1. Defining Stage 2. Designing Stage 3. Developing Stage 4. Dissemination Stage B. Discussion
1. The Feasibility of the Lesson Plan for Project-based Learning
2. The Feasibility of the LKPD for Project-based Learning
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion
B. Suggestion
BIBLIOGRAPHY APPENDIXES
71
80 80 85 85 99 100 100 113
119 120
124 125
Appendix 5.12. The Example of List of Tables
LIST OF TABLES
Number Title Page
Table 2.1. Instructional Structure of Physics
2013 Curriculum 92
106 108 112 112 117 132 160 163 195 196 197 198 Table 2.2. Galileo experiments on Motion
Table 2.3. Things and Their Movement
Table 2.4. The acceleration of free fall due to gravity of the Earth
Table 2.5. Gravity acceleration on planetary things Table 2.6. Friction coefficient of some things Table 2.7. Summary of Fundamental Forces Table 3.1. Criteria of Expert Validation Result Table 3.2. Criteria of Expert Validation
Table 4.1. Expert Validation Result on Lesson Plan Table 4.2. Expert Validation Result on LKPD
Table 4.3. Expert Validation Result on Instructional Material Table 4.4. Expert Validation Result on Evaluation Instrument
Appendix 5.13. The Example of List of Figures
LIST OF FIGURES
Number Title Page
Figure 2.1. Syntax Project-based Learning 69
109 114 115 117 119 142 147 154 155 156 207 207 208 Figure 2.2. The Gravity
Figure 2.3. Kinetic Friction
Figure 2.4. Microscopically rough steel Figure 2.5. Coefficient of friction Figure 2.6. Mass distribution Figure 2.7. Theoritical Framework Figure 3.1. Gantt Chart Research
Figure 3.2. Development Model Summary Figure 3.3. Design One-Shot Case Study Figure 3.4. Posttest-Only Control Design
Figure 4.1 Bivariate Normality Test
Figure 4.2. Varian Equality Test Result with Levene's Test Figure 4.3. Similarity Test of Variant-Covariant Matrix with
Box's Test
Appendix 5.14. The Example of List of Appendixes
LIST OF APPENDIXES
Number Title Page
Appendix 1.1 The Observation Result of Year X of SMA N 3
Majene 51 Appendix 1.2 Interview Result of Year X Teacher at
SMA N 3 Majene
Appendix 1.3 Lesson PlanProject-based Learning Appendix 1.4 LKPD Project-based Learning
Appendix 1.5 Instructional Material Project-based Learning Appendix 1.6 The blueprint of PjBL Evaluation Instrument Appendix 2.1 The Validation Sheet of Feasibility Test Instrument Appendix 2.2 Questionnaire for the feasibility of the Lesson Plan Appendix 2.3 Questionnaire for the feasibility of the LKPD Appendix 2.4 Questionnaire for Students' Response on LKPD Appendix 2.5 Questionnaire for Students' Response to Teaching
Material
Appendix 3.1 The Analysis of Expert Evaluation on Lesson Plan Appendix 3.2 The Analysis of Expert Validation on LKPD
Appendix 3.3 QUEST Analysis on Multiple Choice Question Item (Empirical
Test)
Appendix 3.4 Reliability Test of Experimental Question Item (Empirical
Test)
Appendix 4.1 The Decree for Assigning the Supervisor Appendix 4.2 The Permit Letter for Pre-Survey
Appendix 4.3 Thesis Proposal Seminar Report
Appendix 4.4 Statement Letter of The Validation of Instrument Feasibility
Evaluation
Appendix 4.5 Statement Letter of Feasibility Evaluation by UNY Lecturer
Appendix 4.6 Research Permit Letter
Appendix 4.7 Statement Letter of Conducting the Research Appendix 4.8 Research Documentation
Appendix 5.15. The Example of Theoritical Framework
TAPPS
Introducing the initial information about learning material
Providing problems as problem-solving questions related to daily life activities.
Thinking Aloud: The teacher
provides the time for every student to understand the problem and giving questions regarding their
understanding and asking the problems.
Pair: Each pair discuss the solution for each problem.
Problem Solving: Problem Solver applies the problem-solving plan
assisted by the series of questions from the listener.
The teacher asks one of the students to present their discussion results in front of the class.
The other students respond to the discussion result presented by the students.
The teacher evaluates the students' answers and strengthens the students' answers as well as provides the solution for the difficulties.
Problem Solving:
Reviewing
The teacher identifies the students who have/haven't understood the learning material by seeing their discussion result and give an additional score.
Notes:
Source:
it means it is effective
Figure 2.7. Theoritical Framework Flow Cart
Appendix 5.16 The Example of Bibliography
BIBLIOGRAPHY
Ampa, A. T., Basri, M., & Andriani, A. A. (2013). The development of contextual learning materials for English speaking skills. International Journal of Education and Research, 1(9), 1–10. https://www.ijern.com/journal/
September-2013/11.pdf
Amry, A. B. (2014). The impact of WhatsApp mobile social learning on the achievement and attitudes of female students compared with face to face learning in the classroom. European Scientific Journal, 10(22), 116–136.
https://eujournal.org/index.php/esj/article/view/3909
Baran, E. (2014). A review of research on mobile learning in teacher education.
Journal of Educational Technology & Society, 17(4), 17-32.
https://www.jstor.org/stable/jeductechsoci.17.4.17
Casmini. (2014). Evaluasi dan peninjauan kurikulum BK berbasis KKNI.
HISBAH: Jurnal Bimbingan Konseling dan Dakwah Islam, 11(1), 125- 144. http://ejournal.uin-suka.ac.id/dakwah/hisbah/article/view/156 DiMarzio, J. (2008). Android a programmer’s guide. Mc Graw Hill.
Dykstrea, D. I., Boyle, C. F., & Monarch, I. A. (1992). Studying conceptual change in learning physics. Science Education, 76, 615-652. https://doi.
org/10.1002/sce.3730760605
Ekowati, K., Darwis, M., Upa, H. M. d. P., & Tahmir, A. (2015). The Application of Contextual Approach in Learning Mathematics to Improve Students Motivation at SMPN 1 Kupang. International Education Studies, 8(8), 81- 86. http://www.ccsenet.org/journal/index.php/ies/article/view/51498 Felker, D., & Dobbs, J. (2011). Android application development for dummies.
Wiley Publishing, Inc.
Appendix 5.17. The Example of Research Schedule
NO ACTIVITY MONTH
Jan Feb Mar Apr May Jun Jul Aug Sep Oct 1. Research Preparation
a. Dealing with the permit b. Talk to the head master
and teacher
c. Creating the questioner and reading test
d. Trying out the questioner e. Analyzing the result of try
out test and revise the questioner and the test f. Final check and duplicating
the questioner and the test 2 Conducting Research
a. Conducting the pretest reading and measuring the reading interest
b. Conducting the experiment c. Conducting the posttest d. Analyzing the data from
the experiment
3 Writing the report/thesis a. Draft writing
b. Thesis Writing 4 Thesis Examination
and Revision
Appendix 6.1. Writing Hierarchical Rule 1. Competency Mastery (sub subchapter)
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a. Concept Mastery (the fourth level)
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 1) Science Processing Skill (the fifth level)
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a) Biology Lab Work (the sixth level)
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx (1) Genetics Observation (the seventh level)
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx (a) Hardy-Weinberg Principle (The Eighth Level)
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