cycle which shows the improving achievement on the learning process.

The use of guided discovery learning model can increase student interest in learning math competency integral, this is evidenced by the increased interest, motivation, and participation of students in mathematics learning integral. The use of guided discovery learning model can also improve learning outcomes in integral mathematics. The increasing of student learning outcomes can be seen with the learning outcomes that can reach the the Minimum Criteria of Completeness (KKM) with a value of 72 percent and more than 85%.

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LIST OF ATTACHMENTS

Attachments 1 Lists the results of student evaluations in cycle 1

Attachments 2 Lists the results of student evaluations in cycle 2

Attachments 3 Lists the results of student evaluations in cycle 3

Attachments 4 RPP cycle I

Attachments 5 RPP cycle II

Attachments 6 RPP cycle III

Attachments 7 Script trial student I

Attachments 8 Script trial student II

Attachments 9 Script trial student III

Attachments 10 Answer sheet cycle I

Attachments 11 Answer sheet cycle II

Attachments 12 Answer sheet cycle III

Attachments 13 Student motivation questionnaire

Attachments 14 Motivation questionnaire student in KBM

Attachments 15 Photo of students at the cycle I

Attachments 16 Photo of students at the cycle II

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LIST OF TABLES

1. Table 1. Data completeness of student learning outcomes

implementation of guided discovery learning model

2. Table 2. Percentage completeness of student learning outcomes

3. Table 3. Summary of Data on students' motivation for learning with

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LIST OF APPENDIX

Appendix 1. Lists the results of student evaluations in the cycle I

Appendix 2. Lists the results of student evaluations in the cycle II

Appendix 3. Lists the results of student evaluations in the cycle III

Appendix 4. RPP Cycle I

Appendix 5. RPP Cycle II

Appendix 6. RPP Cycle III

Appendix 7. Manuscript about the student trial in the cycle I

Appendix 8. Manuscript about the student trial in the cycle II

Appendix 9. Manuscript about the student trial in the cycle III

Appendix 10. Sheet for cycle I

Appendix 11. Sheet for cycle II

Appendix 12. Sheet for cycle III

Appendix 13. Student motivation questionnaire

Appendix 14. Questionnaire on teaching student motivation

Appendix 15. Photos of Students at Cycle I

Appendix 16. Photos of Students at Cycle II

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LIST OF FIGURES

1. Figure 1. The flow of thought application framework guided discovery

learning model.

2. Figure 2. Model of classroom action research cycle

3.

Figure 3. Picture completeness learning outcomes Cycle I, Cycle II and Cycle III

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TABLE OF CONTENT

TITLE ….……….... i

NOTE OF FIRST ADVISOR ……….. ii

NOTE OF SECOND ADVISOR ……… iii

ADVISOR APPROVED ………. iv

TESTIMONY .……….. v

MOTTO ……….……… vi

DEDICATION ……… vii

ACKNOWLEDGEMENT .………. viii

ABSTRACT ……… x

LIST OF ATTACHMENTS .……….. xi

LIST OF TABLES .………. xii

LIST OF APPENDIX .………. xiii

LIST OF FIGURES .……… xiv

TABLE OF CONTENTS ..……….. xv

I. INTRODUCTION ……… 1

A.Background of Research ……….. 1

B.Focus of Research ……… 7

C.Limitation of Research ………. 8

D.Formulation of Research ……….. 8

E. Objective of Research ……….. 8

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II. RESEARCH THEORY ……… 10

A.The Nature of Mathematics ………. 10

B.Studying ……… 11

C.Learning ………... 14

D.The Learning Models ………... 17

E. Guided Discovery Method ………... 18

F. Framework ………... 22

III. RESEARCH METHODS ……… 33

A.Type of Research …………...……….. 33

B.Action Research Design and Cycle ………. 33

C.Research ……….. 34

D.Data and Data Resources ………. 34

E. Techniques of Collecting Data ……… 35

F. Techniques of Applying Data ……….. 35

G.Techniques of Analyzing Data ……… 35

IV. DATA PRESENTATION AND DISCUSSION ……….. 37

A.Data Presentation ………. 37

B.Data Analysis ……… 38

C.The Cycle’s Implementation ……… 42

V. CLOSING ………. 57

A.Conclusions ………. 57

B.Implications ………. 58

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REFERENCES ………... 62 ATTACHMENTS

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LIST OF TABLES

1. Table 1. Data completeness of student learning outcomes implementation of guided discovery learning model

2. Table 2. Percentage completeness of student learning outcomes

3. Table 3. Summary of Data on students' motivation for learning with guided discovery learning model

xiii

LIST OF APPENDIX

Appendix 1. Lists the results of student evaluations in the cycle I Appendix 2. Lists the results of student evaluations in the cycle II Appendix 3. Lists the results of student evaluations in the cycle III Appendix 4. RPP Cycle I

Appendix 5. RPP Cycle II Appendix 6. RPP Cycle III

Appendix 7. Manuscript about the student trial in the cycle I Appendix 8. Manuscript about the student trial in the cycle II Appendix 9. Manuscript about the student trial in the cycle III Appendix 10. Sheet for cycle I

Appendix 11. Sheet for cycle II Appendix 12. Sheet for cycle III

Appendix 13. Student motivation questionnaire

Appendix 14. Questionnaire on teaching student motivation Appendix 15. Photos of Students at Cycle I

Appendix 16. Photos of Students at Cycle II Appendix 17. Photo of Students at Cycle III

xiv

LIST OF FIGURES

1. Figure 1. The flow of thought application framework guided discovery learning model.

2. Figure 2. Model of classroom action research cycle

3.

Figure 3. Picture completeness learning outcomes Cycle I, Cycle II and Cycle III

xv

TABLE OF CONTENT

TITLE ….……….... i

NOTE OF FIRST ADVISOR ……….. ii

NOTE OF SECOND ADVISOR ……… iii

ADVISOR APPROVED ………. iv

TESTIMONY .……….. v

MOTTO ……….……… vi

DEDICATION ……… vii

ACKNOWLEDGEMENT .………. viii

ABSTRACT ……… x

LIST OF ATTACHMENTS .……….. xi

LIST OF TABLES .………. xii

LIST OF APPENDIX .………. xiii

LIST OF FIGURES .……… xiv

TABLE OF CONTENTS ..……….. xv

I. INTRODUCTION ……… 1

A.Background of Research ……….. 1

B.Focus of Research ……… 7

C.Limitation of Research ………. 8

D.Formulation of Research ……….. 8

E. Objective of Research ……….. 8

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II. RESEARCH THEORY ……… 10

A.The Nature of Mathematics ………. 10

B.Studying ……… 11

C.Learning ………... 14

D.The Learning Models ………... 17

E. Guided Discovery Method ………... 18

F. Framework ………... 22

III. RESEARCH METHODS ……… 33

A.Type of Research …………...……….. 33

B.Action Research Design and Cycle ………. 33

C.Research ……….. 34

D.Data and Data Resources ………. 34

E. Techniques of Collecting Data ……… 35

F. Techniques of Applying Data ……….. 35

G.Techniques of Analyzing Data ……… 35

IV. DATA PRESENTATION AND DISCUSSION ……….. 37

A.Data Presentation ………. 37

B.Data Analysis ……… 38

C.The Cycle’s Implementation ……… 42

V. CLOSING ………. 57

A.Conclusions ………. 57

B.Implications ………. 58

xvii

REFERENCES ………... 62 ATTACHMENTS