IMPLEMENTATION OF MULTIMODAL LEARNING THROUGH COOPERATIVE LEARNING OF THINK PAIR SHARE (TPS) WEB-BASED TO IMPROVE STUDENTS’ MOTIVATION AND LEARNING ACHIEVMENT.
IMPLEMENTATION OF MULTIMODAL LEARNING
THROUGH COOPERATIVE LEARNING OF THINK PAIR
SHARE (TPS) WEB-BASED TO IMPROVE STUDENTS’
MOTIVATION AND LEARNING ACHIEVMENT
Arif Yoga Pratama, Jaslin Ikhsan
Department of Chemistry Education, Faculty of
Mathematics and Science
Yogyakarta State University
email: [email protected]
Abstract
The aims of this research were to determine the
differences of: 1) the students’ motivation before and after
participating the learning in the experiment class; 2) the students’
motivation before and after participating the learning in the
control class; 3) students’ motivation between the experiment and
control class; and 4) students’ learning achievment between the
experiment and control class.
The population of this research was grade eleven of
science class student of SMA Negeri 1 Mlati in 2013/2014
academic year. The sample were represent all of those population.
Samples were devided into experiment class which implement
multimodal cooperative learning of think pair and share (TPS)
web-based and control class that implement cooperative learning
of think pair share (TPS) without web. The instruments that used
in this research were Lesson Plan (RPP), post-test, and motivation
questionnaire. In this reseaech, hypothesis were tested using
paired sample t-test, independet sample t-test, and univariate
analysis of variance.
The analysis results showed there was difference in
learning students’ motivation before and after participating
learning in the experiment class, there was difference of students’
motivation before and after participating learning in the control
class, there was difference in students’ motivation between the
experiment and control class, and there was difference in students’
learning achievment between the experiment and control class.
Key Words : Multimodal, TPS, web, motivation and learning
achievment
1
INTRODUCTION
The
Rapid
implementation
of
chemistry learning activity in school
should be an active, interactive, fun,
and can increased student’s learning
motivation
improve
which
purposed
quality
chemistry
of
learning
to
student’s
achievement
through actively. [1]. Various forms
of learning model can be used to
enhance the learning experience into
technological
developments now provide a variety
of alternative media and learning
environement that can be used in the
learning process.. One of the media
that can be used to support a model
of learning one of them is through
the
web-based
internet
media.
Integration various teaching was a
teaching–learning
is
known
as
multimodal learning [5].
a better direction [2]. The use of a
The
particular teaching model allows
cooperative
teachers to reach specific learning
internet technology as a web-based
objectives. One of the learning model
media sharing is expected to increase
that can be used in this case is a
student achievement and motivation
model of cooperative learning.
in studying the chemistry of the
Cooperative learning is a
strategy in which small groups of
students with different levels of
ability engage in a variety of
activities
to
improve
their
understanding of the topic [3]. There
are certain types of cooperative
learning. One of them is think pair
combination
learning
model
of
and
material, especially on the concept of
constant of solubility product (Ksp).
In the implementation of multimodal
learning, teacher can use some
related media that suitable with
chemistry matter or even use one of
learning management system (LMS)
like edmodo.
and share type (TPS). It is a
This research investigates the
collaborative learning strategy in
use of various strategies of learning
which
pairing
accomplished by the media run in the
learners with different levels of
methods of cooperative TPS and its
ability work together to achieve a
effect on the students’ motivation.
shared learning goal [4].
There are 4 purposes in this research
small
groups
of
2
there
were
to
determine
the
differences of: 1) the students’
motivation
before
and
experimentsclass; 2) the students’
before
and
after
participating the learning in the
control class; 3) students’ motivation
between the experimental class and
the control class; and 4) students'
learning achievement between the
experimental class and the control
class.
There are three variables in
this research. They are independents
variable, controlled variable, and
dependent variable. The independent
variable is the implementation of
cooperative multimodal learning of
think pair and share (TPS) based on
web. The controlled variable is the
students’ chemistry prior knowledge
and also the cooperative learning,
and the dependent variable is the
students’ motivation on chemistry
RESEARCH METHOD
This
research
is
an
experimental research which has one
factor,
school documentation.
after
participating the learning in the
motivation
prior knowledge taken from the
two
covariable.
samples,
The
implementation
factor
of
and
one
is
the
cooperative
multimodal learning of think pair and
share (TPS) based on web. Two
learning.
Chemistry
learning
motivation was measured by using a
questionnaire, and the collection was
done before and after the experiment.
For
the
students’
learning
achievement was measured used by
post test.
The
samples are students from class
population
of
this
The
research was grade eleven of science
experiment class was class that used
class student of SMA Negeri 1 Mlati
cooperative multimodal learning of
in
think pair and share (TPS) based on
consisting of 50 students. The sample
web and control class is class that
were
implement cooperative of think pair
population which was then divided
and share (TPS) without web. The
into class experiment and control.
covariable is students’ chemistry
The instruments of this research
experiment
and
control.
2013/2014
represent
academic
all
of
year
those
consist of lesson plan, questionnaire
3
and post test. The lesson plan was
Cooperative
multimodal
prepared for five meetings for each
learning of think pair and share
class. The lesson plan for class
(TPS) based on the web was
experiment is the lesson plan that
conducted for six meetings. i.e. five
implement cooperative multimodal
times of meetings was for teaching
learning of think pair and share
learning and once for the final test.
(TPS) based on web and the lesson
Teaching and learning were always
plan for class control is the lesson
delivered with a pairing group
plan that implement cooperative of
setting. Teacher divided students into
think pair and share (TPS) type
some equal heterogen groups with
without web. The instrument should
different
be
The
competencies. According to Ibrahim
questionnaire for motivation was
[2], think pair and share (TPS),
validated by construct validation
learners are grouped into several
method.
groups with diverse members of
valid
and
reliable.
The media that used in this
experiment class are powerpoint
slide presetation, prezi presentation,
e-book, android aplication, lectora,
video and flash animaton. This media
has been validated by the validate
(chemistry teachers and peers). Data
analysis
included
normality
and
homogeneity tests, before the paired
sample t-test and the independent
sample t-test.
levels
of
students
ability, gender, race and ethnicity.
The fisrt part of this learning model
is thingking. in this step teacher give
a chance for students to solve the
problem of material individually.
Second part is pairing, in this step
student
pairing
which
other
to
discuss about the result from the
previous step. The last part is
sharing, the students present their
result and get the feedback from
other students and teacher. At the end
RESULT AND DISCUSSION
of meeting, all learners acquired
1. Design
cooperative
individual quiz on teaching materials
multimodal learning of think
and at the time the individual should
pair and share (TPS) type based
not help each other.
of
the
on web
4
Each
group
received
students’
motivation
in
class
instruction consisting of the list of
experiment and control class due to
work procedures, learning materials
multimodal learning based on web.
in
The factors that may influence the
the
format
(Powerpoint
of
multimedia
app,
improvement were:
flash
a. Cooperative multimodal learning
animation files) in Edmodo, so the
of think pair and share (TPS)
group
investigate,
based on web was able to increase
analyze, and synthesise the topic. In
students’ interest and the curiosity.
this experiment, there were four of
As stated by Latifah [6] that
learning
been
cooperative
were
strengthen students’ motivation in
experiment,
different ways, like encouraging
discussion, and games based on quiz.
group development, promoting
2. The
video,
slide, Android
e-book,
can
Prezi
start
and
to
strategies
implemented.
has
They
demonstration,
Effect
Learning
can
of
Multimodal
social and academic interaction
to
Students’
among students, and encouraging
Motivation
successful group participation [7].
Analysis of data using paired
sample
learning
t-test
the
of think pair and share (TPS)
significance (p) value was 0.000 <
based on web provided good
(α)
learning
0.005.
showed
It
meant
that
b. Cooperative multimodal learning
that
the
environments.
Fathul
motivation of students improved
Imam [7], said that Edmodo is a
significantly in class experiment due
social networking platform that
to the multimodal learning. In the
was designed as a medium of
class control there same result, the
interaction between teachers and
motivation has improve, as the p
students in the online learning
value was (p) 0.001 < (α) 0.005.
environment that was safe to share
In the independent sample t-
data, information and educational
test, the result analysis showed that
contents in the form of writings,
the significant (p) value is 0.02 < (α)
documents, video, audio, photos,
0.05. It meant that there was a
calendar,
significant
distributed either by teachers and
difference
between
links
that
can
be
5
students as well as special content
implementing multimodal learning
in the form of grades, quizzes,
through cooperative learning think
event activities, assignments and
pair and share (TPS) with a web-
polls by teachers that can be done
based classes using cooperative think
anytime and anywhere, as well as
pair and share (TPS) on the constant
parents can control the course of
of solubility product material, if the
the study.
learners'
c. Multimodal
learning
that
prior
knowledge
was
statistically controlled.
completed by some media can
Some of the factors that cause
give opportunities for students to
differences in learning achievement
choose
were
between the experimental class and
appropriate to their interest. Casey
the control class is the higher
Heather [8] said that the use of
intensity
of
technology and digital modes of
teachers
and
texts offered further opportunities
experimental class because learning
for engagement, in part, because
is done not only in the classroom
students
tools
when teaching, but also done outside
inviting, but also because they had
of class using Edmodo. Students can
more opportunities to work with
choose their preferred media because
materials that were specific to
teachers provide some instructional
their individual needs.
media
3. The
media
found
Effect
these
that
interaction
students
they
can
between
in
use.
the
Sri
Multimodal
Hartantiningrum [9] said that the
Learning toStudents’ Learning
selection and use of instructional
Achievement
media
Analysis
of
that
of
appropriate
to
the
data
characteristics of the students can
usingunivariate analysis of variance
enhance their learning achievement.
test using SPSS 16.0 for 0.009 < (α)
Experimental model of learning in
of 0.05 which means that H0 is
the classroom more varied such as
rejected and Ha accepted. From these
the
results it can be concluded that there
discussions, and games so that the
is a significant difference on the
learning process is not monotonous
learning achievement of students in
and boring. Learning styles of the
experiments,
demonstrations,
6
learners, the characteristics of the
students who apply multimodal
constant
learning
of
solubility
product
through
cooperative
material, and other factors that affect
learning think pair share (TPS)
student
web-based as compared to a
learning
influence
in
outcomes
students’
also
learning
learners
who
implement
achievement.
cooperative learning think pair
CONCLUSION
share (TPS) without web on the
redox material class XI SMA
The conclusion of this research are.
Negeri 1 Mlati if the initial
1. There are significant differences
of students’ motivation before and
after implementing multimodal
learning
through
cooperative
chemical knowledge learners were
statistically controlled.
Authors would like to suggest:
learning TPS web-based in Ksp
1. If further research or similar
matter in class XI SMA Negeri 1
research is carried out, the media
Mlati.
2. There is no difference in students’
should be validated empirically
motivation
before
implementing
and
after
cooperative
learning TPS on the Ksp material
class XI SMA Negeri 1 Mlati.
3. There is a significant difference to
the
students’ motivation
apply
multimodal
who
as
learners
who
the media when used by learners.
2. If a similar study is conducted,
should
be
psychomotoric aspects
determine
of the
student, that show how learning
process happen in the class.
learning
through cooperative learning TPS
web-based
before hand to see how effective
compared
to
implement
cooperative learning think pair
share (TPS) without web on the
redox material class XI SMA
Negeri 1 Mlati.
4. There is a significant difference
on the learning achievements of
REFERENCES
1. Lilik
Prihastuti.
(2008).
Implementasi
Pembelajaran
Kimia
Dalam
Menghadapi
Pelaksanaan Kurikulum Tingkat
Satuan Pendidikan (KTSP) Pada
SMA di Wilayah Kulon Progo.
Thesis. Yogyakarta : Chemistry
department Sciences Faculty
UNY.
2. Ibrahim, R. dan Nana Syaodih S.
(2003). Perencanaan Pengajaran.
7
Jakarta
:
Rineka
Cipta
(Depdikbud).
3. EugeneF.Provenzo,Jr
(Ed).
(2009).Encyclopedia of the Social
and Cultural Foundations of
Education. 3(1): 182-183.
4. Ririn Evi Hapsari. (2012).
Perbandingan
metode
pembelajaran kooperatif tipe Thnk
Pair and Share (TPS) dengan
metode ceramah terhadap prestasi
dan motivasi belajar kimia peserta
didik. Thesis. FMIPA: UNY
This article has been approved to
published by supervisor on August
22nd 2014
Jaslin Ikhsan, Ph.D.
NIP.19680629 199303 1 001
5. Jenniver Hyndman, Tom Lunney,
and Paul Mc Kevitt. (2011).
AmbiLearn: Multimodal Assisted
Learning. International Journal of
Ambient
Computing
and
Intelligence. 3(1): 53-59.
6. Latifah A. Alharbi. (2008). The
Effectiveness
of
Using
Cooperative Learning Method on
ESL Reading Comprehension
Performance, Students’ attitudes
toward
CL,
and
Students’Motivation
toward
Reading of Secondary Stage in
Saudi
Public
Girls’
Schools.Dissertation.
West
Virginia University.
7. Fathul Imam. (2013). Efektifitas
E-learning
Melalui
Media
Edmodo Terhadap Hasil Bealajar
Peserta Didik Pada Materi
Statistika SMA. Thesis. IKIP
PGRI
Semarang:
Jurdik
Matematika.
8.
9.
Heather
Casey.
(2012).Multimodal
Learning
Clubs.Middle School Journal.
44(2): 39-48.
Sri Hartantiningrum. (2009).
Pengaruh
Ragam
Media
Pembelajaran dan Kecerdasan
Intelektual
Siswa
Terhadap
Prestasi Belajar. Thesis. UNS:
Educational
Technology
Postgraduate.
This article has been reviewed by
major examiner on August 22nd 2014
Erfan Priyambodo, M.Si.
NIP. 19820925 200501 1 002
8
THROUGH COOPERATIVE LEARNING OF THINK PAIR
SHARE (TPS) WEB-BASED TO IMPROVE STUDENTS’
MOTIVATION AND LEARNING ACHIEVMENT
Arif Yoga Pratama, Jaslin Ikhsan
Department of Chemistry Education, Faculty of
Mathematics and Science
Yogyakarta State University
email: [email protected]
Abstract
The aims of this research were to determine the
differences of: 1) the students’ motivation before and after
participating the learning in the experiment class; 2) the students’
motivation before and after participating the learning in the
control class; 3) students’ motivation between the experiment and
control class; and 4) students’ learning achievment between the
experiment and control class.
The population of this research was grade eleven of
science class student of SMA Negeri 1 Mlati in 2013/2014
academic year. The sample were represent all of those population.
Samples were devided into experiment class which implement
multimodal cooperative learning of think pair and share (TPS)
web-based and control class that implement cooperative learning
of think pair share (TPS) without web. The instruments that used
in this research were Lesson Plan (RPP), post-test, and motivation
questionnaire. In this reseaech, hypothesis were tested using
paired sample t-test, independet sample t-test, and univariate
analysis of variance.
The analysis results showed there was difference in
learning students’ motivation before and after participating
learning in the experiment class, there was difference of students’
motivation before and after participating learning in the control
class, there was difference in students’ motivation between the
experiment and control class, and there was difference in students’
learning achievment between the experiment and control class.
Key Words : Multimodal, TPS, web, motivation and learning
achievment
1
INTRODUCTION
The
Rapid
implementation
of
chemistry learning activity in school
should be an active, interactive, fun,
and can increased student’s learning
motivation
improve
which
purposed
quality
chemistry
of
learning
to
student’s
achievement
through actively. [1]. Various forms
of learning model can be used to
enhance the learning experience into
technological
developments now provide a variety
of alternative media and learning
environement that can be used in the
learning process.. One of the media
that can be used to support a model
of learning one of them is through
the
web-based
internet
media.
Integration various teaching was a
teaching–learning
is
known
as
multimodal learning [5].
a better direction [2]. The use of a
The
particular teaching model allows
cooperative
teachers to reach specific learning
internet technology as a web-based
objectives. One of the learning model
media sharing is expected to increase
that can be used in this case is a
student achievement and motivation
model of cooperative learning.
in studying the chemistry of the
Cooperative learning is a
strategy in which small groups of
students with different levels of
ability engage in a variety of
activities
to
improve
their
understanding of the topic [3]. There
are certain types of cooperative
learning. One of them is think pair
combination
learning
model
of
and
material, especially on the concept of
constant of solubility product (Ksp).
In the implementation of multimodal
learning, teacher can use some
related media that suitable with
chemistry matter or even use one of
learning management system (LMS)
like edmodo.
and share type (TPS). It is a
This research investigates the
collaborative learning strategy in
use of various strategies of learning
which
pairing
accomplished by the media run in the
learners with different levels of
methods of cooperative TPS and its
ability work together to achieve a
effect on the students’ motivation.
shared learning goal [4].
There are 4 purposes in this research
small
groups
of
2
there
were
to
determine
the
differences of: 1) the students’
motivation
before
and
experimentsclass; 2) the students’
before
and
after
participating the learning in the
control class; 3) students’ motivation
between the experimental class and
the control class; and 4) students'
learning achievement between the
experimental class and the control
class.
There are three variables in
this research. They are independents
variable, controlled variable, and
dependent variable. The independent
variable is the implementation of
cooperative multimodal learning of
think pair and share (TPS) based on
web. The controlled variable is the
students’ chemistry prior knowledge
and also the cooperative learning,
and the dependent variable is the
students’ motivation on chemistry
RESEARCH METHOD
This
research
is
an
experimental research which has one
factor,
school documentation.
after
participating the learning in the
motivation
prior knowledge taken from the
two
covariable.
samples,
The
implementation
factor
of
and
one
is
the
cooperative
multimodal learning of think pair and
share (TPS) based on web. Two
learning.
Chemistry
learning
motivation was measured by using a
questionnaire, and the collection was
done before and after the experiment.
For
the
students’
learning
achievement was measured used by
post test.
The
samples are students from class
population
of
this
The
research was grade eleven of science
experiment class was class that used
class student of SMA Negeri 1 Mlati
cooperative multimodal learning of
in
think pair and share (TPS) based on
consisting of 50 students. The sample
web and control class is class that
were
implement cooperative of think pair
population which was then divided
and share (TPS) without web. The
into class experiment and control.
covariable is students’ chemistry
The instruments of this research
experiment
and
control.
2013/2014
represent
academic
all
of
year
those
consist of lesson plan, questionnaire
3
and post test. The lesson plan was
Cooperative
multimodal
prepared for five meetings for each
learning of think pair and share
class. The lesson plan for class
(TPS) based on the web was
experiment is the lesson plan that
conducted for six meetings. i.e. five
implement cooperative multimodal
times of meetings was for teaching
learning of think pair and share
learning and once for the final test.
(TPS) based on web and the lesson
Teaching and learning were always
plan for class control is the lesson
delivered with a pairing group
plan that implement cooperative of
setting. Teacher divided students into
think pair and share (TPS) type
some equal heterogen groups with
without web. The instrument should
different
be
The
competencies. According to Ibrahim
questionnaire for motivation was
[2], think pair and share (TPS),
validated by construct validation
learners are grouped into several
method.
groups with diverse members of
valid
and
reliable.
The media that used in this
experiment class are powerpoint
slide presetation, prezi presentation,
e-book, android aplication, lectora,
video and flash animaton. This media
has been validated by the validate
(chemistry teachers and peers). Data
analysis
included
normality
and
homogeneity tests, before the paired
sample t-test and the independent
sample t-test.
levels
of
students
ability, gender, race and ethnicity.
The fisrt part of this learning model
is thingking. in this step teacher give
a chance for students to solve the
problem of material individually.
Second part is pairing, in this step
student
pairing
which
other
to
discuss about the result from the
previous step. The last part is
sharing, the students present their
result and get the feedback from
other students and teacher. At the end
RESULT AND DISCUSSION
of meeting, all learners acquired
1. Design
cooperative
individual quiz on teaching materials
multimodal learning of think
and at the time the individual should
pair and share (TPS) type based
not help each other.
of
the
on web
4
Each
group
received
students’
motivation
in
class
instruction consisting of the list of
experiment and control class due to
work procedures, learning materials
multimodal learning based on web.
in
The factors that may influence the
the
format
(Powerpoint
of
multimedia
app,
improvement were:
flash
a. Cooperative multimodal learning
animation files) in Edmodo, so the
of think pair and share (TPS)
group
investigate,
based on web was able to increase
analyze, and synthesise the topic. In
students’ interest and the curiosity.
this experiment, there were four of
As stated by Latifah [6] that
learning
been
cooperative
were
strengthen students’ motivation in
experiment,
different ways, like encouraging
discussion, and games based on quiz.
group development, promoting
2. The
video,
slide, Android
e-book,
can
Prezi
start
and
to
strategies
implemented.
has
They
demonstration,
Effect
Learning
can
of
Multimodal
social and academic interaction
to
Students’
among students, and encouraging
Motivation
successful group participation [7].
Analysis of data using paired
sample
learning
t-test
the
of think pair and share (TPS)
significance (p) value was 0.000 <
based on web provided good
(α)
learning
0.005.
showed
It
meant
that
b. Cooperative multimodal learning
that
the
environments.
Fathul
motivation of students improved
Imam [7], said that Edmodo is a
significantly in class experiment due
social networking platform that
to the multimodal learning. In the
was designed as a medium of
class control there same result, the
interaction between teachers and
motivation has improve, as the p
students in the online learning
value was (p) 0.001 < (α) 0.005.
environment that was safe to share
In the independent sample t-
data, information and educational
test, the result analysis showed that
contents in the form of writings,
the significant (p) value is 0.02 < (α)
documents, video, audio, photos,
0.05. It meant that there was a
calendar,
significant
distributed either by teachers and
difference
between
links
that
can
be
5
students as well as special content
implementing multimodal learning
in the form of grades, quizzes,
through cooperative learning think
event activities, assignments and
pair and share (TPS) with a web-
polls by teachers that can be done
based classes using cooperative think
anytime and anywhere, as well as
pair and share (TPS) on the constant
parents can control the course of
of solubility product material, if the
the study.
learners'
c. Multimodal
learning
that
prior
knowledge
was
statistically controlled.
completed by some media can
Some of the factors that cause
give opportunities for students to
differences in learning achievement
choose
were
between the experimental class and
appropriate to their interest. Casey
the control class is the higher
Heather [8] said that the use of
intensity
of
technology and digital modes of
teachers
and
texts offered further opportunities
experimental class because learning
for engagement, in part, because
is done not only in the classroom
students
tools
when teaching, but also done outside
inviting, but also because they had
of class using Edmodo. Students can
more opportunities to work with
choose their preferred media because
materials that were specific to
teachers provide some instructional
their individual needs.
media
3. The
media
found
Effect
these
that
interaction
students
they
can
between
in
use.
the
Sri
Multimodal
Hartantiningrum [9] said that the
Learning toStudents’ Learning
selection and use of instructional
Achievement
media
Analysis
of
that
of
appropriate
to
the
data
characteristics of the students can
usingunivariate analysis of variance
enhance their learning achievement.
test using SPSS 16.0 for 0.009 < (α)
Experimental model of learning in
of 0.05 which means that H0 is
the classroom more varied such as
rejected and Ha accepted. From these
the
results it can be concluded that there
discussions, and games so that the
is a significant difference on the
learning process is not monotonous
learning achievement of students in
and boring. Learning styles of the
experiments,
demonstrations,
6
learners, the characteristics of the
students who apply multimodal
constant
learning
of
solubility
product
through
cooperative
material, and other factors that affect
learning think pair share (TPS)
student
web-based as compared to a
learning
influence
in
outcomes
students’
also
learning
learners
who
implement
achievement.
cooperative learning think pair
CONCLUSION
share (TPS) without web on the
redox material class XI SMA
The conclusion of this research are.
Negeri 1 Mlati if the initial
1. There are significant differences
of students’ motivation before and
after implementing multimodal
learning
through
cooperative
chemical knowledge learners were
statistically controlled.
Authors would like to suggest:
learning TPS web-based in Ksp
1. If further research or similar
matter in class XI SMA Negeri 1
research is carried out, the media
Mlati.
2. There is no difference in students’
should be validated empirically
motivation
before
implementing
and
after
cooperative
learning TPS on the Ksp material
class XI SMA Negeri 1 Mlati.
3. There is a significant difference to
the
students’ motivation
apply
multimodal
who
as
learners
who
the media when used by learners.
2. If a similar study is conducted,
should
be
psychomotoric aspects
determine
of the
student, that show how learning
process happen in the class.
learning
through cooperative learning TPS
web-based
before hand to see how effective
compared
to
implement
cooperative learning think pair
share (TPS) without web on the
redox material class XI SMA
Negeri 1 Mlati.
4. There is a significant difference
on the learning achievements of
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