Developing Teaching Materials Of Teaching Learning Process With Classroom Action Research

Developing teaching materials of teaching learning process with a class action research carried out to facilitate teachers in teaching their students and that students are able to understand the material presented and the teacher can solve the given problem. Classroom Action Research is a process of reflective thinking collectively under taken by participants in certain social situations in order to improve the rationality and justice. The study was conducted to solve practical and specific problems. The research was carried out in organizations, communities, schools and communities. This study is rooted in critical theory (critical theory) who believes that truth is temporary so it needs to make changes through the actions planned.
Characteristics of classroom action research is focused on solving practical problems and specifically through the provision of planned actions, the collaboration between teachers and teacher, lecturer and teacher of teachers with researchers in the planning to the implementation of Developing Teaching Materials Of Teaching Learning Process. The stage in the research class actions, namely:

1. Identify the problem
2. Action plan (pay attention to the relevant theory and research)
3. Gather data (observations of classroom observations)
4. Analyzing the data
5. Subsequent action plan

According Sutriari,  (2011: 46) contains the results of the events obtained in each cycle, which consists of planning, implementation, observation, and reflection. In addition, the research also formulate the problem in accordance with the formula contained in Part 1.When we formulated three research formulation of the problem, then kesimpulannyaada three. This is consistent with the concept of scientific research as a method or a method or process of solving problems in a systematic, empirical, and controlled. Apart from these two studies also discuss the evidentiary hypothesis as proposed in Chapter 1 on reports.
In this study the data obtained through observation or collection (classroom), meaning, activities, procedures, contens, relationship, and pattern. Before conducting the study, researchers are required to submit research proposals.
The components in the preparation of research proposals that title, subtitle, formulation problems, theoretical review, methodology / approach, data analysis, discussi, conclusion, references. Theory theory or references obtained from books, journals, ideology, philoshopy, paradigms, theories, notion, rules, etc. For the sake of research on Developing Teaching Materials Of Teaching Learning Process, the researcher must establish good cooperation with the supervisor, the teacher and the students who will serve as research subjects.
 

LESSON PLAN

School unit                  : SMP N 2 Moyudan

Subject                       : Mathematics

Class/Semester            : VIII/2

Time allocation            :  20 minutes

Standard of competence      

Comprehending the properties of cubes, rectangular prism, pyramids, and their part as well as determining the measurement.

Basic Competence    

Identifying the characteristics of cube, rectangular prism, polygon based prism, and pyramids as well as their part

Indicators      

Determine the faces, edges and vertices of the cube

The Purpose of Learning

Students can determine the faces, edges and vertices of the cube

Topic

Element of a Cube

Summary Of The Materials

a.       Each square on the side of the cube is called faces of the cubes. So, many faces of the cubes is 6 faces

b.      The cube has a shape and size on the same faces

c.       The intersection of tehe two sides of the cube is a line called edges of the cube. So that the cube has 12 edges

d.      The cube has the same length of edges

e.       Three interaction of every three edges meet is called a vertex of the cube. So many cube vertex is 8 vertex

f.       Thus, it can be concluded that the cube has:

a.       6 faces of the same shape and size

b.      12 edges of the same length

c.       8 vertices

Sources

Marsigit. 2009. MATHEMATICS FOR JUNIOR HIGH SCHOOL BOOK YEAR VIII. Jakarta: Yudhistira.

Learning Methods

Discussion and inquiri

Learning Media

Student worksheet

Learning Scenario

No	Teacher activities	Student activities	Duration
A.    OPENING
1	Teacher greet to the student	Students answer the greetings of teachers	10 seconds
2	Teacher give apperception to student.	Student listening to teacher.	120 seconds
B.     MAIN ACTIVITY
1	The teacher divides the students into several groups.	Student listening to teacher.	40 seconds
2	Teacher gives student worksheet to each group	Student attention	10 seconds
3	The teacher began by explaining about the purpose of learning today, by the way: "Children here I have three models of a cube that will be distributed to each group. Of this cube model of the expect you can find the faces, the edges and the vertex of the cube. "	Student attention	30 seconds
4	The teacher asked student to give identity of the student worksheet in first page	Student write identity in first page	40 seconds
5	Teachers guide students to discuss questions on Student Worksheet page 3.	Students discuss the questions on the student worksheet with group.	400 seconds
8	When finished answering questions on student worksheets in page 3, then the teacher asked students to do exercises on the student worksheets on page 4	Students discuss the questions on the student worksheet with group.	200 seconds
C.    CLOSING
1	The teacher invites students to review the material that has been studied.	Student answer cube have 6 faces, 12 edges and 8 vertices	30 seconds
TOTAL			1200 seconds

Evaluation

Exercise

Consider the picture beside the cube.
Decide which in the mean by:
a. faces
b. edges
c. vertex

Assessment Method

Answer Key	skors
a.          Faces : ABCD, EFGH, ABFE, BCGH, DCGH, ADHE b.         Edges : AB, BC, CD, AD, EF, FG, GH, EH, AE, BF, CG, DH c.         Vertex : A, B, C, D, E, F, G, dan H	Correct Answer	Wrong Answer	Not Answer
	Skor 3 Skor 3 Skor 2	Skor 0.5 Skor 0.5 Skor 0.5	Skor 0 Skor 0 Skor 0
Value  =  (jumlah skor * 5) : 4

Principal ………………………………. NIP. …………………………..

Yogyakarta,      April  2012                          Subject Teacher TRI HANDAYANI NIM 08301244002

ATTACHMENT

STUDENT’S WORKSHEET

Name               :

Number           :

QUESTION  

1.        Each square on the side of the cube is called faces of the cubes. How many faces of the cubes?

2.        Are the cube has a shape and size of the same faces?

3.        The intersection of the two sides of the cube is a line called edges of the cube. How many edges of the cubes?

4.        Are the cube has the same length of edges?

5.        Three interaction of every three edges meet is called a vertex of the cube. How many vertex of the cubes?

6.        What can you conclude about the cube's?

EXERCISE

Consider the sketch of a cube at right.

Determine which in the main by :

a.       Faces

b.      Edges

c.       Vertex

ANSWER KEY

QUESTION

1.        There are 6 faces of the cube.

2.        Yes, the same. The shape and size faces the same of the cube.

3.        There are 12 edges of the cube.

4.        Yes, the same. The length of all the edges the same of the cube

5.        There are 8 vertices of the cube.

6.        From the answers above can be concluded that the cube has:

·         6 faces of the same shape and size

·         12 edges of the same length

·         8 vertices

EXERCISE

a.         Faces : ABCD, EFGH, ABFE, BCGH, DCGH, ADHE

b.         Edges : AB, BC, CD, AD, EF, FG, GH, EH, AE, BF, CG, DH

c.         Vertex : A, B, C, D, E, F, G, dan H