EKSPERIMENTASI MODEL PEMBELAJARAN LEARNING CYCLE 7E (LC7E) DAN LC7E DISERTAI ASSESSMENT FOR LEARNING (AFL) PADA MATERI PELUANG DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS XI SMA DI KABUPATEN KARANGANYAR TAHUN PELAJARAN 2015/2016

摘要

ABSTRACT Aprillia Cosasi, S851408008. The Experimentation of Learning Cycle 7E (LC7E) Model and LC7E using Assesment for Learning (AfL) on The Topic of Probability Viewed from Students’ Multiple Intelligences for Class Grade XI of State Senior High Schools in Karanganyar Year 2015/2016. Advisor 1: Dr. Mardiyana, M.Si. Advisor 2: Dr. Sri Subanti, M.Si. Thesis: The Graduate Program in Mathematics Education, Faculty of Teacher Training and Education, Sebelas Maret University. Surakarta, Indonesia. 2015. This study aims to verify: (1) which students have better achievement, those who are taught by learning model LC7E, LC7E using AfL, or direct learning; (2) Which students have better multiple intelligence, those who have intrapersonal intelligence, linguistic intelligence, or interpersonal inteligence; (3) For each learning model, which students who have better achievement in Mathematics, those who have intrapersonal intelligence, linguistic intelligence, or interpersonal inteligence (4) For each multiple intelligence, which students who have better achievement in Mathematics, those who are given learning model LC7E, LC7E using AfL, or direct learning. This study is classified into experimental study. The populations of the study are grade XI natural class students of state senior high schools in Karanganyar year 2015/2016. Stratified cluster random sampling is utilized for collecting samples. The data collection technique of the study includes (1) documentation to know grades for even semester of grade X, for achievement data of pre-experiment; (2) a test to know students’ achievement in learning Mathematics; (3) and a questionnaire to know students’ multiple intelligences. One way Anova test is applied before conducting the study for three different samples. Prerequisite test is performend normality test using Liliefors method and homogeneity test using Bartlett method. Two ways Anova with 3x3 of factorial design is used for hypothesis test. If the results of variance analysis show that the null hypothesis is rejected, then post anava advence test will be done using Scheffe’ method. Based on the analysis, it can be concluded: (1) the students who are taught by learning model LC7E using AfL have better achievement in learning Mathematics than those who are taught using LC7E and direct learning model, while the students who are given LC7E learning model have the same achievement as those who are given direct learning model, (2) linguistic inteligence students have better achievement than intrapersonal intelligence and interpersonal intelligence students, while intrapersonal intelligence students have better achievement than interpersonal intelligence students, (3) in the LC7E learning model, intrapersonal intelligence students have better achievement than lingustic intelligence and interpersonal intelligence students, while linguistic intelligence students have same achievement as interpersonal intelligence students. In the LC7E using AfL learning model, interpersonal intelligence students have better achievement than linguistic intelligence students, while linguistic intelligence students have same achievement as intrapersonal intelligence students. In the direct learning model, linguistic inteligence students have better achievement than intrapersonal intelligence and interpersonal intelligence students, while intrapersonal intelligence students have same achievement as interpersonal intelligence students, (4) in intrapersonal intelligence category, the students who are taught by LC7E learning model have the same achievement as those who are taught using LC7E using AfL learning model, while the students who are given LC7E learning model and LC7E using AfL learning model have better achievement than those who are given direct learning model. In linguistic intelligence category, the students who are taught by LC7E learning model have the same achievement as those who are taught using LC7E using AfL, while the students who are given direct learning model have better achievement than those who are given LC7E using AfL learning model. In interpersonal intelligence category, the students who are taught by LC7E using AfL learning model have better achievement than those who are taught using LC7E learning model and direct learning model, while the students who are given LC7E learning model have better achievement than those who are given direct learning model. Keywords: Learning Cycle 7E (LC7E), Assesment for Learning (AfL), Direct Learning, Multiple Intelligence.