Danaryanti 2 Elli Kusumawati 2
C. Findings And Discussion Result
absorptive power exceeds the value of Minimum Decision Criterion.
Learning completeness is achieved when classically at least 85% of students in the class have been thoroughly studied (Mendiknas, 2007).
From the results of analysis, learning mathematics with domino trigonometric learning media is said to be effective if the two aspects below are met, namely: 1) mastery learning; 2) Student response
With the completeness aspect met.
b) Analysis of Student Response Data
Student response data obtained through questionnaire was analyzed by using descriptive statistic with percentage. Students 'responses are said to be effective if students' answers to positive statements for each aspect responded to each learning component are 80 percent.
2) Inferential Statistics Analysis
Inferential statistical analysis is done to test the research hypothesis, that is:
learning result of student that follow learning by using domino trigonometric learning media better than result of student learning following learning by conventional method for material of angle value specially trigonometry at class X. Testing done by using statistic test t test.
C. Findings And Discussion
found from the respondents overall got the lowest score of 7 and the highest 17, with the average score 13, 14 with standard deviation (SD) 2.55.
Student Mathematics Learning Data Class Control
Based on the data obtained from the student learning outcomes in the mathematics learning material, the specific angle values of trigonometry for the group given the treatment of learning by not using trigonometric / conventional domino (control class) learning, were found from the overall respondents obtained the lowest score 5 and the highest 18, with average score of 11.27 with standard deviation (SD) 3.19.
Testing Requirements Analysis
Prior to data analysis, we first test the analytical requirements to meet the requirements of the variance analysis technique. As the test requirements analysis used data normality test and homogeneity test of population variance.
1. Normality Test
The data normality test was performed to find out whether the sample used in this study came from a normally distributed population. Technique used to test data normality by using Liliefors test. Acceptance or rejection of Ho based on price comparison L calculate with L table at significant level α = 0.05.
The normality test is performed on the data obtained from the experimental class. Test results data can be seen in the following table:
From the result of normality test of learning result data stated that Lhitung of learning in experiment class and control class is below specified denial limit. Thus it can be concluded that the data distribution of student learning outcomes in the experimental class and control class is normal distribution.
2. Homogeneity Test
To find out the homogeneity of variance between groups compared, the data homogeneity test was done. The analysis technique used for homogeneity test is Fisher test. Homogeneity test performed with significant level sebsar 5%.
The test criterion is based on the comparison of probability count value with a significant level of 5%. If the probability value of the count is less than the value of the table, the inter-group variance tested is homogeneous. Homogeneity tests were performed on data obtained from both treatment classes.
From the calculation results seen that F arithmetic = 1.56 <F table ( = 0,05) = 1.75, can be drawn conclusion data obtained come from homogenous population.
Hypothesis testing
From the results of the test data analysis requirements note that the research data is a normal and homogeneous distributed data, so that hypothesis testing can be done.
From the calculation results with t test, obtained for t arithmetic = 2.76 and t table
= 2.01 at 5% significant level. This means t arithmetic> t table, thus the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. It can be concluded that the use of domino trigonometry in the learning of trigonometric material is better than conventional learning.
Discussion of Research Results
Based on the results of the calculation in the research obtained obtained that the results of learning mathematics students who are taught with learning using domino trigonometric media higher than the results of learning mathematics students who were taught by conventional methods. This is possible because learning by using domino trigonometry students do not feel overwhelmed, or forced. The use of domino trigonometry as a learning medium can create a more relaxed learning atmosphere and the atmosphere of learning turns into an atmosphere in the game.
The use of trigonometric dominoes in learning creates a more relaxed atmosphere. This is due to the use of domino trigonometry to create a class atmosphere like in a game of dominoes. So that all students are actively involved in the game and do not feel like they are learning math as used in conventional methods.
The pleasant atmosphere caused by learning by using trigonometric domino learning media directly can improve the effectiveness of learning. This is due to the use of domino trigonometry can also be used outside the learning hours can also be done formally and non-formal. Besides domino trigonometry can also be done without the teacher
Lessons learned using domino trigonometric learning media are believed to be superior in improving students' mathematics learning outcomes, especially in the mastery of trigonometry. For students who have learned with domino trigonometric learning media, do not feel burdened by conventional delivery methods commonly used by math teachers in the delivery of special angle values trigonometry.
Based on the data obtained also indicated that the average value of mathematics learning outcomes of students who were taught using domino trigonometric
learning media is higher than the average score of students' mathematics learning outcomes taught using conventional methods. From the comparison of the average results obtained to give a conclusion that the results of learning mathematics students who were taught using domino trigonometric learning media is higher than the results of learning mathematics students who were taught using conventional methods.
Limitations of Research
Although this research has been best done, this research can not be separated from the limitations in terms of research methods, field implementation, and in terms of writing the results achieved. Some limitations in this study include:
First, In the implementation of research, the treatment is carried out by the same teacher in both learning mediums being studied. So the possibility of treatment conducted by teachers in each media less achieved with the maximum.
Secondly, the subject matter taught in the treatment is limited only to the subject matter of trigonometry, especially to the specific angle of trigonometry, whereas in the mathematics lesson there are still many basic subjects to be taught. Third, students who are the subject of the study are not strictly controlled outside of school, so the possibility of learning time from different learning experiences of each subject beyond the treatment provided affects the student's ability.
D. Conclusion
The conclusion of this article is : (1) The use of trigonometric domino learning media can improve students' learning motivation; (2) The use of domino trigonometric learning media can improve the effectiveness of learning; (3) The use of dominant trigonometric learning media can increase the mastery of trigonometric specific angle values.