Apriyanti, Peni (2022) PERBANDINGAN MODEL PEMBELAJARAN KOOPERATIF TIPE MIND MAPPING DAN CONCEPT MAPPING TERHADAP KEMAMPUAN MENULIS TEKS PROSEDUR KOMPLEKS PADA SISWA KELAS X SMA NEGERI 1BOJONGMANIK- KAB. LEBAK TAHUN AJARAN 2019/2020. S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
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Abstract
Penelitian yang dilaksanakan di SMA Negeri 1 Bojongmanik-kab. Lebak ini dilatarbelakangi oleh kemampuan menulis siswa yang rendah, khsusunya dalam kemampuan menulis teks prosedur kompleks. Rumusan masalah dalam penelitian ini yaitu apakah terdapat pengaruh dari penggunaan model pembelajaran kooperatif tipe mind mapping dan concept mapping terhadap kemampuan menulis teks prosedur kompleks pada siswa kelas X SMA Negeri 1 Bojongmanik- kab. Lebak, dan apakah terdapat perbedaan dari penggunaan model pembelajaran koopratif tipe mind mapping dan concept mapping terhadap kemampuan menulis teks teks prosedur kompleks pada siswa kelas X SMA Negeri 1 Bojongmanik- kab. Lebak. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh dari penggunaan model pembelajaran kooperatif tipe mind mapping dan concept mapping terhadap kemampuan menulis teks prosedur kompleks pada siswa kelas X SMA Negeri 1 Bojongmanik- kab. Lebak. Selain itu juga untuk mengetahui perbedaan dari penggunaan model pembelajaran kooperatif tipe mind mapping dan concept mapping terhadap kemampuan menulis teks prosedur kompleks pada siswa kelas X SMA Negeri 1 Bojongmanik- kab. Lebak. Metode dalam penelitian ini adalah eksperimen bersifat kuantitatif dengan desain yang digunakan yaitu true experimental design. Hasil penelitian dianalisis dengan uji normalitas, uji homogenitas, uji linearitas, dan pengujian hipotesis. Dari pengujian yang telah dilakukan diketahui bahwa nilai rata-rata pada kelas eksperimen I yaitu untuk pretest 61,75 dan untuk posttest 70,79, sedangkan pada kelas eksperimen II nilai rata-rata yang diperoleh yaitu untuk pretest 61,2 dan untuk posttest 80,64. Selanjutnya dari hasil pengujian hipotesis diperoleh harga Fhitung melalui pengujian Anova sebesar 47,00 lebih besar dibandingkan harga Ftabel pada dk = 47 dengan taraf nyata α = 0,05% sebesar 4,14 dan atau pada taraf nyata α = 0,01% sebesar 7,85 pada uji dua fihak. Fhitung> Ftabel; 47,00 > 4,14; 47,00 > 7,85, maka Ha diterima dan H0 ditolak. Sehingga diperoleh simpulan bahwa terdapat perbedaan yang signifikan antara penerapan model pembelajaran mind mapping dan concept mapping terhadap kemampuan menulis teks prosedur kompleks siswa, dengan ketentuan harga thitung untuk penerapan model pembelajaran mind mapping sebesar 5,024 lebih besar dibandingkan harga thitung untuk penerapan model pembelajaran concept mapping sebesar -6,473; 5,024 > -6,473, sehingga model pembelajaran mind mapping memberi pengaruh yang lebih besar terhadap kemampuan menulis teks prosedur kompleks dibanding model pembelajaran concept mapping.
| Item Type: | Thesis (S1) | |||||||||
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| Additional Information: | The research, which was conducted at SMA Negeri 1 Bojongmanik�Lebak Regency, was motivated by the low writing ability of the students, especially in the ability to write complex procedural texts. The formulation of the problem in this study is whether there is an influence from the use of the type of mindmapping cooperative learning model and conceptmapping on the ability to write complex procedure text in class X students of SMA Negeri 1 Bojongmanik-Lebak district, and whether there is a difference in the use of the type of mindmapping cooperative learning model. andconceptmapping of the ability to write complex procedure text texts in class X SMA Negeri 1 Bojongmanik-Lebak regency. The purpose of this study was to determine the effect of using the type of mindmapping cooperative learning model and conceptmapping on the ability to write complex procedural text in class X SMA Negeri 1 Bojongmanik-Lebak regency. In addition, it is also to find out the difference in the use of the type of mind mapping cooperative learning model and conceptmapping on the ability to write complex procedure text in class X SMA Negeri 1 Bojongmanik-Lebak regency. The method in this research is a quantitative experiment with the design used is true experimental design. The results were analyzed by means of normality test, homogeneity test, linearity test, and hypothesis testing. From the tests that have been done, it is known that the average value in the experimental class I is 61.75 for pretest and 70.79 for posttest, while in the experimental class II the average value obtained is 61.2 for pretest and 80 for posttest. 64. Furthermore, from the results of hypothesis testing, it was obtained that the Fcount value through ANOVA testing was 47.00 greater than the Ftable price at dk = 47 with the real level α = 0.05% of 4.14 and or at the real level α = 0.01% of 7 , 85 in a two-sided test. Fcount>Ftable; 47.00> 4.14; 47.00> 7.85, then Ha is accepted and H0 is rejected. So it can be concluded that there is a significant difference between the application of the mindmapping learning model and conceptmapping to the students' ability to write complex procedure text, provided that the tcount price for implementing the mindmapping learning model is 5.024 greater than the tcount price for the application of the concept mapping learning model of - 6,473; 5,024> -6,473, so the mind mapping learning model has a greater influence on the ability to write complex procedure text than the concept mapping learning model. Keywords: Mind Mapping Model, Concept Mapping Model, Writing Complex Procedure Text | |||||||||
| Uncontrolled Keywords: | Kata Kunci: model mind mapping, model concept mapping, Menulis teks prosedur kompleks. | |||||||||
| Subjects: | L Education > L Education (General) | |||||||||
| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan 02-Fakultas Keguruan dan Ilmu Pendidikan > 88201-Jurusan Pendidikan Bahasa Indonesia |
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| Depositing User: | Perpustakaan Pusat | |||||||||
| Date Deposited: | 08 Aug 2022 14:30 | |||||||||
| Last Modified: | 08 Aug 2022 14:30 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/15373 |
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