• Tidak ada hasil yang ditemukan

S IPSE 1100997 Table of content

N/A
N/A
Protected

Academic year: 2017

Membagikan "S IPSE 1100997 Table of content"

Copied!
5
0
0

Teks penuh

(1)

Anggita novianti, 2015

STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST OF CONTENTS

SHEET OF LEGITIMATION ... i

DECLARATION ... ii

LIST OF APPENDICES ... xi

CHAPTER II INTRODUCTION ... 1

A. Background ... 1

B. Research Problem ... 5

C. Research Question ... 5

D. Limitation of Problem... 5

E. Research Objective ... 6

F. Significance of Research ... 6

CHAPTER II LITERATURE REVIEW ... 7

A. Students’ Question ... 7

B. Inquiry-Type Laboratory ... 9

C. Thermal Energy Concept ... 12

D. Relevant Research ... 14

CHAPTER III RESEARCH METHODOLOGY ... 15

A. Research Method and Research Design ... 15

B. Population and Sample ... 15

C. Operational Definition ... 16

D. Research Instrument ... 17

E. Research Procedure ... 18

CHAPTER IV RESULTS AND DISCUSSIONS ... 22

A. Student’s Questions in Planning Stage of Inquiry-Type Laboratory... 22

(2)

Anggita novianti, 2015

STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

C. Student’s Questions in Discussion Stage of Inquiry-Type Laboratory ... 38

D. Discussion……….42

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ... 53

A. Conclusions ... 53

B. Recommendations... 53

REFERENCES ... 55

APPENDICES ... 58

(3)

Anggita novianti, 2015

STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST OF TABLES

Table 2.1 The Differences of Productive and Non-Productive Questions ... 9

Table 2.2 Skills and Abilities in An Inquiry-Type Experiment ... 10

Table 2.3 Essential Features of Classroom Inquiry and Their Variations ... 11

Table 3.1 Stages of Inquiry-Type Laboratory………15

Table 3.2 Framework of Recording Transcription ... 18

Table 4.1 Productive and Non-Productive Questions in Planning Stage ... 23

Table 4.2 Written Questions ... 23

Table 4.3 Distribution of Questions in Planning Stage (Group T1) ... 27

Table 4.4 Distribution of Questions in Planning Stage (Group T2) ... 29

Table 4.5 Distribution of Questions in Planning Stage (Group N1) ... 30

Table 4.6 Distribution of Questions in Planning Stage (Group N2) ... 31

Table 4.7 Productive and Non-Productive Questions in Experiment Stage ... 33

Table 4.8 Distribution of Questions in Experiment Stage (Group T1) ... 34

Table 4.9 Distribution of Questions in Experiment Stage (Group T2) ... 35

Table 4.10 Distribution of Questions in Experiment Stage (Group N1)... 36

Table 4.11 Distribution of Questions in Experiment Stage (Group N2)... 37

Table 4.12 Productive and Non-Productive Questions in Discussion Stage ... 38

Table 4.13 Distribution of Questions in Discussion Stage (Group T1) ... 39

Table 4.14 Distribution of Questions in Discussion Stage (Group T2) ... 40

Table 4.15 Distribution of Questions in Discussion Stage (Group N1) ... 41

(4)

Anggita novianti, 2015

STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST OF FIGURES

Figure 2.1 Examples of Each Types of Heat Transfer ... 13

Figure 3.1 Research Scheme ... 20

Figure 4.1 Illustration of Experiment Using Marshmallows ... 42

Figure 4.2 Illustration of Experiment Using Thermometers ... 44

Figure 4.3 The Distribution of Questions at Each Inquiry Stages ... 46

(5)

Anggita novianti, 2015

STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST OF APPENDICES

APPENDIX A :RESEARCH INSTRUMENT ... 58

A.1 Worksheet ... 59

A.2 Rubric of Question Classification ... 62

A.3 Rubric of Recording Transcription ... 62

A.4 Recording Transcription Form ... 62

A.5 Lesson Plan ... 63

APPENDIX B : RESEARCH DATA ... 66

B.1 List of Students’ Questions ... 67

B.2 Recording Transcription ... 71

B.3 Written Questions on Planning Stage ... 99

B.4 Sample of A Filled Student's Worksheet………..101

APPENDIX C : RESEARCH DOCUMENTATION ... 104

Referensi

Dokumen terkait

posisi fitur pada wajah seperti mata, hidung, dan mulut sehingga peran dari blok pre- processing cukup vital dalam sistem pengenalan wajah yang telah dibuat,

Keputusan hakim yang menyatakan seseorang bersalah atas perbuatan pidana yang dimaksud dalam pasal 13, menentukan pula perintah terhadap yang bersalah untuk

Tubektomi (Metode Operasi Wanita/ MOW) adalah metode kontrasepsi mantap yang bersifat sukarela bagi seorang wanita bila tidak ingin hamil lagi dengan cara mengoklusi tuba

 As a Budget Acting manager of Central Fiscal Authority ( CFA ), East Timor Transitional Administration, 2000;.  As the Budget Manager of Central Fiscal Authority ( CFA ), East

PENGGUNAAN OPEN-GUIDED INQUIRY WORKSHEET DALAM PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KEGIATAN OSEAN DAN PRESTASI BELAJAR SISWA SMP.. Universitas Pendidikan Indonesia |

Engagement >>>>> contracting.. award the entity that exerts the representation of the public service must request to the court or the competent organ that the nullity

Analisis buku tematik terpadu kurikulum 2013 Kelas IV Sekolah Dasar.. Universitas Pendidikan Indonesia | repository.upi.edu |

Memperhatikan pentingnya dilakukan upaya-upaya sebagaimana dimaksud dalam Pasal 7 tersebut, maka khususnya untuk menanggulangi penyak i t menular yang dapat menimbulkan