538 research outputs found
PENERAPAN TEORI BELAJAR VAN HIELE PADA MATERI GEOMETRI DI KELAS VIII
Get PDFThis article discussed about theory applaying learning according Van Hiele is learning that focus on Geometry. This theory is found that to study Geometry the student have a development to think step by step certain. The steps student cognitive level consist of 1) Visualisation level is introducing level, 2) Analisys level is description level, 3) Abstraction level (deduction informal) is arraged level or relational level, 4) Deduction formal level, and 5) Rigor level is systhematys level. This implementation in the class Van Hiele determine some of learing faces 1) Information is about question answer for introducing the student, 2) Direction method is about the students to know the topic that have been learned by tools with accorate that have prepared the teacher make some observation, 3) Explication is explain a view appear about structure that have observation, 4) Free orientation is how the students faced task more than a way and task open ended and fase and 5) Integration is the students observe review and resume that have learn. Study applying theory Van Hiele more than applying on student activity, because student activity is role important on the procees of learning used study applying theory
PENCAPAIAN DIMENSI SELF EFFICACY MATEMATIS SISWA KELAS VIII SMP MELALUI MODEL PEMBELAJARAN GENERATIF
Get PDFPenelitian berawal dari masalah rendahnya Self Efficacy matematis siswa, ketika diberikan permasalahan, siswa kurang percaya diri terhadap kemampuan yang dimiliki dalam menyelesaikan permasalahan. Penelitian ini bertujuan untuk mengetahui pencapain Self Efficacy matematis siswa yang di ajar dengan model pembelajaran generatif lebih baik daripada pencapain Self Efficacy matematis siswa yang di ajar dengan pembelajaran konvensional ditinjau dari Dimensi Tingkat (Level), Dimensi Kekuatan (Strength) dan Dimensi Generilisasi (Generality). Jenis penelitian adalah quasi exsperiment dengan rancangan the randomized control group only design. Teknik pengambilan sampel dilakukan secara acak. Teknik pengumpulan data dengan menggunakan angket dan uji hipotesis dilakukan dengan menggunakan uji-t. Berdasarkan temuan penelitian disimpulkan bahwa pencapain Self-Efficacy matematis siswa yang di ajar dengan model pembelajaran generatif lebih baik daripada pencapain Self-Efficacy matematis yang di ajar dengan pembelajaran konvensional. Ditinjau dari dimensi Self-Efficacy pencapain Self-Efficacy matematis siswa yang di ajar dengan model pembelajaran generatif lebih baik daripada pencapain Self-Efficacy matematis yang di ajar dengan pembelajaran konvensional baik pada Dimensi Tingkat (Level), Dimensi Kekuatan (Strength) dan Dimensi Generilisasi (Generality)
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) PADA MATERI GEOMETRI DI KELAS VIII
No full textArtikel ini membahas tentang penerapan Model pembelajaran kooperatif tipe GI. Model pembelajaran ini merupakan model pembelajaran yang melibatkan siswa secara aktif dimulai dari tahap seleksi topik, tahap perencanaan, dan melaksanakan investigasi (penyelidikan). Model pembelajaran ini menuntut agar siswa menyiapkan laporan akhir terhadap hasil investigasi secara berkelompok yang masing-masing siswa memiliki peran yang berbeda dalam menyiapkan laporan tersebut. Siswa diberikan kebebasan dalam membagi peran masing-masing dalam menyiapkan loporan akhir, semuanya tergantung kepada kesepakatan kelompok dalam pembagian tugas masing-masing. Model pembelajaran kooperatif tipe GI membantu siswa dalam mengkomunikasikan ide-ide atau gagasannya, dimulai dari lingkup kecil atau kelompok sampai kepada lingkup yang lebih besar di depan kelas. Pembelajaran secara kooperatif bertujuan untuk meningkatkan hasil belajar siswa, karena pada hakikatnya manusia tidak bisa menyelesaikan permasalahan sendiri melainkan melibatkan orang lain tidak telepas pada pembelajaran matematika. Siswa dituntut untuk belajar secara berkelompok untuk saling berbagi satu sama lain. Hasil belajar siswa dilihat pada aspek kognitif artinya hanya melihat pada penguasaan siswa dalam memahami materi (intelektual siswa) pada masing-masing Kompetensi Dasar (KD). Kata Kunci : Model Pembelajaran Kooperatif Tipe GI, Hasil Belaja
THE INFLUENCE OF APPLICATION GENERATIVE LEARNING MODEL TOWARD MATHEMATIC PROBLEM SOLVING OF STUDENTS AT VIII GRADE
No full textThe purpose of this research is to know the influence of generative learning model to the mathematist. problem solving ability. Kind of this research is quasi exsperiment with the randomized control group only design. The population of this research are the students of the eight grade SMP Negeri 1 Rambatan. The research sampling are taken by random. VIII 1 grade is as experimental class and VIII 2 grade is as control class. The research data are collected by problem solving test. The hypothesis is tested by using t-test. Based on the research finding it concluded that, students mathematist problem solving ability who learnt by generative learning model are better than convensional learning. Seens from the students first ability, the students who have high ability learnt by generative learning model are better than the convensional learning. The students who have low ability learnt by generative learning model are not different from convensional learning
La tutela penale dei beni di interesse numismatico
No full textL'articolo analizza il concetto normativo di bene di interesse numismatico nelle particolarità che esso presenta rispetto al concetto generale di bene culturale. Le suddette particolarità traggono origine dal fatto che le monete, sin dall'antichità, si connotano non per la loro "unicità" (come di solito accade per gli altri beni culturali), ma per la loro "serialità". Di ciò il legislatore sembra prendere atto nella definizione di cose di interesse numismatico contenuta nell'art. 10, comma 4, lett. b) del Codice dei Beni Culturali, in forza della quale sono tali quelle monete che "in rapporto all'epoca, ai materiali di produzione, nonché al contesto di riferimento, abbiano carattere di rarità o di pregio". Partendo da questa definizione l'articolo si concentra sull'analisi degli orientamenti giurisprudenziali prevalenti che, forzando il dato normativo e facendo leva sull'interesse archeologico ravvisabile in ogni tipo di moneta ritrovata nel sottosuolo, hanno esteso la tutela penale delle cose di interesse numismatico anche a quelle prive di qualsiasi particolare pregio, così sostanzialmente applicando analogicamente in malam partem le norme incriminatrici previste dal Codice dei Beni Culturali. All'esito di tale analisi l'A. propone di ritornare ad una più equilibrata interpretazione delle norme in tema di protezione delle cose di interesse numismatico, dando atto di alcune timide e più recenti conferme di questo orientamento più garantista provenienti anche dalla giurisprudenza di legittimitàThe article analyzes the normative concept of good of numismatic interest in the particularities that it presents with respect to the general concept of cultural good. The aforementioned peculiarities derive from the fact that coins, since ancient times, have been characterized not by their "uniqueness" (as usually happens with other cultural heritage), but by their "seriality". The legislator seems to take note of this in the definition of things of numismatic interest contained in art. 10, paragraph 4, lett. b) of the Code of Cultural Heritage, by virtue of which coins of cultural interest are those that "in relation to the time, the production materials, as well as the context of reference, have a rarity or value". Starting from this definition, the article focuses on the analysis of the prevailing jurisprudential orientations which, by forcing the normative data and leveraging on the archaeological interest recognizable in every type of coin found in the subsoil, have extended the criminal protection of things of numismatic interest also to those without any particular merit, thus substantially applying analogously in malam partem the incriminating rules provided for by the Code of Cultural Heritage. Upon the outcome of this analysis, the Author proposes to return to a more balanced interpretation of the rules on the protection of things of numismatic interest, acknowledging some timid and more recent confirmations of this more guaranteeist orientation also deriving from the jurisprudence of legitimac
Beni paesaggistici
No full textNel capitolo XVIII del volume l'autore ricostruisce la disciplina normativa in materia di beni paesaggistici a partire dal 1939, passando attraverso il testo unico del 1999 e fino ad arrivare all'attuale "codice dei beni culturali e del paesaggio", approvato nel 2004 e sottoposto, a più riprese, a modifiche ed integrazioni.In this chapter on "landscape assets" the author reconstructs the related legislative framework since 1939, as well as the text of 1999 to the current "code of cultural and landscape heritage" approved in 2004 and subsequently amended and extended
PENERAPAN PENDEKATAN BRAIN BASED LEARNING DENGAN METODE HYPNOTEACHING TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA
Get PDFAbstract. This research is based on by the student mathematical conceptual understanding still low. The application of brain based learning approach with hypnoteaching method could be expected to overcome the problems. The purpose of this study is to determine student mathematical conceptual understanding using brain based learning approach with hypnoteaching method is better than student mathematical conceptual understanding using convensional learning. This reseach is an experimental a research which use posttest only control design. By selecting a sample class of VII-B as a class experiment and Class VII-A as a class control. Based on the hypothesis test result is obtained that tcount= 3,56 and ttable = 2,02. The conclution is “student mathematical conceptual understanding using brain based learning approach with hypnoteaching method is better than student mathematical conceptual understanding using convensional learning. Keywords: Brain Based Learning Approach, Hypnoteaching, student mathematical conceptual understanding Abstrak. Penelitian ini dilatarbelakangi oleh pemahaman konsep siswa masih rendah. Penerapan pendekatan brain based learning dengan metode hypnoteaching di duga dapat mengatasi permasalahan. Tujuan dari penelitian ini adalah untuk mengetahui pemahaman konsep matematika siswa menggunakan penerapan pendekatan brain based learning dengan metode pembelajaran hypnoteaching lebih baik dari pada pemahaman konsep matematika siswa dengan pembelajaran konvensional. Penelitian ini adalah penelitian ekperimen dengan rancangan penelitian yang digunakan adalah Posttest Only Kontrol Design. Dengan memilih sampel Kelas VII B sebagai kelas eksperimen dan kelas VII A sebagai kelas kontrol. teknik analisis menggunakan uji-t. Hasil penelitian diperoleh t hitung = 3,56 dan harga t tabel = 2,02. Kesimpulan dari penelitian ini adalah pemahaman konsep matematika siswa menggunakan penerapan pendekatan brain based learning dengan metode hypnoteaching lebih baik dari pada pemahaman konsep dengan pembelajaran konvensional. Kata Kunci: Brain Based Learning, Hypnoteaching, Pemahaman Konsep Matematik
PENERAPAN STRATEGI PEMBELAJARAN INTERAKTIF DENGAN TEKNIK PEMBELAJARAN KOLABORATIF SEND-A-PROBLEM TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS IX SMP
Get PDFAbstract. Mathematical problem solving is a process that includes understanding problems, planning problem solving, solving problems and checking again. Writing this article aims to determine the mathematical problem solving abilities of students by applying interactive learning strategies with collaborative learning techniques a-problem and conventional learning. This study was a quasi-experimental study with a randomized subject design posttest only control group design. Data collection techniques in the form of essay tests by testing hypotheses using the t-test. The results of the hypothesis test concluded that mathematical problem solving ability with the application of interactive learning strategies with collaborative learning technique is a problem better than conventional learning.Keywords: Interactive Learning, Collaborative Techniques Send-a-Problem, Mathematical Problem Solving Abilit
Aspectos lingüísticos de la obra poética de Hugo de Urriés
No full textEn el presente estudio se ofrecen algunas calas en aspectos destacados de la lengua de Hugo de Urriés, un poeta aragonés del siglo XV cuya obra se conserva en nueve cancioneros manuscritos, en particular, en las tres compilaciones que recogen la gran mayoría de sus poemas, a saber, el Cancionero de Herberay des Essarts, el Cancionero de San Román o de Gallardo y el Cancionero de Vindel. El objetivo de este trabajo es el de hacer hincapié en los aspectos idiomáticos y expresivos de Urriés, demostrando que el usus scribendi de este poeta presenta rasgos idiosincrásicos peculiares y también cuantiosos caracteres léxicos y morfosintácticos propios del contexto lingüístico aragonés. Los ejemplos extraídos del corpus poético de Urriés son sobre todo aragonesismos, términos inusitados y vocablos relacionados con su poética. También se ponen en evidencia algunos usos ortográficos propios de Aragón que se han detectado en su obra en verso, los cuales a veces pueden depender de los copistas —sobre todo los que carecen de valor fonológico—, pero no dejan de ser interesantes porque vinculan aún más mosén Hugo al entorno lingüístico y cultural del aragonés. Además, algunos caracteres idiomáticos del corpus poético de Urriés se contrastan con los de los demás textos que tenemos de este autor: dos cartas autógrafas y el Prólogo a su traducción de Factorum et dictorum memorabilium libri IX de Publio Valerio Máximo. Para llevar a cabo el análisis de los elementos lingüísticos seleccionados, se ha establecido un conjunto de estudios y repertorios de referencia, que abarca obras lexicográficas dedicadas al castellano medieval y a la diacronía del español, ensayos de dialectología sobre el aragonés y —a pesar de sus límites—, el CORDE de la Real Academia.The present study examines some noteworthy linguistic aspects of Hugo de Urriés’ works. Urriés is an Aragonese 15th century poet whose verses are preserved in nine manuscript songbooks, in particular in the three collections that contain the majority of his poems: the Cancionero de Herberay des Essarts, the Cancionero de San Román or de Gallardo and the Cancionero de Vindel. The aim of this essay is to focus on Urriés’ idiomatic and expressive aspects in order to demonstrate that his usus scribendi shows idiosyncratic features and also a large number of Aragonese lexical and morphosyntactical characteristics. The selected examples from Urriés’ poetic corpus are above all aragonesismos, unusual terms and words related to his poetics. Moreover, this essay calls attention to some orthographical peculiarities typical of Aragon, which can be found in his lyric works and which may depend on copyists —especially those that have no phonetic value—; nevertheless, they are interesting because they strengthen the connection between Urriés and the Aragonese linguistic and cultural context. Furthermore, some features of Urriés’ poetic corpus are compared to those found in other texts by the same author: two autographic letters and the preface to his translation of Factorum et dictorum memorabilium libri IX by Publius Valerius Maximus. To carry out the analysis of the selected linguistic elements, a set of bibliographical references has been used. They include lexicographical works about mediaeval Castilian and Spanish diachronic evolution, essays on dialectology dealing with Aragonese and —notwithstanding its limits—, the CORDE of the Real Academia
GUNAAN MODEL PEMBELAJAR MIND MAPPING TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VIII
Get PDFPenelitian ini dilatarbelakangi oleh pemahaman konsep matematika siswa kelas VIII Sekolah Menengah Pertama Negeri 2 Rakit Kulim masih rendah. Penelitian ini bertujuan untuk mengetahui pemahaman konsep matematika siswa dengan penggunaan model pembelajaran mind mapping lebih baik daripada pemahaman konsep matematika siswa dengan penggunaan pembelajaran konvensional kelas VIII Sekolah Menengah Pertama Negeri 2 Rakit Kulim. Jenis penelitian yang digunakan adalah penelitian eksperimen dengan rancangan penelitian yaitu randomized control group only design. Populasi pada penelitian ini kelas VIII, yang menjadi sampel kelas VIII A dan VIII B Teknik analisis data menggunakan uji-t sebagai uji hipotesis, hasil analisis diperoleh = 4,363 dan = 2,01, karena > diperoleh kesimpulan bahwa pemahaman konsep matematika siswa dengan menggunakan model pembelajaran mind mapping lebih baik daripada pemahaman konsep matematika siswa dengan penggunaan pembelajaran konvensional di kelas VIII Sekolah Menengah Pertama Negeri 2 Rakit Kulim
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