Susylawati Sinambela, 081188710019. Improvement of Ability Opend Ended Mathematics Problem Solving through Approach of Investigation of Mathematics to V Country Elementary School Class Student 064956. Thesis Mathematics Education Graduate Program, State University of Medan. 2011.

Research objectives are: (1) Knowing do approach of investigation of mathematics can improve ability open mathematics problem solving (2) Knowing how student activity rate and teacher in study through approach of investigation of mathematics.Type of research is the Classroom Action Research (CAR). Research Subyek is elementary school Country student 064956, the class V SD Science Program in Academic Year 2010 / 2011 with the number of students as many as 30 students with heterogeneous ability levels. The object of research is the use of approach of investigation of mathematics. Data was obtained from the initial and final test on ability opend ended mathematics problem solving, teacher observations and student.This study consisted of two cycles. Each cycle spent four meetings. Starting from October 15, 2010 until November 05, 2010. The result is (1) Approach of investigation of mathematics can improve ability of student mathematics problem solving. (2) Approach of investigation of mathematics can improve student activity rate. From the test results obtained value of prerequisite items - average opend ended mathematics problem solving of the mathematical ability of students is 3,17, the value - average student test first cycle was 10.73 or 56,66% and the average test scores of students of second cycle was 12 or 83,33%.Based on the above conclusion, this study suggests (a) study of mathematics by applying approach of investigation can improve ability of open mathematics problem solving. (b) study with approach of is investigation of mathematics can improve activity learn student.

Keyword : Opend Ended Mathematics Problem Solving, Investigation of Mathematics

## Rabu, 13 Juli 2011

### Setiawan

Setiawan 081188710009. The Influence of Learning Approach and Locus of Control to The Student’s Reasoning Ability in Mathematics. Thesis. Medan: Post Graduate Program of UNIMED, 2011.

This study aims to determine: (1) the influence of open-ended approach to learning and conventional learning approach to students' mathematical reasoning. (2) mathematical reasoning abilities of students who have internal locus of control is better than students who have external locus of control on the open-ended approach to learning and conventional learning approach. (3) there is interaction between the learning approach with the locus of control that students have in influencing students' mathematical reasoning.

The population in this study are all SMP Negeri Lhokseumawe are selected by purposive sampling SMP 11 and SMP 13 as the sample and the class as a unit-extracted samples based on a random class with the students as many as 135 people. This research used quasi-experimental 2x2 factorial design.

Research instrument in this research is to use mathematical reasoning ability tests totaled six points in the form of descriptions about and locus of control in the form of questionnaires amounted to 12 grains statement. And reliability of each instrument at 0.923 and 0.611.

Based on the analysis of variance (ANOVA) found that: (1) there are significant differences in reasoning ability on learning approach with conventional open-ended. (2) there are significant differences in reasoning abilities in both types of locus of control. Mathematical reasoning abilities of students who have internal locus of control is better than an external locus control. (3) there is no interaction between learning approach with the locus of control 's students.

Based on the results of the study, researchers suggested that open-ended learning approach can be used as an alternative capable of learning to develop students' mathematical reasoning and is also able to gradually change an external locus of control students have an internal direction.

Keywords: Open ended learning approach, student’s reasoning ability, Locus of

control

This study aims to determine: (1) the influence of open-ended approach to learning and conventional learning approach to students' mathematical reasoning. (2) mathematical reasoning abilities of students who have internal locus of control is better than students who have external locus of control on the open-ended approach to learning and conventional learning approach. (3) there is interaction between the learning approach with the locus of control that students have in influencing students' mathematical reasoning.

The population in this study are all SMP Negeri Lhokseumawe are selected by purposive sampling SMP 11 and SMP 13 as the sample and the class as a unit-extracted samples based on a random class with the students as many as 135 people. This research used quasi-experimental 2x2 factorial design.

Research instrument in this research is to use mathematical reasoning ability tests totaled six points in the form of descriptions about and locus of control in the form of questionnaires amounted to 12 grains statement. And reliability of each instrument at 0.923 and 0.611.

Based on the analysis of variance (ANOVA) found that: (1) there are significant differences in reasoning ability on learning approach with conventional open-ended. (2) there are significant differences in reasoning abilities in both types of locus of control. Mathematical reasoning abilities of students who have internal locus of control is better than an external locus control. (3) there is no interaction between learning approach with the locus of control 's students.

Based on the results of the study, researchers suggested that open-ended learning approach can be used as an alternative capable of learning to develop students' mathematical reasoning and is also able to gradually change an external locus of control students have an internal direction.

Keywords: Open ended learning approach, student’s reasoning ability, Locus of

control

### Dermalince Sitinjak

Dermalince Sitinjak 071188830007, The Students’ creative thinking capability

optimalization with the implementation open-ended problem solving strategy to

the students of basic school. Thesis. Medan, Post Gradute Studies of Universitas

Negeri Medan. March 2011.

This research is focused to the low problem of students’ creative thinking

capability. The aim of the research is to increase the students’ creative thinking

capability with the implementation open-ended problem solving strategy.

This research is action research which consists of two cyclus. This

research subject is student in grade 4 at SD Negeri No 065011 Kelurahan Asam

Kumbang Kecamatan Medan Selayang, 28 students totally. Meanwhile, the object

of this research is to optimize student creative thinking capability optimalization

with the implementation open-ended problem solving strategy to the students in

grade 4 at basic school.

In this research implementation is developed in many learning and

research instrument. The learning instrument in this research includes 1)

Teaching Implementation Plan, 2) Teachers’ Guiding Book, 3) Students’ Activity

Sheet, and open-ended cases. Some developed instruments are creative thinking

instrument test, students’ observation activity form, teachers’ capability form

sheet in managing teaching process, and validation sheet for all teaching

instruments. The research instrument is to know the percentage of students’

creative thinking capability using 2 item test in description form with high

reliability coefficient α = 0.658, and all items are valid. To know the percentage

degree of students’ active activity, and teachers in managing teaching process uses

observation sheet.

Based on data analysis we get (1) the average of students’ creative

thinking in open-ended solving problem cases classically improve from 34.64 on

Pre-Test becomes 51.96 on the first cyclus, and 66.07 on the second cyclus. The

percentage of minimum creative thinking capability increases enough from 10.07

% on the pre-test, 53.57 % on the first cyclus, and 85.71 % on the second cyclus.

(2) The percentage of students’ active activity degree in open-ended solving

problem increases from 66.07 % on the first cyclus, and 81.55 % on the second

cyclus. (3) The average of teachers’ capability in managing teaching process uses

open-ended solving problem instrument increase from 3.71 on the first cyclus, and

4.18 on the second cyclus. From this research it can be concluded that the

implementation of open-ended problem solving strategic (1) to increase the

students’ creative thinking capability, (2) to increase the degree of active learning

process and (3) to increase teachers’ capability in teaching learning process.

optimalization with the implementation open-ended problem solving strategy to

the students of basic school. Thesis. Medan, Post Gradute Studies of Universitas

Negeri Medan. March 2011.

This research is focused to the low problem of students’ creative thinking

capability. The aim of the research is to increase the students’ creative thinking

capability with the implementation open-ended problem solving strategy.

This research is action research which consists of two cyclus. This

research subject is student in grade 4 at SD Negeri No 065011 Kelurahan Asam

Kumbang Kecamatan Medan Selayang, 28 students totally. Meanwhile, the object

of this research is to optimize student creative thinking capability optimalization

with the implementation open-ended problem solving strategy to the students in

grade 4 at basic school.

In this research implementation is developed in many learning and

research instrument. The learning instrument in this research includes 1)

Teaching Implementation Plan, 2) Teachers’ Guiding Book, 3) Students’ Activity

Sheet, and open-ended cases. Some developed instruments are creative thinking

instrument test, students’ observation activity form, teachers’ capability form

sheet in managing teaching process, and validation sheet for all teaching

instruments. The research instrument is to know the percentage of students’

creative thinking capability using 2 item test in description form with high

reliability coefficient α = 0.658, and all items are valid. To know the percentage

degree of students’ active activity, and teachers in managing teaching process uses

observation sheet.

Based on data analysis we get (1) the average of students’ creative

thinking in open-ended solving problem cases classically improve from 34.64 on

Pre-Test becomes 51.96 on the first cyclus, and 66.07 on the second cyclus. The

percentage of minimum creative thinking capability increases enough from 10.07

% on the pre-test, 53.57 % on the first cyclus, and 85.71 % on the second cyclus.

(2) The percentage of students’ active activity degree in open-ended solving

problem increases from 66.07 % on the first cyclus, and 81.55 % on the second

cyclus. (3) The average of teachers’ capability in managing teaching process uses

open-ended solving problem instrument increase from 3.71 on the first cyclus, and

4.18 on the second cyclus. From this research it can be concluded that the

implementation of open-ended problem solving strategic (1) to increase the

students’ creative thinking capability, (2) to increase the degree of active learning

process and (3) to increase teachers’ capability in teaching learning process.

## Selasa, 12 Juli 2011

### Tarwiyah

Tarwiyah 081188830008. Mounting Student’s Problem Solving Emphasizing on Mathematical Representation through Problem Based Learning For The Student Of Junior High School. Thesis. Medan: Programs Eduction State University of Medan. 2011.

This research is started from the low of students problem solving emphasizing on mathematical representation of student which problems root because of model used by the teacher is less relevant. This research is conducted to know, (1) how the comprehension and improvement of students problem solving emphasizing on mathematical representation through problem based learning (PBL), (2) How complete learn of students problem solving emphasizing on mathematical representation through problem based learning (PBL) at discussion at system of linear equation two variable. This research is a classroom action research. The subject of this research is 30 students of grade VIII A SMP Angkasa LANUD Medan. The research object is the improvement of students problem solving emphasizing on mathematical representation. Result of data analysis at cycle one is: (1) score mean of students problem solving emphasizing on mathematical representation is 55,43, (2) student’s problem solving emphasizing on mathematical representation is 19 (63,33%) students. (3) The mean score of teacher’s observation is 82,27 % with good category. (4) The mean score of students observation is 79,00% with unfavourable category. The result of data analysis at second cycle is (1) score mean of student’s problem solving emphasizing on mathematical representation is 72,65, (2) student’s problem solving emphasizing on mathematical representation is 27 (90%) students. (3) The mean score of teacher’s observation is 94,37% % with very good category. (4) The mean score of students observation is 92,00 % with very good category. . From the result of research, It is concluded that the application of problem based learning can improve of student’s problem solving emphasizing on mathematical representation. and the study process which is conducted is good. Based on this conclusion it is expected that this research finding can be used as reference to improve the student’s problem solving emphasizing on mathematical representation.

This research is started from the low of students problem solving emphasizing on mathematical representation of student which problems root because of model used by the teacher is less relevant. This research is conducted to know, (1) how the comprehension and improvement of students problem solving emphasizing on mathematical representation through problem based learning (PBL), (2) How complete learn of students problem solving emphasizing on mathematical representation through problem based learning (PBL) at discussion at system of linear equation two variable. This research is a classroom action research. The subject of this research is 30 students of grade VIII A SMP Angkasa LANUD Medan. The research object is the improvement of students problem solving emphasizing on mathematical representation. Result of data analysis at cycle one is: (1) score mean of students problem solving emphasizing on mathematical representation is 55,43, (2) student’s problem solving emphasizing on mathematical representation is 19 (63,33%) students. (3) The mean score of teacher’s observation is 82,27 % with good category. (4) The mean score of students observation is 79,00% with unfavourable category. The result of data analysis at second cycle is (1) score mean of student’s problem solving emphasizing on mathematical representation is 72,65, (2) student’s problem solving emphasizing on mathematical representation is 27 (90%) students. (3) The mean score of teacher’s observation is 94,37% % with very good category. (4) The mean score of students observation is 92,00 % with very good category. . From the result of research, It is concluded that the application of problem based learning can improve of student’s problem solving emphasizing on mathematical representation. and the study process which is conducted is good. Based on this conclusion it is expected that this research finding can be used as reference to improve the student’s problem solving emphasizing on mathematical representation.

### Imelda

Imelda 081188830007. The Application Of Cooperative Learning Model Think-Pair-Share Type With Media Software Autograph To Increase Mathematical Comprehension And Mathematical Communication. Thesis. Medan: Programs Eduction State University of Medan. 2011.

This research is started from the low of students ability of comprehension and communications of student because of model and media used by the teacher is less relevant. This research is conducted to know: (1) how the comprehension and improvement of students ability of mathematical communications after studying cooperative learning model think-pair-share type with media software Autograph, (2) how the students design in answering math comprehension and communications, (3) students responds to cooperative learning model think-pair-share type with media software Autograph. This research is a classroom action research. The subject of this research is 40 students of grade XI SMK N 9 Medan. The research object is the improvement of students ability in comprehension and communication mathematical through cooperative learning model think-pair-share type with media software Autograph at discussion of transformation. Result of data analysis at cycle one is: (1) 75% of students have comprehension mathematical with 87,5% of students have interpretation; 82,5% of students have translation; and 80% of students have ekstrapolation. (2) 75% of students have communication mathematical with 75% of students can write and 87,5% of students can make picture, (3) Teacher’s observation is good category (82,65 %), (4) students observation is good category (80%). The result of data analysis at second cycle is: (1) 92,5% of students have comprehension mathematical with 72,5% of students have interpretation, 90% of students have translation, and 100% of students have ekstrapolation. (2) 90% of students have communication mathematical with 70% of students can write in matematik and 87,5% of students can make picture, (3) teacher’s activity percentage mean is 91,76% with very good category, (4) student’s activity percentage mean is 90 % with very good category, (5) students respond of cooperative learning model think-pair-share type with media software Autograph is good. (6) the design in answering math comprehension are: grafik is true and complete (22,5%), grafik is not complete (77,5%), the description of grafik is true and complete (12,5%), the description of grafik is not complete (87,5%); the design in answering math communications are : grafik is true and complete (42,5%); grafik is not complete enough (77,5%), the description of grafik is true and complete (10%), the description of grafik is not complete enough (90%). From the result of research, It is concluded that the application of cooperative learning model think-pair-share type with media software Autograph can improve the ability of mathematical comprehension and mathematical communications of student. Based on this conclusion it is expected that the teachers can apply cooperative learning model think-pair-share type with media software Autograph to improve the ability of mathematical comprehension and mathematical communications of student.

This research is started from the low of students ability of comprehension and communications of student because of model and media used by the teacher is less relevant. This research is conducted to know: (1) how the comprehension and improvement of students ability of mathematical communications after studying cooperative learning model think-pair-share type with media software Autograph, (2) how the students design in answering math comprehension and communications, (3) students responds to cooperative learning model think-pair-share type with media software Autograph. This research is a classroom action research. The subject of this research is 40 students of grade XI SMK N 9 Medan. The research object is the improvement of students ability in comprehension and communication mathematical through cooperative learning model think-pair-share type with media software Autograph at discussion of transformation. Result of data analysis at cycle one is: (1) 75% of students have comprehension mathematical with 87,5% of students have interpretation; 82,5% of students have translation; and 80% of students have ekstrapolation. (2) 75% of students have communication mathematical with 75% of students can write and 87,5% of students can make picture, (3) Teacher’s observation is good category (82,65 %), (4) students observation is good category (80%). The result of data analysis at second cycle is: (1) 92,5% of students have comprehension mathematical with 72,5% of students have interpretation, 90% of students have translation, and 100% of students have ekstrapolation. (2) 90% of students have communication mathematical with 70% of students can write in matematik and 87,5% of students can make picture, (3) teacher’s activity percentage mean is 91,76% with very good category, (4) student’s activity percentage mean is 90 % with very good category, (5) students respond of cooperative learning model think-pair-share type with media software Autograph is good. (6) the design in answering math comprehension are: grafik is true and complete (22,5%), grafik is not complete (77,5%), the description of grafik is true and complete (12,5%), the description of grafik is not complete (87,5%); the design in answering math communications are : grafik is true and complete (42,5%); grafik is not complete enough (77,5%), the description of grafik is true and complete (10%), the description of grafik is not complete enough (90%). From the result of research, It is concluded that the application of cooperative learning model think-pair-share type with media software Autograph can improve the ability of mathematical comprehension and mathematical communications of student. Based on this conclusion it is expected that the teachers can apply cooperative learning model think-pair-share type with media software Autograph to improve the ability of mathematical comprehension and mathematical communications of student.

### Erika Nora Simamora

Erika Nora Simamora. 081 188 830 003. Inquiry Learning as an Effort to Increase Critical Thinking and Communication Mathematical Junior High School Students. Thesis. Medan: Graduate Program, State University of Medan, 2011.

The study was conducted to improve the ability of critical thinking and mathematical communication students of SMP Negeri 14 Medan. This was an experimental study where the population is all students in grade IX SMP Negeri 14 Medan, which consisted of five classes. Samples were selected at random simple two classes so that the selected class IX (D) to control the class and class IX (E) be a class experiment where each class consists of 40 students. The instruments used in this study namely, tests of critical thinking skills and communication ability test shaped mathematical description of each test consists of 4 questions. The instrument has been tested and found valid and the reliability coefficient of 0.935 and 0.95 respectively for the ability of critical thinking and mathematical communication skills. The test is given twice before (pretest) and after (posttest) of learning. Conclusion of the study: (1) increase students 'critical thinking skills inquiry learning junior who received 0.3974 (39.74%) better than students who received conventional learning 0.274 (27.40%), (2) improving students' mathematical communication skills junior who received inquiry learning 0.3317 (33.17%) better than students who received conventional learning 0.257 (25.70%), (3) the pattern of responses of the students who followed the inquiry learning better than students who received conventional teaching based on value scores obtained by each class. Based on the results of the study suggested: (1) For the mathematics teacher: a) the inquiry learning can be used as an alternative in the learning of mathematics for the delivery of critical thinking and mathematical communication, especially on the subject woke up space curved side; b) The resulting learning can be used as appeal for teachers in developing mathematics learning devices with inquiry learning on the subject of curved side plane geometry; c) Teachers of mathematics are expected to create a joyful learning, allowing students to membeikan language and ideas in their own way, daring to argue that students will more confident and creative in solving problems. So the math is no longer the scourge that is very difficult for students; d) In order for inquiry learning model is more effective application in learning mathematics, teachers should be able to teach well planning and carrying a good learning system (Master Books, Student Books, LKS, RPP , the medium used); e) It is expected that teachers need to add knowledge about the theories of learning and innovative learning model to perform them in the learning of mathematics so that the conventional learning can be consciously abandoned an effort to improve student learning outcomes. 2) To the relevant institutions: a) inquiry learning by emphasizing critical thinking skills and mathematical communication are still very familiar to teachers and students, and therefore need to be socialized by the school or institution associated with the hope to increase students' mathematics learning outcomes, particularly improving the ability to think critically and students 'mathematical communication; b) inquiry learning can be used as an alternative in improving critical thinking skills and students' mathematical communication on the subject woke up space curved sides so it can be used as input for schools to be developed as an effective learning strategy for the other math subjects. 3) To the researchers continued: a) Can be done with continued research inquiry learning in improving critical thinking skills and students' mathematical communication maximally to obtain maximum results; b) Can be done with continued research inquiry learning in enhancing the ability of other math by applying more the implications for these findings can be applied in schools.

Keywords: Learning Inquiry, Critical Thinking, Mathematical Communication.

The study was conducted to improve the ability of critical thinking and mathematical communication students of SMP Negeri 14 Medan. This was an experimental study where the population is all students in grade IX SMP Negeri 14 Medan, which consisted of five classes. Samples were selected at random simple two classes so that the selected class IX (D) to control the class and class IX (E) be a class experiment where each class consists of 40 students. The instruments used in this study namely, tests of critical thinking skills and communication ability test shaped mathematical description of each test consists of 4 questions. The instrument has been tested and found valid and the reliability coefficient of 0.935 and 0.95 respectively for the ability of critical thinking and mathematical communication skills. The test is given twice before (pretest) and after (posttest) of learning. Conclusion of the study: (1) increase students 'critical thinking skills inquiry learning junior who received 0.3974 (39.74%) better than students who received conventional learning 0.274 (27.40%), (2) improving students' mathematical communication skills junior who received inquiry learning 0.3317 (33.17%) better than students who received conventional learning 0.257 (25.70%), (3) the pattern of responses of the students who followed the inquiry learning better than students who received conventional teaching based on value scores obtained by each class. Based on the results of the study suggested: (1) For the mathematics teacher: a) the inquiry learning can be used as an alternative in the learning of mathematics for the delivery of critical thinking and mathematical communication, especially on the subject woke up space curved side; b) The resulting learning can be used as appeal for teachers in developing mathematics learning devices with inquiry learning on the subject of curved side plane geometry; c) Teachers of mathematics are expected to create a joyful learning, allowing students to membeikan language and ideas in their own way, daring to argue that students will more confident and creative in solving problems. So the math is no longer the scourge that is very difficult for students; d) In order for inquiry learning model is more effective application in learning mathematics, teachers should be able to teach well planning and carrying a good learning system (Master Books, Student Books, LKS, RPP , the medium used); e) It is expected that teachers need to add knowledge about the theories of learning and innovative learning model to perform them in the learning of mathematics so that the conventional learning can be consciously abandoned an effort to improve student learning outcomes. 2) To the relevant institutions: a) inquiry learning by emphasizing critical thinking skills and mathematical communication are still very familiar to teachers and students, and therefore need to be socialized by the school or institution associated with the hope to increase students' mathematics learning outcomes, particularly improving the ability to think critically and students 'mathematical communication; b) inquiry learning can be used as an alternative in improving critical thinking skills and students' mathematical communication on the subject woke up space curved sides so it can be used as input for schools to be developed as an effective learning strategy for the other math subjects. 3) To the researchers continued: a) Can be done with continued research inquiry learning in improving critical thinking skills and students' mathematical communication maximally to obtain maximum results; b) Can be done with continued research inquiry learning in enhancing the ability of other math by applying more the implications for these findings can be applied in schools.

Keywords: Learning Inquiry, Critical Thinking, Mathematical Communication.

## Jumat, 14 Januari 2011

### Muflihatun Khairuna Pasaribu

Muflihatun Khairuna Pasaribu, 081188830009. Implementation Metacognitive Approach To Improve Fifth Grade Elementary School Students' Skills Models Math Story Problem On The Subject Of Fractions. Thesis. Medan: Postgraduate School of State University of Medan, 2010

The purpose of this study are: (1) To identify the development of PQ4R metacognitive approach in expressing fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions, (2) To identify the application PQ4R metacognitive approach in revealing the skill of fifth grade elementary school students in modeling of math story problem on the subject of fractions, and (3) To know the improvement of fifth grade elementary school students' skill in modeling of math story problem on the subject of fractions through the application of PQ4R metacognitive approach.

This was an Class Action Research (CAR) carried out in elementary school of 060818 Jl. M. Nawi Harahap Medan. Subjects in this study were elementary school students in grade VA for academic years 2010/2011 as many as 47 people consisting of 19 boys and 28 girls. While the objects in this study were (1) The object that reflects the process of action PQ4R metacognitive approach and the devices are Lesson Plans, teaching materials, Student Activity Paper, observation sheets, and metacognitive strategies inventory, and (2) The object that reflects the product fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions and the ability of student metacognition. The data was obtained from the learning scenario, research observation sheets, math story problem modeling tests, and metacognitive strategies inventory.

This study consisted of 2 cycles of the first cycle consisted of 7 meetings and the second cycle consists of 3 meetings. Math story problem modeling tests done at the beginning and end of each cycle. The results of the study are: (1) Development PQ4R metacognitive approach can be used to reveal the fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions; (2) Application of PQ4R metacognitive approach can be used to reveal the ability of fifth grade elementary school students in modeling of math story problem on the subject of fractions; and (3) There is increasing fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions through the application of PQ4R metacognitive approach. This is supported by the results of the study are: (a) The results of math story problem modeling test evaluation at the end of the first cycle are: average value = 51.36; the highest score is 84; the lowest score is 10; complete = 24 people; not complete = 23 people; and classical completeness = 51.06%, and (b) The results of math story problem modeling test evaluation at the end of the second cycle, namely: the average value = 77.23; highest score = 98; the lowest score is 20; complete = 41 people; not completely = 6 people, and classical completeness = 87.23%.

Based on the results of the study, the researchers recommend that: (1) math learning with metacognitive approach to learning as an alternative that is effective in improving students' skills in modeling of math story problem, (2) The results of this study can be used as input for the school to improve the quality and learning innovation, (3) The results of this study can be used as input for the teachers in an effort to improve teachers'ability to manage learning for students in the learning activity also increased, (4) Learning mathematics with metacognitive approach priority students to work independently. Therefore, teachers should strive to change the teacher-centered learning (teacher-oriented) to student-centered learning (student oriented), and (5) For further researchers are expected to adapt existing measures in this study and fix flaws in this study.

Keywords: PQ4R Metacognitive Approach, Models Math Story Problem’s Skill.

The purpose of this study are: (1) To identify the development of PQ4R metacognitive approach in expressing fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions, (2) To identify the application PQ4R metacognitive approach in revealing the skill of fifth grade elementary school students in modeling of math story problem on the subject of fractions, and (3) To know the improvement of fifth grade elementary school students' skill in modeling of math story problem on the subject of fractions through the application of PQ4R metacognitive approach.

This was an Class Action Research (CAR) carried out in elementary school of 060818 Jl. M. Nawi Harahap Medan. Subjects in this study were elementary school students in grade VA for academic years 2010/2011 as many as 47 people consisting of 19 boys and 28 girls. While the objects in this study were (1) The object that reflects the process of action PQ4R metacognitive approach and the devices are Lesson Plans, teaching materials, Student Activity Paper, observation sheets, and metacognitive strategies inventory, and (2) The object that reflects the product fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions and the ability of student metacognition. The data was obtained from the learning scenario, research observation sheets, math story problem modeling tests, and metacognitive strategies inventory.

This study consisted of 2 cycles of the first cycle consisted of 7 meetings and the second cycle consists of 3 meetings. Math story problem modeling tests done at the beginning and end of each cycle. The results of the study are: (1) Development PQ4R metacognitive approach can be used to reveal the fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions; (2) Application of PQ4R metacognitive approach can be used to reveal the ability of fifth grade elementary school students in modeling of math story problem on the subject of fractions; and (3) There is increasing fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions through the application of PQ4R metacognitive approach. This is supported by the results of the study are: (a) The results of math story problem modeling test evaluation at the end of the first cycle are: average value = 51.36; the highest score is 84; the lowest score is 10; complete = 24 people; not complete = 23 people; and classical completeness = 51.06%, and (b) The results of math story problem modeling test evaluation at the end of the second cycle, namely: the average value = 77.23; highest score = 98; the lowest score is 20; complete = 41 people; not completely = 6 people, and classical completeness = 87.23%.

Based on the results of the study, the researchers recommend that: (1) math learning with metacognitive approach to learning as an alternative that is effective in improving students' skills in modeling of math story problem, (2) The results of this study can be used as input for the school to improve the quality and learning innovation, (3) The results of this study can be used as input for the teachers in an effort to improve teachers'ability to manage learning for students in the learning activity also increased, (4) Learning mathematics with metacognitive approach priority students to work independently. Therefore, teachers should strive to change the teacher-centered learning (teacher-oriented) to student-centered learning (student oriented), and (5) For further researchers are expected to adapt existing measures in this study and fix flaws in this study.

Keywords: PQ4R Metacognitive Approach, Models Math Story Problem’s Skill.

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