ANALISIS BUTIR SOAL PADA MODUL GEOGRAFI SMA KELAS XII PENERBIT CV GRAHADI DALAM MENDUKUNG KECERDASAN BERPIKIR SPASIAL

Meitawati, Ratna Dyah Ayu and -, Ratih Puspita Dewi, S.Pd., M.Pd (2021) ANALISIS BUTIR SOAL PADA MODUL GEOGRAFI SMA KELAS XII PENERBIT CV GRAHADI DALAM MENDUKUNG KECERDASAN BERPIKIR SPASIAL. Skripsi thesis, Universitas Muhammadiyah Surakarta.

	PDF (Naskah Publikasi) NASKAH PUBLIKASI RATNA.pdf Download (1MB)
	PDF (Halaman Depan) HALAMAN DEPAN.pdf Download (12MB)
	PDF (Bab I) BAB I.pdf Download (574kB)
	PDF (Bab II) BAB II.pdf Restricted to Repository staff only Download (12MB)
	PDF (Bab III) BAB III.pdf Restricted to Repository staff only Download (12MB)
	PDF (Bab IV) BAB IV.pdf Restricted to Repository staff only Download (12MB)
	PDF (Bab V) BAB V.pdf Restricted to Repository staff only Download (483kB)
	PDF (Daftar Pustaka) DAFTAR PUSTAKA.pdf Download (563kB)
	PDF (Lampiran) LAMPIRAN.pdf Restricted to Repository staff only Download (10MB)
	PDF (Surat Pernyataan Publikasi) SURAT PERNYATAAN PUBLIKASI ILMIAH.pdf Restricted to Repository staff only Download (190kB)

Abstract

Textbooks are one type of book used to support learning at various levels of education, one of which is high school level. This study aims 1) to find out how far questions in geography textbooks support spatial thinking intelligence, and 2) to determine the integration of spatial thinking components in questions contained in geography textbooks to support spatial thinking skills. The method used in this research is to use qualitative research with a research design in the form of content analysis. The research subjects were 3 respondents, namely lecturers, teachers, and students. Collecting data in this study using interviews and questionnaires. The parameters for spatial thinking are as follows: Concept of space, Spatial representation tools and Spatial reasoning process. The results show that (1) the size of the questions in the geography textbook on the intelligence of spatial thinking based on the three respondents, namely a) the component of the spatial concept according to the three respondents with the number of non-spatial acquisitions of 92, 15 spatial primitives, 78 simple spatial, and 115 spatial complex , b) the component of the spatial representation tool based on the results of the filling in the three respondents has similarities, namely by getting the results on the 100% non-use sub-component, c) the spatial reasoning process component based on the results of filling in the three lecturer respondents; input 49%, processing 41%, output 10%, teachers; input 42%, processing 33%, output 25%, and students; input 46%, processing 42%, output 12% (2) the results of data analysis show that the questions in the geography textbook do not integrate the components of spatial thinking with the acquisition of cells in subjects a) the lecturer is in cell numbers 1, 2, 3, 7, 13 , 14, 15, 19, 20, and 21, b) teacher cell numbers 1, 2, 3, 7, 8, 13, 14, 15, 19, 20, and 21, c) students on cell numbers 1, 2, 3, 7, 13, 14, 15, 19, 20, and 21. Where all the cell numbers are cells that describe the absence of integrated spatial components, due to the absence of visual displays such as maps, diagrams, pictures, etc., in the geography module of the publisher. Cv Grahadi. Given the lack of integration of the spatial component, it is necessary to have a spatial component.

Item Type:	Karya ilmiah (Skripsi)
Uncontrolled Keywords:	Textbooks, Geography, Spatial Thinking Intelligence, Questions
Subjects:	L Education > L Education (General)
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Geografi
Depositing User:	RATNA DYAH AYU MEITAWATI
Date Deposited:	23 Mar 2021 02:51
Last Modified:	23 Mar 2021 02:51
URI:	http://eprints.ums.ac.id/id/eprint/90283

Actions (login required)

View Item