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Yes Bab 1 bilangan cacah sampai 99 1 a.membilang dan mengurutkan anak anakku yang hebat banyak benda 2 coba perhatikan dengan cermat jangan tergesa gesa lakukan b.nilai tempat 10 dengan tepat c.penjumlahan 11 d.pengurangan 13 kemudian jawablah dengan cepat e.sifat pertukaran dan pengelom sudahkah kau tahu pokan 15 pukul Inilah pembahasan lengkap terkait lks ipa sd kelas 4 semester 1.Bentuk panjang dari bilangan 3.756 adalah. Lks matematika 49 kelas 1 v kata pengantar daftar isi matematika. When the teaching and learning process takes place, the author will see more, begin to be active and think in various actions. Therefore, you can research on this subject by demanding responsibilities and collecting assignments. LKS is made from the subject matter that will be studied, the purpose of the worksheet, the fields to be carried out by students based on the information learned. Jakarta: Kencana.LKS is a student worksheet designed by both individual and group teachers, where the student worksheets are made in accordance with the work procedures that will be carried out by the tools and materials provided by the school or teacher and to carry out the learning. Metode Penelitian Kuantitatif, Kualitatif dan Penelitian Gabungan. Undang-Undang Republik Indonesia Nomor 20 tahun 2003, Sistem Pendidikan Nasioanl, Lembaga Negara Tahun Republik Indonesia Tahun 2003 Nomor 4301.
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Metode Penelitian Pendidikan : Pendekatan Kuantitatif, Kualitatif, dan R&D. Semarang: Pusat Pengembangan Mku-Mkdk Unnes. “UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA MELALUI PENDEKATAN SCIENTIFIC DENGAN PEMBELAJARAN COOPERATIVE LEARNING PADA SISWA KELAS IV SEKOLAH DASAR.” Journal of Elemantary School (JOES) 3: 29–37.
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“Validitas Lks Matematika Dengan Pendekatan Saintifik Berbasis Outdoor Pada Materi Bangun Datar” 2 (2): 148–58. Jakarta: Prestasi Pustakaraya.įebriandi, R. Mengembangkan Pembelajaran Aktif, Inovatif, Kreatif, Efektif, Menyenangkan, Gembira dan Berbobot. Keywords : Influence, Paikem Gembrot, MathĪmri, Sofan & Iif Khoiru Ahmadi. So it can be concluded that from the results Ha received means that there is an influence in the use of the PAIKEM GEMBROT model in fourth grade students of SD Negeri 16 Pagar Alam. Provided that if the significance value is 0.000 <0.05, then Ho is rejected and Ha is accepted. Based on the output results of the Paired Sample T – Test, it is known that the significance value (Sig.) (2-tailed) is 0.000. Furthermore, by conducting a t-test that students' mathematics learning outcomes got an average Pretest score of 68.78 and an average Posttest score of 78.04 with a descriptive conclusion that there were differences in student learning outcomes.
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Analysis of data testing using the t test, it can be seen through the normality test that was carried out previously with a significance value of 0.200> 0.05 and it was stated that the data were normally distributed.
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The research design used in this study was only one group so it did not require a control class. The researcher took class IV to serve as the research sample, totaling 27 students as the experimental class. The sampling technique in this study is to use a saturated sample technique where all students are used as research samples. This research aims to determine the effect of the PAIKEM GEMBROT model on mathematics learning outcomes for fourth grade students of SD Negeri 16 Pagar Alam.
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