PENGARUH MODEL MELALUI KOOPERATIF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TERHADAP HASIL BELAJAR SISWA PADA MATERI REPRODUKSI MANUSIA DI SMA NEGERI 8 BANDA ACEH
Abstract
Full Text:
PDFReferences
Blosser, P.E. 1992. Using Cooperetive Learning in Science Education. CSMEE Bulletin. (1-92): 432.
Cheng, K. K., Thacker, B. A., & Cardenas, R. L. (2004). Using online Homework System enhances Students Learning of Physics Concepts in an Introductory Physics Course. American Journal of Physics. 72(11): 1447-1453.
Koprowski, J.L. & N. Perigo. 2000. Cooperative Learning as a Tool to Teach Vertebrate Anatomy. The American Biology Teacher. 62(4): 282-284.
Margendoller, Jhon R., Nan L Maxwell., Yolanda Bellisimo. 2006. The Effectiveness of Problem Based Instruction. A Comparative Study of Instructional Method and Student Characteristic. The Interdiciplinary Journal of Problem Based Learning. Vol 1 (2): 50 - 68. On line. http://dx.doi.org/10.7771/1541-5015.1026. diakses 20 April 2012
Meltzer, D. (2002). The Relationship Between Mathematics Preparation and Conceptual Learning Gains In Physics: A Departement of Physics and Astronomy, Lowa State University, Ames, Low 50011.www.physicseducation.net/docs/AJP-Dec-2002. Vol 70:1259-1268. Diakses pada tanggal 25 April 2013.
Nurhadi, B. Yasin, A. G. Senduk (2004). Pembelajaran Kontektual dan Penerapan
dalam KBK. Malang: Universitas Negeri Malang.
Qadriyah, (2002). Pengaruh Pembelajaran Kooperatif STAD Terhadap Motivasi dan Hasil Belajar Siswa SMU Wahid Hasyim. Tesis. Program Pasca Sarjana Universitas negeri Malang.
Rusman. (2012). Model-model Pembelajaran. Jakarta: Raja Grafindo Persada.
Slavin, R. E. (1997). Educational Psychology: Theory and Practice (5th ed). USA:
Allyn and Bacon.
Sudjana. 1996. Metode Statistika. Bandung : Tarsito
DOI: http://dx.doi.org/10.22373/pbio.v4i1.2593
Refbacks
- There are currently no refbacks.
ISSN : 2828-1675
Email : official.semnasbiotik@gmail.com
Prosiding Seminar Nasional Biotik : is licensed under a Creative Commons Attribution 4.0 International License / CC BY-SA 4.0