RECIPROCAL TEACHING

National Council
Of Teacher Of Mathematics
Reciprocal Teaching 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

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, Auditory,
Visualization, Intellectually
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

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

𝑟𝑥𝑦

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

< 𝑟𝑥𝑦 ≤ 0,40

< 𝑟𝑥𝑦 ≤ 1,00

 𝑠21 +𝑠22
𝑟11 (1 − )
𝑠𝑡2

Σ𝑋 2 (ΣX2 )
𝑠2 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

(𝑂𝑖 −𝐸𝑖 )2
𝑋2 = ∑ 𝐸𝑖

𝑋2
𝑂𝑖
𝐸𝑖

𝑋 2 ℎ𝑖𝑡𝑢𝑛𝑔 < 𝑋 2 𝑡𝑎𝑏𝑒𝑙

𝑋 2 ℎ𝑖𝑡𝑢𝑛𝑔 > 𝑋 2 𝑡𝑎𝑏𝑒𝑙

 𝜋<
𝜋≥

𝑥̅ − 𝜇0
𝑡 = 𝑠
√𝑛

𝑥̅
𝜇0

𝑡ℎ𝑖𝑡𝑢𝑛𝑔 ≥ 𝑡𝑡𝑎𝑏𝑒𝑙

𝜋≤ ≥

𝜋≥ ≥
 𝑥
− 𝜇0
𝑛
𝑍=
𝜇0 (1−𝜇0 )
√
𝑛

𝜇0

𝑍ℎ𝑖𝑡𝑢𝑛𝑔 ≥ 𝑍𝑡𝑎𝑏𝑒𝑙

(𝑥̅ )

∑𝑛𝑛=𝑖 𝑥𝑖
𝑥̅ =
𝑛

∑ 𝑓𝑖 (𝑥𝑖 − 𝑥̅ )2
𝑆𝐷 = √
𝑛

𝑥̅
𝑥𝑖
𝑓𝑖
𝑛
 𝑅
𝐾

2
(𝑂𝑖 − 𝐸𝑖 )2
𝑥 =∑
𝐸𝑖

𝑥2
𝑂𝑖
𝐸𝑖

𝑥 2 ℎ𝑖𝑡𝑢𝑛𝑔 < 𝑥 2 𝑡𝑎𝑏𝑒𝑙

𝑥 2 ℎ𝑖𝑡𝑢𝑛𝑔 > 𝑥 2 𝑡𝑎𝑏𝑒𝑙

𝜎1 ≠ 𝜎2
𝜎1 = 𝜎2

𝜎1 ≠ 𝜎2
𝜎1 = 𝜎2

𝑣𝑎𝑟𝑖𝑎𝑛 𝑡𝑒𝑟𝑏𝑒𝑠𝑎𝑟
𝐹=
𝑣𝑎𝑟𝑖𝑎𝑛 𝑡𝑒𝑟𝑘𝑒𝑐𝑖𝑙
 𝐹ℎ𝑖𝑡𝑢𝑛𝑔 < 𝐹𝑡𝑎𝑏𝑒𝑙

posttest

𝑡ℎ𝑖𝑡𝑢𝑛𝑔
𝑥̅1 − 𝑥̅2
𝑡ℎ𝑖𝑡𝑢𝑛𝑔 =
(𝑛1 −𝑛2 )𝑠1 2 +(𝑛1 −𝑛2 )𝑠2 2 1 1
√ (𝑛 + 𝑛 )
𝑛1 −𝑛2 −2 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
𝑛1 (𝑛1 + 1)
𝑈1 = 𝑛1 𝑛2 + − 𝑅1
2
𝑛2
𝑛2 (𝑛2 + 1)
𝑈2 = 𝑛1 𝑛2 + − 𝑅2
2

𝑈1
𝑈2
𝑛1
𝑛2
𝑅1 𝑛1
𝑅2 𝑛2
𝑈1 𝑈2
𝑍ℎ𝑖𝑡𝑢𝑛𝑔
𝑛1 𝑛2
𝑈− 2
𝑍=
√𝑛1 𝑛2 (𝑛1 + 𝑛2 + 1)
 𝑥𝑖
𝑃= × 100%
𝑁

𝑥𝑖

𝑗𝑢𝑚𝑙𝑎ℎ 𝑝𝑒𝑟𝑠𝑒𝑛𝑡𝑎𝑠𝑒 𝑠𝑒𝑡𝑖𝑎𝑝 𝑖𝑛𝑑𝑖𝑘𝑎𝑡𝑜𝑟 𝑝𝑒𝑚𝑏𝑒𝑙𝑎𝑗𝑎𝑟𝑎𝑛

𝑥𝑡 =
𝑏𝑎𝑛𝑦𝑎𝑘𝑛𝑦𝑎 𝑖𝑛𝑑𝑖𝑘𝑎𝑡𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖𝑎𝑚𝑎𝑡𝑖

𝑗𝑢𝑚𝑙𝑎ℎ 𝑝𝑒𝑟𝑠𝑒𝑛𝑡𝑎𝑠𝑒 𝑠𝑒𝑡𝑖𝑎𝑝 𝑖𝑛𝑑𝑖𝑘𝑎𝑡𝑜𝑟 𝑝𝑒𝑚𝑏𝑒𝑙𝑎𝑗𝑎𝑟𝑎𝑛

𝑥𝑡 =
𝑏𝑎𝑛𝑦𝑎𝑘𝑛𝑦𝑎 𝑖𝑛𝑑𝑖𝑘𝑎𝑡𝑜𝑟 𝑦𝑎𝑛𝑔 𝑑𝑖𝑎𝑚𝑎𝑡𝑖

80% < 𝑎𝑘𝑡𝑖𝑣𝑖𝑡𝑎𝑠 ≤ 100%

60% < 𝑎𝑘𝑡𝑖𝑣𝑖𝑡𝑎𝑠 ≤ 80%
40% < 𝑎𝑘𝑡𝑖𝑣𝑖𝑡𝑎𝑠 ≤ 60%
20% < 𝑎𝑘𝑡𝑖𝑣𝑖𝑡𝑎𝑠 ≤ 40%
𝑎𝑘𝑡𝑖𝑣𝑖𝑡𝑎𝑠 ≤ 20%
 Evaluasi Pembelajaran Matematika

Evaluasi Pembelajaran
Panduan Modern Penelitian Kuantitatif

Metodologi Penelitian Pendidikan

. The Accelerated Learning Handbook: Panduan Kreatif

dan Efektif Merancang Program Pendidikan dan Pelatihan

The Accelerated Learning Handbook: Panduan Kreatif

dan Efektif Merancang Program Pendidikan dan Pelatihan

Metodologi Penelitian Pendidikan

Peningkatan Kemampuan Penalaran Matematis Siswa
Kelas VIII SMP Negeri 3 Banguntapan Dalam Pembelajaran
Matematika Melalui Pendekatan Pendidikan Matematika Realistik
Indonesia (PMRI).
Statistik Parametrik Untuk Penelitian Kuantitatif

. Pengaruh Kemampuan Penalaran Matematika Terhadap

Kemampuan Komunikasi Matematika Siswa

Interaksi dan Motivasi Belajar Mengajar

Belajar dan Faktor-faktor yang Mempengaruhinya

Pengaruh Model Pembelajaran Langsung (Direct

Intruction) Terhadap Hasil Belajar Fisika Siswa.
 Metode Penelitian Pendidikan
Evaluasi Pembelajaran Matematika

. Kemampuan Pemahaman dan Penalaran Matematika

Dengan Kemampuan Penalaran Logic Siwa dan Beberapa Unsur
Proses Belajar Mengajar.
Metode Pembelajaran

Meningkatkan Aktivitas Belajar Siswa Berkarakter Cerdas

Dengan Pendekatan Sains Teknologi

Permendiknas No. 22 Tahun 2006.

Standar Isi untuk Satuan Pendidikan Dasar
Peningkatan Aktivitas Belajar Siswa Menggunakan Media
Kartu Bilangan Pada Pembelajaran Matematika

Meningkatkan Kemampuan Penalaran Matematis Siswa

Melalui Pendekatan Problem Posing Di Kelas VIII A SMP Negeri 2
Yogyakarta