The Application of Reciprocal Teaching on the Subject of Straight Line Equation in Second Grade of Junior High SchoolReport as inadecuate




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Journal of Education and Practice, v6 n5 p73-78 2015

Mathematics as an abstract science can be easily understood by a junior high school student when it is accompanied by concrete examples which is appropriate to the situation and conditions encountered. At the level of cognitive development, children actually very much based on the movements and actions. In this case, the children will learn at their best way if the initiative is based on the teaching and learning activities. In this way, the task a teacher is not giving knowledge, but preparing teaching situation that led children to ask questions, observe, predict, and find a concept of its own. One of the alternatives that can be done by the writer can be done by assessing the application of reciprocal teaching.This study is a quasi-experimental study that is preceded by the development of learning tools and research instruments. Symptoms which will be investigated in this study are first is the difference in learning outcomes of students who are taught mathematics reciprocal teaching with students who are taught by conventional teaching. While the symptoms of the two that will be investigated is an overview of some aspects related to the application of reciprocal teaching which covers; activities of teachers and students in learning, the teacher's response and the response of students towards learning, the management of teacher learning, mastery of learning. Based on the results of a descriptive and inferential analysis using ANCOVA, it is concluded that: (1) there is a difference between the learning outcomes of students who are taught using reciprocal teaching and learning outcomes of students who are taught using conventional learning; (2) the application of reciprocal teaching models turned on on the subject of straight-line equation in the second grade of Junior High school is effective; (3) the response after being taught by reciprocal teaching shows that most of the students want to attend classes with reciprocal teaching again and the teacher teaching using reciprocal teaching also respond positively. It is shown by teacher's statement saying that applying reciprocal teaching can help students to be able to communicate knowledge through discussion, ask questions, express opinions in front of other students, and to train students to be able to make a summary.

Descriptors: Middle School Students, Middle School Teachers, Mathematics Instruction, Equations (Mathematics), Reciprocal Teaching, Quasiexperimental Design, Comparative Analysis, Statistical Analysis, Instructional Effectiveness, Educational Theories

IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP[at]iiste.org; Web site: http://iiste.org/Journals/index.php/JEP





Author: Darsono

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1188&id=EJ1083607







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