PENGELOLAAN PEMBELAJARAN TEORI PRODUKTIF TEKNIK KENDARAAN RINGAN BERBASIS MULTIMEDIA DI SMK SATYA KARYA KARANGANYAR TAHUN AJARAN 2010 / 2011
The objectives of this research were: (1) describing the characteristics of teaching-learning plan of productive theory in otomotive class on the basis of multimedia in SMK Satya Karya Education Year 2010 / 2011 (2) describing the characteristics of teaching-learning process of productive the...
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| Formato: | Tese |
| Idioma: | English English English English English English English English English |
| Publicado em: |
2011
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| Assuntos: | |
| Acesso em linha: | https://eprints.ums.ac.id/13191/ |
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| Resumo: | The objectives of this research were: (1) describing the characteristics of
teaching-learning plan of productive theory in otomotive class on the basis of
multimedia in SMK Satya Karya Education Year 2010 / 2011 (2) describing the
characteristics of teaching-learning process of productive theory in otomotive
class on the basis of multimedia in SMK Satya Karya Karanganyar Education
Year 2010 / 2011, (3) describing the characteristics of teaching-learning
evaluation of productive theory in otomotive class on the basis of multimedia in
SMK Satya Karya Karanganyar Education Year 2010 / 2011.
This research employed the qualitative one. It was done during January 2011
up to May 2011. The design of the research is ethnographic research. The data
were gained through observation, interview and documentation. The process of
data analysis were; 1) data collection, 2) data reduction, 3) data display, and 4)
data verification.
While the results of the research were: 1) the teaching-learning plan of
productive theory in otomotive class on the basis of multimedia in SMK Satya
Karya included the making of syllabus and lesson plans. They were made by the
teachers with the supervision of the headmaster, 2) the teaching-learning process
of productive theory in otomotive class on the basis of multimedia in SMK Satya
Karya were in four variables namely; teachers, students, teaching-learning process
and product in the form of the students’ ability improvement. The teachers had to
be able to manage the four variables so that the process could run well, and 3) the
evaluation had an important role in teaching-learning process. The evaluation was
done in the forms of summative test and normative test. |
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