PENGARUH IMPLEMENTASIudSTRATEGI PEMBELAJARAN THINK TALK WRITEudTERHADAP PRESTASI BELAJAR MATEMATIKA SISWA DALAM udMENYELESAIKAN SOAL CERITA DITINJAU DARI KEMANDIRIAN udBELAJAR SISWA PADA SISWA SMK JURUSAN BISNIS MANAJEMEN udKOTA MADYA SURAKARTA udTAHUN AJARAN 2008/2009

摘要

This research aims to determine: (1) Whether the implementation of learning udstrategy Think Talk Write (TTW) produce student achievement in mathematics in udsolving story task better than student achievement in mathematics in solving story udtask using direct instruction. (2) Whether the student achievement in mathematics in udsolving story task for students who have high students learning autonomy is better udthan the students who have medium students learning autonomy was, whether the udstudent achievement in mathematics in solving story task for students who have high udstudents learning autonomy is better than the students that have low students learning udautonomy was, and whether the student achievement in mathematics in solving story udtask for students who have medium students learning autonomy is better than the udstudents that have low students learning autonomy was. (3) whether there is anudinteraction effect of learning strategy and students learning autonomy to student udachievement on mathematics in solving the story task.udThis research is a quasi experimental with 2 x 3 factorial design. The udpopulation is all student of class X of SMK Programs Business Management udSurakarta Municipality. Sample was stratified cluster random sampling, which is uddone by random sampling in populations consisting of several strata, and udrandomization carried out on groups not individuals. The sample in this research were ud222 students who represent the population. The instrument used in data collection is udquestionnaire is used to measure students learning autonomy and test method is used udto collect the data of learning achievement of students in solving mathematics story udtask. Before the questionnaire and tests are used to collect data first be tested. In the udquestionnaire students' self study tests conducted to determine the validity and udreliability, validity test performed by the content validity and reliability techniqueudwas used to test the Alpha. Was to test students’ mathematics achievement test udconcerning the level of difficulty, different power, validity and reliability.udHypothesis testing using Anava two cell lines which different, with a udsignificance level of 5%. Previous balancing test weighted - average and prerequisite udtest involving the testing of normality and homogeneity tests. The average balance udtest using the t test and normality test using Liliefors test, normality test involvingudexperimental group, control group, high students learning autonomy, medium udstudents learning autonomy and low students learning autonomy. Test of homogeneity using Barlett test involving the learning strategies and students learning udautonomy.udBased on the results of research can be concluded (1) learning achievement of udstudent in solving mathematics story task on the implementation of learning strategyudThink Talk Write is better than learning achievement of student in solving udmathematics story task using direct instruction strategy. (2) the student achievement udin mathematics in solving story task for students who have high students learning udautonomy is better than the students who have medium students learning autonomy, udthe student achievement in mathematics in solving story task for students who have udhigh students learning autonomy is better than the students that have low students udlearning autonomy, and the student achievement in mathematics in solving story taskudfor students who have medium students learning autonomy is better than the students udthat have low students learning autonomy. (3) On learning strategy Think Talk Write, udlearning achievement of student in solving mathematics story task on the students udwho have high students learning autonomy is better than the students who have udmedium students learning autonomy is, students who have high students learning udautonomy is better than the students who have low students learning autonomy, and udstudents who have medium students learning autonomy is better than the students udwho have low students learning autonomy. Similarly at the direct instruction strategy.udAt every level of student learning autonomy either high, medium or low, the learningudachievement of student in solving mathematics story task to learning with the udlearning strategy Think Talk Write is always better than direct instruction strategy.