PTK Bandung Seameo.Bhs Inggris.doc
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Transcript of PTK Bandung Seameo.Bhs Inggris.doc
CLASS ACTION RESEARCH PROPOSAL
RECIPROCAL TEACHING STRATEGY IMPLEMENTATION JIGSAWFOR THE INCREASE MOTIVATION AND STUDY RESULTS STUDENT
0N BIOLOGY IN CLASS XI HIGH SCHOOL
Produced by:
Drs. Anwar, M.Pd (SMAN 1 Kota Bima) Dra. Dra. Sri Pritawardhani, M.Pd (SMAN 4 Bogor)
Dra. Wan Roswita, M.Pd (SMAN 1 Pekanbaru - Riau)
TRAINING RESEARCH AND DEVELOPMENT QITEP-SEAMEO
BANDUNG, NOVEMBER 15th – 26th 2009
RECIPROCAL TEACHING STRATEGY IMPLEMENTATION JIGSAWFOR THE INCREASE MOTIVATION AND STUDY RESULTS STUDENT
0N BIOLOGY IN CLASS XI HIGH SCHOOL
A. Problem formulation
“ Does the implementation strategy of Reciprocal Teaching in Jigsaw model can improve motivation and results of biology students learn? “
B. Research Questions 1. Does the implementation strategy of Reciprocal Teaching in Jigsaw model can
enhance motivation to learn? 2. Does the implementation strategy of Reciprocal Teaching in Jigsaw model can
improve learner learning outcomes? 3. Does the implementation strategy of Reciprocal Teaching in Jigsaw model can
improve learners' activity?
C. Scope and Limitations of Research
In this study, to avoid differences in perceptions need to be given the scope and limitations of the study as follows.
a. Strategy used in the learning process is the strategy of Reciprocal Teaching in Jigsaw model.
b. Concept or material studied biology is Human Reproductive System. c. This research was conducted at the high school semester Class XI IPA 2 d. Learner competence a measured is ability, cognitive, active learning, cooperative
skills and attitudes related material.
D. Data that must be taken
Data taken in this study are as follows:
1. Data on students learning motivation 2. Data on students learning outcomes 3. Data on co-operative skills 4. Data on learner activity5. Data on the implementation of reciprocal teaching learning lessons in Jigsaw
model of learning in the form of syntax
E. How to capture data
How to collect data as in the table below:
Table 1.1 Variables, Sub Variables, Indicators and Types of Research Data
Variable Sub Variables Indicators Data Type
1 2 3 4Jigsaw Reciprocal Teaching Strategies in Jigsaw model
Explore
Explanatory
Expansion
Evaluation
Teachers communicate learning objectives to students Teachers motivate students Teachers explore learners' prior knowledge
Teacher asks students to read / summarize the material and formulate questions (in the original group I)
Teacher asks students to predict and clarify the answers and discuss the material plajaran (in the expert groups)
Teacher asks students to explain material to other members and summarizes the results of the discussion / assignment (in the original group II)
Teachers assess learners' competence
Nominal
Liveliness Arrange questions
Predicting
Clarify
Summarizes
Material matching and time liness in preparing the questions
Material matching accuracy in predicting response time Material matching and time liness in clarifying the
answer
Material matching and time liness in summarizing
Interval
Cooperative skills Responsibility
Dependence
Interaction
Individual responsibility Percentage collaboration skills Positive interdependence To-face interaction
Relationship skills
Interval
Learning outcomes
1.kognitif Cognitive abilities
Knowledge (C1)
Understanding (C2)
Implementation (C3)
The ability to remember things that have been studied
The ability to catch the meaning and significance of the things that have been studied
The ability to apply the methods and rules for
dealing with real problems The ability to specify a single entity in the parts,
Interval
Analysis (C4)
Synthesis (C5)
Evaluation (C6)
so that the overall structure can be understood The ability to form a new pattern
The ability to form opinions about a few things based on the guidelines or specific criteria
F. Operational Definition
In this study, to not cause a different interpretation is given the definition of the operational as follows.
1. Reciprocal Teaching Strategies in Jigsaw model is one of the learning procedure to train kontruktivis cognitive strategy actively, critically and creatively, whether conducted individually or cooperatively. Students work collaboratively in small groups consisting of 4 to 5 heterogeneous learners. In a study in a group home, students read / summarize the parts and fragments of material that has not been set understanding question. Furthermore, members of the same origin group topic (expert groups) meet to predict and clarify answers and discuss the material parts. Then the students return to the original group to teach each other material to members and summarized the results of the discussion. At the end of the lesson, students were given individual test (Slavin, 1995; Nur, 2000; Palincsar, 2002).
2. Reciprocal Teaching strategies, learning is a procedure designed to mutual cognitive strategies among students in understanding the text properly, through the principles of activity, ask questions, predict and clarify answers and summarize the material.
3. Reciprocal Teaching, Activity; activity learners in the learning process is seen from the timeliness in completing activities of principle 4 Reciprocal Teaching strategies, namely develop questions, predict and clarify answers and summarize (Palincsar, 2002). Activity data, obtained through the observation of any learning process.
4. Cooperative skills; skills learners in learning groups related to: (1) attitude positive interdependence, (2)-face interaction, (3) individual responsibility, and (4) relationship skills, and (5) collaborative teaching ( Slavin, 1995; Jacobs et al., 1996). Cooperative skills data, obtained through the observation of each learning process.
5. Human Reproductive System Concept in KTSP with basic competencies describe the relationship between structure, function, and the process that includes the formation of sex cells, ovulation, menstruation, fertilization, pregnancy and breastfeeding, as well as disorders / diseases that can occur in the human reproductive system.