PAPER LENGKAP M QAMARUZZAMAN by muhammad qamaruzzaman

USE OF SHARING KNOWLEDGE ACTIVELY LEARNING MODEL WITH GUIDED DISCOVERY METHOD AT TUTORIAL STATISTICS IN GROUP STUDY (POKJAR) AT OPEN UNIVERSITY IN BANJARBARU

By: Muhammad Qamaruzzaman, S. Pd, M. Si Mathematic Teacher of SMK Negeri 5 Banjarmasin and Tutor UT of Pokjar Banjarbaru E-mail: utomo1969@yahoo.co.id phone: 0511-7255278

Abstract The aim of this action research is increasing the activity and learning through the application of sharing knowledge actively learning model with guided discovery method on statistics courses tutorial at open university (UT) study group in Banjarbaru. The subject of this study were Students of UT at, Pendas S-1 class A of PGSD, who took an educational statistics courses (PEMA - 4210) semesters VII, 2011.1 registered. Action research activities divided students into small groups, and each time of the meeting, the tutor provides the Group Worksheet (LKK), which contains materials summary to be studied by each group. Tutor only facilitated groups who had barriers, with reminded to reread LKK, the tutor was not allowed to give a direct answer. During the research activities carried out by using LKK, it could be concluded that students really learned in groups, and they also helped each other between a group with other groups to discuss the material that was less mastered by them. The results showed the use of sharing knowledge actively learning model with guided discovery method, capable to provide assistance students in learning statistical material, and outcomes indicated that PGSD Pendas S-1 class A, who took education statistics (Pema 4210) semesters VII, period 2011.1 were graduated 100 percent. (*)

CHAPTER I PRELIMINARY A. Background An interesting discussion during Accreditation Program activities of Tutor Open University (PATUT) in 2011 at Batara Hotel in Banjarmasin was a discussion between the instructor / facilitator program with participants who deserves to be a tutor UT later, the content of these discussions weather the tutorial can run the Open University (UT) tutorial so ideal as expected by UT, which is a relief tutorial that give to UT students face to face, and not activities such as face to face lecture classes are generally held in a conventional university. This discussion becomes interesting because one party i.e UT as organizers insist the program is worth, in order to serve as a tutorial aid for students to learn, while the tutor who became the leader in tutorial activities argues, it can not be implemented. There are two reasons that stuck out, first, the UT student who followed the tutorials are often not prepared when they attended the tutorial or do not learn at home first, as a result they expect to have material tutorial lectures when the activities carried out. The second reason, the subject matter is considered difficult by UT students, especially the subject matter of mathematics and statistics, this material is considered can not be learned by the students by their self, so it takes a conventional explanations. From these discussions, I was interested in doing an experiment (action research), to bridge the problem, so the gap does not occur. One hand, the tutors are not stuck into the material renderer, but the tutor able to direct the activities of tutorial to aid students, and on the other hand, the UT students who take part in this tutorial is really stimulated their ability to learn independently in study group of UT student. I was interested to apply a model of sharing knowledge actively learning with guided discovery method, beside that I was one of UT Tutor ( see attachment 1, indicative decree of tutor in) B. problem formulation Some issues to be addressed in this study can be formulated as follows: 1. How to create a Working sheet of the statistic subject that can make students learn new material by themselves. 2. Whether the sharing knowledge actively model will increase the motivation in learning statistics. 3. Is the sharing knowledge actively model can improve the student outcomes in learning statistical. C. Troubleshooting Plan Plan for solving the problem as follows:

1. Applying sharing knowledge actively learning model in accordance with

proper procedure. 2. Notify the student, that the statistical material will be provided through

guided discovery method through Group Worksheet. 3. Observing the activities students discuss how they discuss the statistical

material in their group. 4. Looking at the results of student learning with specific evaluation, whether

it has been mastered or not. 5. See the ability of students whether able to graduate in statistic subject.

D. Research Objectives The purpose of this study are as follows: 1. Observing Students of UT at, Pendas S-1 class A of PGSD activities in accomplishing sharing knowledge actively learning model with guided discovery method. 2. Improving Students of statistics at UT, Pendas S-1 class A of PGSD

outcomes by sharing knowledge actively learning model with guided discovery method E. Benefits of Research The benefits of this research are as follows: 1. For tutors, helping improve the quality of education through sharing knowledge actively learning model with guided discovery method 2. As reference material to improve classroom teaching and learning activities. 3. As consideration for the tutor to implement cooperative learning model of

knowledge sharing actively learning with guided discovery method. 4. For students to overcome saturation and deadlock in learning statistics.

5. Rising motivation and enthusiasm learning for student.

CHAPTER II LITERATURE A. Learning and Affecting Factors Understanding of learning has been widely noted by scholars with vary different viewpoints, but essentially the same. Slameto (2003) states that learning is a process of one's efforts to acquire a new behavior changes as a whole, as a result of his own experience in the interaction with the environment. Jihad (2008) revealed learning is an activity to proceed and is a very fundamental element in the provision types and levels of education, this means the successful achievement of educational goals is highly dependent on the success of student learning in schools and neighborhoods. Supriyono (2009) reveals a concept of learning is getting a lot of shared knowledge in practice. Learning events that accompanied the process of learning will be more focused and systematic than learning solely from experience in social life in the community. Learning with the learning process there is the role of teachers, learning materials, and an enabling environment that deliberately created (Tim MKPBM, 2001). Based on these notions, we can conclude that learning is a process of interaction between humans and the environment that produces a number of behavioral changes as a result of experience from childhood to adulthood. Factors that influence learning by Slameto (2003) are as follows: a. Internal factors are factors that exist within the individual who is learning. b. External factors are factors that exist outside the individual. B. Understanding Mathematics and Mathematics Teaching Mathematics is the science of the knowledge acquired by reasoning. In mathematics greater emphasis on activity in the ratio (reasoning). Mathematics is formed as a result of human thought associated with the ideas, processes and reasoning. James and James says that mathematics is the science of logic about the shape, composition, scale, and the concepts related to each other in large numbers which are divided into three areas of algebra, analysis and geometry. Johnson and Rising said that mathematics is a pattern of thinking, organizing patterns, logical proof, that mathematics is a language that uses terms

defined carefully, clearly and accurately, its representation by symbols and solid, more of a symbolic language of ideas rather than sounds. According Suprijono (2009) who says that teaching is a process, act, how to teach. Meaning construction so bear teacher-centered teaching and learning. Teaching mathematics should optimize the existence and role of students as learners. Based on the principle that teaching mathematics is not just learning to know, but also learning to be, to learning to live together, then the teaching of mathematics should be based on the premise that students should learn and should be comprehensive and integrated (TIM MKPBM, 2001 ). According Aburrahman in Jihad (2008) revealed the results obtained by studying the ability of children after learning activities. According Juliah in jihad (2008) the results of learning is something that belongs to the students as a result of learning is doing. Learning outcomes are changes in behavior as a whole not just one aspect of human potential alone. That is, learning outcomes are categorized by education experts are not seen as fragmentation or separately, but rather a comprehensive (Suprijono, 2009). Based on the descriptions that have been raised can be concluded that learning outcomes are the results achieved after following one of teaching and learning activities are divided into cognitive, affective and psychomotor. The results of the assessment of learning outcomes can be either qualitative or quantitative. C. Model of Learning According Isjoni (2009) model of learning is a strategy that teachers use to enhance motivation to learn, capable of critical thinking, social skills, and achieving a more optimal learning outcomes. Supriyono (2009) reveal a model of learning is the foundation of instructional practices decrease the psychological theory of education and learning theory that is designed based on analysis of the implementation of the curriculum and its implications at the operational level in the classroom. Learning model can be interpreted also as the pattern used for the preparation of curriculum, organize the material, and gives guidance to teachers in the classroom. Learning model has a broader meaning than the strategies, methods or procedures. Learning model covers a broader approach to teach and thorough. In this case a learning model can use a number of skills, methodologies , and procedures. Various kinds of learning models such as model-based learning problems (problem-based model of instruction), the learning model (direct instruction model), and models of cooperative learning (cooperative learning model).

D. Cooperative Learning Model According Supriyono (2009) model of cooperative learning broader concept includes all types of group work including forms a more led by the teacher or directed by the teacher. Generally considered to be more geared towards cooperative learning by teachers, where teachers assign tasks and questions and provide materials and information designed to help students solve the problem in question. Teachers usually assign a particular exam at the end of the task. Cooperative learning model was developed to achieve the learning outcomes of academic achievement, tolerance, accepting diversity, and social skills development. There are several things that need to be met in order to ensure cooperative learning work cooperatively. These include: • The students who are members of a group must feel that they are part of a team and have a common goal to be achieved • The students who are members of a group should realize that the problem they face is the problem the group and that group's success or failure will be the responsibility shared by all members of the group to achieve maximum results, students who are members of the group (team MKPBM, 2001). The basic elements of cooperative learning are as follows (Ibrahim et al, 2000): • Students in the group must assume that they are "lively together". • Students should see that all members in the group, such as their own. • Students should see that all members in the group have the same goals. • Students should divide the duties and responsibilities in common between members of the group. • Students will be subject to evaluation or awarded prizes / awards that also will apply to all group members. • Students share the leadership and skills they need to learn together during the learning process. • Students will be asked individually accountable for the material is handled in a cooperative group. According to Ibrahim in Isjoni (2009) basically cooperative learning model was developed to achieve at least three important learning objectives, namely: • The results of academic learning In cooperative learning although it covers a variety of social goals, as well as improving student achievement or academic tasks more important. Some experts argue that this model excels in helping students understand difficult concepts. • Acceptance of individual differences Another goal of cooperative learning model is widespread acceptance of different people based on race, culture, social class, ability and inability. • Development of social skills

The third important goal of cooperative learning is to teach students skills in cooperation and collaboration. This skill is very important to be owned by the students as citizens of the community, nation and state, because given the realities facing this nation in addressing social problems are increasingly complex, as well challenges students to be able to face global competition to win the competition. One model of cooperative learning is to actively share their knowledge, this model allows members of the group for a variety of what-what he knows on a subject matter being studied, as well as other members also share their knowledge, as well as the questions on the material being discussed by them. So there is one event, one member to fill the other vacancy gap, in this way is expected vacancies are resolved. E. Methods of learning According to Team MKPBM (2001) there are several methods of learning are: • Method of lectures Lecture is a way of delivering information to the oral from someone to a number of listeners in a room. Activities centered on the speaker and the communication that occurs in one direction of the conversation to the listener. • Method of expository Expository method as well as a lecture in the concentration of activities to teachers as a conduit of information (learning materials). But in the expository method greatly reduced the dominance of the teacher, because it does not continuously talk. • Method of demonstration Demonstration method similar to the method of expository lectures. Teaching and learning activities of teachers or teacher-centered teaching and learning activities dominate. But on the method of demonstration activities students more involved. Thus the dominance of the teacher is more reduced again. • Methods of Drill and practice methods After students understand addition, subtraction, multiplication, and division of positive integers up to 100, eventually they will need to be able to work quickly and carefully. Capability of calculating the basic facts of this depends on memory. Quick recall, recall and other activities that are spoken are things that need to "memorize". Such capabilities is the goal of the drill method. • Method FAQ An instruction is presented through a question and answer if the learning material is presented through questions and answers. By using this method students become more active than the expository method of teaching and learning. Therefore, the questions teachers have asked them to answer. Or maybe they asked if there is something not clear to him. Despite the greater activity of

students, but activities and instructional materials are determined according to the wishes of teachers. â&#x20AC;˘ Method of discovery Said the discovery as a method of teaching is a discovery made by the students. In this study find yourself something new. This does not mean that he found it really new because it was known by others. F. Guided discovery method Teaching mathematics may be generally carried out, students receive learning materials through the information conveyed by the teacher. How to teach this informative may occur by using the lecture method, expository, demonstration, question and answer, or other teaching methods. In this way the material delivered to the final form, while student learning is learning by receiving (reception learning). For example, the commutative of multiplication are as follows: 2x3=6 3x2=6 Then 2 x 3 = 3 x 2 Multiplying two numbers are equal, if the order is interchangeable. In general, said: "For every two numbers a and b apply ab = ba" is called the nature of exchange properties (commutative) for multiplication. Students know the commutative of multiplication until the final shape, which is given by ab = ba, as told by the teacher. Another case when the teachers do it by using the method of the invention. Said the discovery as a method of teaching is a discovery made by the students. In this study find yourself something new. This does not mean that he found it really new because it was known by others. Unlike the case with Descartes had originally pioneered analytical geometry. He was the first to discover something new, namely the link between algebra and geometry by the discovery of the coordinate system. If a child is now in elementary school learning activities managed to find their own form of linear equations and straight lines through certain points in the coordinate plane, he has discovered something new. But just here is new to him alone, because it is already known. How to learn to find this is not a new way of learning, discovery learning has been used dozens of centuries ago, and Socrates is considered to be the beginner who use this method. To plan teaching to the invention should be noted that: a. Activities students to learn on their own very influential. b. The results (form) end must be found by the students. c. The necessary preconditions have been owned student. d. The teacher only acts as a steering and guiding, not notifications.

Some of the strengths of the method of the invention are as follows: a. Students are active in teaching and learning activities, because he thinks and uses the ability to find the final result. b. Students understand the true teaching materials, for having its own process of finding it. Something that is obtained in this way much longer remembered. c. Finding itself creates a feeling of satisfaction. Inner satisfaction in encouraging want to undergo a longer, until the discovery of increased study interest. d. Students acquire the knowledge by the method of the invention will be better able to transfer knowledge to different contexts. e. This method trains students to learn on their own lot Some disadvantages of the method of the invention are as follows: a. Time-consuming method. Nor does it ensure students stay motivated to seek discoveries. b. Not every teacher has the appetite or the ability to teach by the invention. Unless teachers are pretty heavy duty. c. Not all children are capable of performing the invention. If the teacher does not match the intellectual readiness of students, this can damage the structure of knowledge. Guidance also can be deadly too much initiative. d. The method can not be used to teach each topic. e. Classes that many students will be very troublesome teacher in providing and directing learning by discovery methods.

CHAPTER III RESEARCH METHODOLOGY A. Subject of Research Subject of this study was Open University (UT) student at Pokjar Banjarbaru, Pendas S-1 class A PGSD, who take educational statistics courses (Pema 4210) semesters VII, regestred 2011.1. The number of participants as many as 17 students. B. Object of Research Object of this study is the statistical Course at UT (PEMA 4210) as many as 3 credits. This course learn about basic knowledge of statistics, data presentation in tabular form, presentation of data in chart form, the size of the concentration, size location and dispersion, Size of slope and kurtosis measures, the normal curve and its use, other curves and their use and distribution of sampling. While the general competence of learning is students can apply in a particular field of study, especially who choose the thesis program. The material that must be mastered by the learner are: 1. Basic knowledge of Statistics 2. Presentation of data in tabular form 3. Presentation of data in chart form 4. Pooled size 5. Location and Size Dispersion 6. The size of the slope, size kurtosis of the Normal Curve 7. Normal Curve and its Use 8. Other curve-curve and its use 9. Sampling distribution And textbooks that should be explored is the Education Statistics book written by Nar Herrhyanto and H. M. Akib Hamid, which published by Open University, 2008 A. Place and Time of Research

Place of research conducted at UT Pokjar Banjarbaru namely in SMP Negeri 2 Banjarbaru at Pendas S-1 class A PGSD, educational statistics courses (Pema 4210) semesters VII, regestred 2011.1. The research takes place every week, since April 24, 2011 to June 12, 2011, so the number of meetings as much as eight times, with the duration of each meeting for 2 hours (120 minutes)

C. Setting Classroom action research is planned to consist of a single cycle. Implementation of classroom action research (PTK) in the first cycle implemented by stages as follows: 1. stages of planning Activities conducted in the planning stages include: a. Activity Plan Tutorial (RAT) see sample of RAT in attachment 2 b. Unit activity Tutorial (SAT) c. Compile Group Worksheet (LKK) every meeting, see sample of LKK in attachment 3 d. prepare research instruments (test assessment for 1,2, and 3 tutorial task) 2. Implementation Actions This stage is the implementation of all plans that have been made. This stage takes place in the classroom, and it is the realization of all plans that have been prepared in advance, including Implementation Plan Tutorial. Tutorial activities as many as 8 times meeting, by sharing knowledge actively learning model with guided discovery method through Worksheet Group (LKK). Action research activities in a way a. Divide students into small groups, maximum 4 people. Because the number of students as many as 17 people, then there are 5 groups in the A class. b. Each time of the meeting, the tutor provides the Group Worksheet (LKK), which contains materials to be studied by each group, then discussed with in their group, then given the problems associated with this material. c. Tutor only provides facilities to groups who experience barriers, with again reminded to reread LKK, the tutor is not allowed to give a direct answer. d. Each group, then presents their material in front of the class, and explain the material they have learned to another group. e. If a module material can not be solved in one meeting, then the material is divided into several groups and each group who have mastered the material is requested to provide explanations of the topic to another group at different matter. (sample LKK can be seen in Attachment ) 3. Learning Outcomes Assessment Tests

At this stage of learning outcomes assessment is a step to find out, the ability of students to understand and master the subject that has been given previously. The following steps: a. During the tutorial activities, it held 3 times tutorial tasks Based on the value of the evaluation test, adapted to the material has been mastered. b. Value of the tutorial, is a combination of the value of the tutorial tasks and duties independently with the formula NT = (3P + 7TT)/ 10, with the provision P is the value of independent tasks, TT is tutorial tasks. c. Tutorial Value (NT) is not a guarantee for students to be able to pass the final test in the statistics course, the NT will not be taken into account

when values FT is high or good. However, the NT will be considered as a student assistant when FT is low or bad. 4. Source of Data Source of data used in this research is of primary data that is retrieved from the observations when the learning takes place and the test results after following the tutorial learning some of the modules. There are two types of data, ie qualitative data based on observation, and data based on the assessment of learning outcomes tutor. 5. Data Analysis Techniques The data will be analyzed in this study were student learning outcomes by actively using knowledge sharing model with guided discovery learning methods, they can be seen from the students' test scores after participating in learning some of the modules. used the formula from Usman and Setiawati (2001). N=

obtanined score Ă&#x2014; 100 maximal score

Where: N = the value of the test tutorial 6. Indicators of Success This activity is said to achieve the ideal of success, when all students (100%) pass in the Final Test held by the UT, at the end of the semester. And no student (0%) on this subject take remedial of final test. Rumors persisted over the years, many studenst of UT has take remedial of FT, because the statistic material is difficult to master it.

CHAPTER IV RESEARCH RESULT A. Implementation Actions.

Implementation of the Action Research was conducted in a cycle. A total of eight times meeting with the duration of one session 2 hours (120 minutes). Implementation of actions committed on April 24th, Mei 1st, May 08th, May 15th, May 22nd, May 29th, June 5th, and June 12th, 2011. B. Activities Action In every meeting tutors implement the following activities: 1. Divide students into small groups, maximum 4 people. Because the number of students as many as 17 people, then there are 5 groups in the A class. 2. Each time of the meeting, the tutor provides the Group Worksheet (LKK), which contains materials to be studied by each group, then discussed with in their group, then given the problems associated with this material. 3. Tutor only provides facilities to groups who experience barriers, with again reminded to reread LKK, the tutor is not allowed to give a direct answer. 4. Each group, then presents their material in front of the class, and explain the material they have learned to another group. 5. If a module material can not be solved in one meeting, then the material is divided into several groups and each group who have mastered the material is requested to provide explanations of the topic to another group at different matter. C. Research Result 1. The course of study During the research activities carried out by using LKK, it can be concluded students really learn in groups, and they also helped each other to discuss the material.

Figure 1. Two UT students, are being discussed LKK in groups.

Figure 2. LKK discussion, conducted partially, then put together

Figure 3. UT students looked earnest and concentration during the discussion

Figure 4. UT students back and forth papers to find and match the solution step Time of tutorial is limited just 120 minutes, so the students continue their discussions via other media, such as SMS, and telephone, to discuss statistical material outside the of tutorials. 2. Tutorial Tasks Tutorial task given 3 times in 8 meeting, namely at third, fifth, and seventh meeting. While the final value of a tutorial or NT is formulated as follows NT = (3P + 7TT) / 10 The complete summarize value of open tutorial enclosure at the back of this paper. While the mean resume is given as under below No. Components 1. 1st Tutorial Task 2. 2nd Tutorial Task 3. 3rd Tutoria task 4. Tutorial Value Source : Attachment 1

Mean 82,47 73,75 71,47 74,5

3. Final Test Final test given to students UT is the direct responsibility of the UT, while the tutor does not have the authority to help or know about a given, and the values obtained student. To find out the students pass or not then directly asked to the students concerned. Indicators of the success of this program is shown by the absence of students who take remedial of Final Test for these materials, and based on the results of an interview to the student, student outcomes can be seen in the following table: No. Description Numbers 1 Passed 17 2. Failed 0 3. Get A 0 4. Get B 5 5. Get C 12 Source: Interview person by person

Percentage 100 0 0 29,4 70,6

CHAPTER V RESUME A. Conclusion Based on the foregoing discussion can be summarized as follows: 1. Tutorial activities can be implemented which provide an ideal learning aid for UT students, and not the conventional learning activities. 2. The use of sharing knowledge actively learning model with guided discovery method capable to assistance students in learning UT statistical educational course material 3. UT students of Pokjar Banjarbaru, Pendas S-1 class A PGSD, who took educational statistics courses (PEMA 4210) semesters VII, the registered 2011.1 graduated 100 percent, and there is no remedial exams for this course. 4. There are 5 (29,4%) students get value of B, and 12 (70,6) students get Value of C. B. Suggestion Based on the discussion in this study can be suggested as follows: 1. Tutors should practice sharing knowledge actively learning model with guided discovery method in other subjects of mathematics 2. Tutors should continue to explore other learning methods, to help facilitate the UT students in distance learning. 3. UT management should involve tutors in the activities of the Final Test, and provided a recap about the Final Test result, and the distribution of student answers and their ultimate value as a tutorial feedback for future activities.

REFERENCES Dalyono. 2007, Psikologi Pendidikan, Rineka Cipta, Jakarta. Depdiknas, 2004, Kurikulum 2004 Sekolah Menengah Atas (SMA) Mata Pelajaran Matematika, Departemen Pendidkan Nasional, Jakarta. Dimyati & Mudjiono,2006, Belajar dan Pembelajaran, Rineka Cipta, Jakarta. Dzaki, M.F., 2009, Penelitian Tindakan Kelas. http://peneltiantindakankelas.blogspot.com/2009/02/penelitian-tindakankelas-definisi.html , Diakses 4 Oktober 2010, 15;00 WITA. Ibrahim, M, 2000, Pembelajaran Kooperatif, University Press, Surabaya. Isjoni, 2009, Pembelajaran Kooperatif Meningkatkan Kecerdasan Komunikasi Antar Peserta didik, Pustaka Pelajar, yogyakarta. Jihad, a & Abdul Haris, 2008, Evaluasi pembelajaran, Multi Presindo, Yogyakarta. Kunandar, 2008, Guru ProfesionalImplementasi kurikulum Tingkat Satuan Pendidikan (KTSP) dan Persiapan Menghadapi sertifikasi Guru, PT.Raja Grafindo Persada, Jakarta. Slameto, 2003, Belajar dan Faktor-faktor yang Mempengaruhinya, PT. Remaja Rosdakarya, Bandung. Slavin, R. E, 2005, Cooperative Learning: Theory, Researsh, and Practice, Terjemahan Nurulita, Nusa Media, Bandung. Sudjono, A, 2008, Pengantar Statistik Pendidikan, PT. Raja Grafindo Persada, Jakarta. Suprijono,A, 2009, Cooperative Learning, Pustaka Pelajar, Yogyakarta. Tim MKPBM, 2001, Strategi Belajar Mengajar Kontemporer, Universitas Pendidikan Indonesia (UPI), Bandung. Usman, U. & L. Setiawati, 2001, Upaya Optimalisasi Kegiatan Belajar Mengajar, PT. Remaja Rosdakarya, Bandung. Warsita, B, 2008, Teknologi Pembelajaran Landasan & Aplikasinya, Rineka Cipta, Jakarta.

Attachment 1

Attachment 2

RANCANGAN AKTIVITAS TUTORIAL (RAT) MATA KULIAH

: STATISTIKA PENDIDIKAN

KODE MATA KULIAH

: PEMA 4210

TUTOR

: MUHAMMAD QAMARUZZAMAN, S.Pd, M.S.i

NIP

: 19690518 199512 1 005

KELAS

SEMESTER MASA REGISTRASI

: VI I (TUJUH) : 2011.1

UNIVERSITAS TERBUKA (UT) UNIT PROGRAM BELAJAR JARAK JAUH (UPBJJ) BANJARMASIN PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR POKJAR BANJARBARU BANJARBARU 2011

RANCANGAN AKTIVITAS TUTORIAL (RAT) Nama Mata Kuliah Kode Mata Kuliah/SKS Nama Tutor Deksripsi singkat MK

Kompetensi umum

No. 1.

: Statistika Pendidikan : PEMA 4210 / 3 SKS : Muhammad Qamaruzzaman : Mata kuliah ini mempelajari tentang pengetahuan dasar statistika, penyajian data dalam bentuk tabel, penyajian data dalam bentuk diagram, ukuran pemusatan, ukuran lokasi dan dispersi, ukuran kemiringan dan keruncingan, kurva normal dan penggunaannya, kurva-kurva lainnya dan penggunaannya dan distribusi sampling. : Setelah mempelajari bahan ajar mata kuliah ini, mahasiswa dapat menerapkan dalam bidang penelitian khususnya bagi para mahasiswa yang memilih jalur skripsi. .

Kompetensi Khusus Setelah mendapatkan tutorial mahasiswa diharapkan dapat : 1. Menjelaskan pengertian statistik 2. Menjelaskan pengertian statistika 3. Menjelaskan pengertian data statistik 4. Memberikan contoh macam-macam data 5. Menjelaskan cara-cara pengumpulan data 6. Menjelaskan pengertian populasi 7. Menjelaskan pengertian sampel 8. Menjelaskan aturan-aturan pembulatan bilangan 9. Menggunakan aturan-aturan pembulatan bilangan 10. Menggunakan notasi jumlah dalam perhitungan-perhitungan Setelah mendapatkan tutorial mahasiswa diharapkan dapat : 1. Menyusun sekumpulan data dalam bentuk tabel baris kolom dan tabel kontingensi

Pokok Bahasan Pengetahuan Dasar Statistika

Sub-pokok Bahasan 1. Data Statistika 2. Dasardasar analisis

Model Tutorial Berbagi pengetahuan secara aktif dan

Tugas Tutorial Resume modul 1 dan 2 (Partisipasi)

Estimasi Waktu 120 menit

Daftar Pustaka

Tutorial ke-

Nar Herrhyanto dan H. M. Akib Hamid, Statistika Dasar, Universitas terbuka, 2008

Mendiskusikan materi Pengetahuan Dasar Statistika 1

Penyajian data dalam bentuk tabel

1. Macammacam penyajian data dalam

120 menit Berbagi pengetahuan secara aktif

Resume modul 3 dan 4 (Partisipasi)

Nar Herrhyanto dan H. M. Akib Hamid, Statistika Dasar, Universitas terbuka, 2008

No.

Kompetensi Khusus 2. 3. 4.

Pokok Bahasan

Menyusun sekumpulan data dalam bentuk tabel distribusi frekuensi Menyusun sekumpulan data dalam bentuk tabel distribusi frekuensi relatif Menyusun sekumpulan data dalam bentuk tabel distribusi frekuensi kumulatif, baik frekuensinya dalam bentuk mutlak (absolut) maupun relatif

Sub-pokok Bahasan bentuk tabel 2. Macammacam tabel distribusi frekuensi

Tugas review pertemuan 1, 2 3.

Setelah mendapatkan tutorial mahasiswa diharapkan dapat : 1. Menggambarkan diagram batang, diagram titik, diagram lingkaran dan diagram lambang berdasarkan data kuantitatif 2. Menggambarkan diagram garis berdasarkan data waktu 3. Menggambarkan grafik histogram berdasarkan data yang sudah disusun dalam tabel distribusi frekuensi baik frekuensinya berupa absolut maupun mutlak 4. Menggambarkan poligon frekuensi berdasarkan histogram 5. Menggambarkan kurva frekuensi yang merupakan pengahalusan poligon frekuensi 6. Menggambarkan ogive berdasarkan tabel distribusi frekuensi kumulatif, baik frekuensinya berupa absolut maupun mutlak Setelah mendapatkan tutorial mahasiswa diharapkan dapat : 1. Membedakan antara kegunaan nilai rata-rata hitung dengan rata-rata ukur 2. Merumuskan nilai rata-rata hitung untuk data tersebar

Penyajian data dalam bentuk diagram

Ukuran Pemusatan

Model Tutorial dan

Soal pilihan ganda 1. Macammacam bentuk diagram untuk data tidak terkelomp ok 2. Macammacam bentuk diagram untuk data terkelomp ok

1. Nilai ratarata 2. Median dan Modus

Berbagi pengetahuan secara aktif dan

Tugas Tutorial

Estimasi Waktu

Daftar Pustaka

Tutorial ke-

Mendiskusikan materi Penyajian Data dalam Bentuk Tabel

1. Mahasiswa mengerjakan tugas tentang tabel distribusi frekuensi

60 menit

Nar Herrhyanto dan H. M. Akib Hamid, Statistika Dasar, Universitas terbuka, 2008

2. Mendiskusikan materi tentang Penyajian data dalam bentuk diagram 3 3. Resume modul 5 dan 6 (partisipasi)

120 menit Berbagi pengetahuan secara aktif dan

Mendiskusikan materi Ukuran Pemusatan

Nar Herrhyanto dan H. M. Akib Hamid, Statistika Dasar, Universitas terbuka, 2009

No.

Kompetensi Khusus 3. 4. 5. 6. 7.

Pokok

Sub-pokok

Bahasan

Menghitung nilai rata-rata untuk data terkelompok Membedakan antara rumus nilai ratarata hitung, median dan modus Menentukan nilai rata median dari kelompok data yang ditentukan distribusi frekuensinya Menentukan nilai modus dari kelompok data yang ditentukan distribusi frekuensinya Menentukan hubungan antara nilai rata-rata hitung, median dan modus

Tugas Tutorial

Estimasi Waktu

Daftar Pustaka

Tutorial ke-

Tugas resume modul 7 dan 8

Review pertemuan 3,4 5.

Model Tutorial

Setelah mendapatkan tutorial mahasiswa diharapkan dapat : 1. Menentukan nilai rentang sekelompok data yang diketahui 2. Menentukan nilai kuartil dari data tersebar 3. Menentukan nilai kuartil dari data terkelompok 4. Menentukan nilai desil dari data tersebar 5. Menentukan nilai desil dari data terkelompok 6. Menentukan nilai persentil dari data tersebar 7. Menentukan nilai persentil dari data terkelompok 8. Menentukan hubungan antara nilai kuartil, desil dan persentil 9. Menghitung nilai simpangan baku data tersebar 10. Menghitung nilai simpangan baku data terkelompok 11. Menghitung nilai rata-rata simpangan

Ukuran Lokasi dan Dispersi

Setelah mendapatkan tutorial mahasiswa

Ukuran

1. Kuartil, desil dan persentil 2. Ukuran dispersi

Pilihan ganda

Tugas totrial 2

30 menit

Berbagi pengetahuan secara aktif

Mendiskusikan materi Ukuran lokasi dan dispersi

90 menit

Nar Herrhyanto dan H. M. Akib Hamid, Statistika Dasar, Universitas terbuka, 2008

dan Resume modul 9

6 6.

Nar Herrhyanto dan H. M.

No.

Kompetensi Khusus diharapkan dapat : 1. Menghitung koefisien kemiringan dari sekumpulan data 2. Menentukan model distribusi dari sekumpulan data ditinjau dari kemiringannya 3. Menghitung koefisien keruncingan dari sekumpulan data 4. Menentukan model distribusi dari sekumpulan data ditinjau dari keruncingannya 5. Menyelesaikan perhitungan yang berkaitan dengan penggunaan kurva normal

Setelah mendapatkan tutorial mahasiswa diharapkan dapat : 1. Menunjukkan fungsi distribusi normal yang ditemukan oleh Gauss 2. Menyebutkan interval pada fungsi distribusi normal dari Gauss 3. Menunjukkan rumus transformasi distribusi normal yang dibakukan 4. Mencari nilai baku z, jika ditentukan unsur-unsurnya 5. Dapat mencari luas daerah di bawah kurva normal yang dibakukan yang diketahui nilai z-nya 6. Menggunakan nilai z dalam bentuk soal terapan 7. Membedakan antara rumus distribusi normal baku dengan rumus distribusi t 8. Mencari nilai t, jika ditentukan unsurunsurnya 9. Mencari luas daerah t yang diketahui nilai t-nya 10. Menggunakan nilai t dalam bentuk soal terapan

Pokok

Sub-pokok

Bahasan kemiringan, Ukuran Keruncingan dari Kurva Normal

Bahasan 1. Ukuran kemiringan 2. Ukuran keruncinga n (Kurtosis)

Kurva Normal dan Kegunaannya

1. Distribusi Gauss 2. Distribusi Student

Model Tutorial Berbagi pengetahuan secara aktif

Tugas Tutorial 1. Mendiskusikan materi Keruncingan dari kurva normal

Estimasi Waktu 60 menit

Daftar Pustaka

Tutorial ke-

Akib Hamid, Statistika Dasar, Universitas terbuka, 2008

dan

Berbagi pengetahuan secara aktif dan

Mendiskusikan materi Kurva normal dan kegunaannya

60 menit

Nar Herrhyanto dan H. M. Akib Hamid, Statistika Dasar, Universitas terbuka, 2007

No.

Kompetensi Khusus

Pokok

Sub-pokok

Bahasan

Model Tutorial

Tugas Tutorial

Estimasi Waktu

Daftar Pustaka

Tutorial ke-

45 menit Review pertemuan 5,6

Setelah mendapatkan tutorial mahasiswa diharapkan dapat : 1. . Menyebutkan perbedaan yang khas antara kurva distribusi khi kuadrat dengan kurva distribusi t 2. Mencari nilai khi kuadrat dari daftar 3. Menentukan luas daerah di bawah kurva khi kuadrat yang ditentukan nilainya dari tingkat berartinya 4. Menunjukkan perbedaan yang khas antara mencari nilai F dengan nilai t 5. Mencari luas daerah distribusi F yang ditentukan nilai F-nya

Pilihan ganda Kurva-Kurva Lain dan penggunaann ya

1. Distribusi Khi Kuadrat 2. Distribusi F

Berbagi pengetahuan secara aktif

Mendiskusikan materi Kurva-kurva lain dan penggunaannya

Nar Herrhyanto dan H. M. Akib Hamid, Statistika Dasar, Universitas terbuka, 2007

dan 7

8 9.

Setelah mendapatkan tutorial mahasiswa diharapkan dapat : 1. Menyebutkan arti distribusi-distribusi sampling nilai rata-rata 2. Menunjukkan rumus nilai rata-rata dari distribusi nilai rata-rata 3. Menunjukkan rumus simpangan baku dari distribusi nilai rata-rata 4. Menggunakan rumus distribusi nilai rata-rata dalam memecahkan soal 5. Menyebutkan arti distribusi proporsi 6. Menunjukkan rumus nilai rata-rata dari distribusi proporsi 7. Menunjukkan rumus simpangan baku dari distribusi proporsi 8. Menggunakan rumus distribusi

Distribusi Sampling

1. Distribusi nilai ratarata dan distribusi proporsi 2. Distribusi simpangan baku dan distribusi selisih/juml ah nilai rata-rata 3. Distribusi selisih proporsi dan

Berbagi pengetahuan secara aktif dan

2. Mendiskusikan materi Distribusi sampling

90 menit

Nar Herrhyanto dan H. M. Akib Hamid, Statistika Dasar, Universitas terbuka, 2008

No.

Kompetensi Khusus 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

11.

Pokok

Sub-pokok

Bahasan

Bahasan distribusi samplin lainnya

proporsi dalam memecahkan soal Menyebutkan arti distribusi simpangan baku menunjukkan rumus simpangan baku dari distribusi simpangan baku Menunjukkan rumus nilai rata-rata simpangan baku dari distribusi simpangan baku Menggunakan rumus distribusi simpangan baku dalam memecahkan soal Menyebutkan arti distribusi selisih/jumlah nilai rata-rata Menunjukkan rumus nilai rata-ratadari distribusi selisih/jumlah nilai rata-rata Menunjukkan rumus simpangan baku dari distribusi selisih/jumlah nilai ratarata Menggunakan rumus distribusi selisih/jumlah nilai rata-rata dalam memecahkan soal Mneyebutkan arti distribusi selisih/jumlah proporsi Menunjukkan rumus nilai rata-rata dari distribusi selisih/jumlah proporsi Menunjukkan rumus simpangan baku dari distribusi selisih/jumlah proporsi Menggunakan rumus distribusi selisih/jumlah proporsi dalam memecahkan soal

Review, pertemuan 1-7

Modul 1 - 9

Model Tutorial

Berbagi pengetahuan secara aktif dan

Tugas Tutorial

Pilihan ganda

Estimasi Waktu

30 menit

Daftar Pustaka

Tutorial ke-

Nar Herrhyanto dan H. M. Akib Hamid, Statistika Dasar, Universitas terbuka, 2008

Mengetahui, PJW Pokjar

Drs. H. Mahutma Gandhi

Banjarbaru, 15 April l 2011 Tutor,

Muhammad Qamaruzzaman, S.Pd, M.Si NIP 19690518199512 1005

Attachment 3 LEMBAR KERJA KELOMPOK STATISTIKA DASAR MODUL 1 DAN 2 Setelah mendapatkan tutorial mahasiswa diharapkan dapat : 11. Menjelaskan pengertian statistik 12. Menjelaskan pengertian statistika 13. Menjelaskan pengertian data statistik 14. Memberikan contoh macam-macam data 15. Menjelaskan cara-cara pengumpulan data 16. Menjelaskan pengertian populasi 17. Menjelaskan pengertian sampel 18. Menjelaskan aturan-aturan pembulatan bilangan 19. Menggunakan aturan-aturan pembulatan bilangan 20. Menggunakan notasi jumlah dalam perhitungan-perhitungan Statistik untuk menyatakan kumpulan fakta, umumnya berbentuk angka yang disusun dalam tabel atau diagram yang melukiskan atau menggambarkan suatu persoalan. Statistika adalah ilmu pengetahuan dengan teknik pengumpulan data, teknik pengolahan data, teknik analisis data, penarikan kesimpulan, dan pembuatan kebijakan atau keputusan yang cukup kuat alasannya berdasarkan data dan fakta yang akurat. Macam data : 1. Kualitatif berupa katagori atau atribut, misalnya mengalami kenaikan. 2. Kuantitatif berbentuk bilangan, misalnya tinggi badan Sandy mencapai 170 cm 3. Diskit data yang diperoleh dengan membilang, misalnya banyaknya anak ada keluarga Ali adalah 3 orang 4. Kontinu, data dengan cara mengukur, misalnya panjang benda itu 15 cm. Latihan, tentukan pernyataan berikut ini berdasarkan macam data dengan memberik cek list pada kolom yang tepat No. 1. 2. 3. 4. 5. 6. 7. 8.

pernyataan Tinggi bangunan hotel itu mencapai 50 meter Banyak kendaraan roda dua yang melewati persimpangan jalan itu Penilaian seorang guru terhadap siswanya Kecepatan kendaraan tiap jam Banyaknya halaman buku yang sudah dibaca Mutu barang yang diproduksi Banyak mahasiswa yang mengikuti perkuliahan hari ini Luas tanah pak ali 250 meter kubik

Kualitatif

Kuantitatif V

Diskrit

Kontinu

Data primer adalah data yang diperoleh sendiri dan diolah langsung dari obyeknya. Data sekunder diperoleh dalam bentuk jadi, sudah dikumpulkan dandilah oleh pihak lain, dicatat dalam publikasi.

Cara pengumpulan data, sensus adalah pengumpuland ata secara satu persatu, sementara sampling adalah hanya sebagian anggota populasi yang diambil datanya. Untuk memilih sampel dari populasi bisa dilakukan secara acak, melalui undian atau tabel blangan acak. Cara tidak acak dengan pemilihan sejumlah angota dari populasi dengan setiap anggotanya.

Latihan tentukan pernyataan berikut ini benar atau salah No. 1. 2. 3. 4.

Pernyataan Urutan Statistika adalah pengumpulan data, penarikan kesimpulan, pengolahan dan penganalisaaan data, pembuatan keputusan Urutan statistika adalah Pengumpulan data, pengolahan dan pengalisisan data, penarikan kesimpulan dan pembuatan keputusan Urutan statistika adalah Pengolahan dan penganalisaan data, pengumpulan data, penarikan kesimpulan, pembuatan keputusan Urtan statistika adalah pengumpuilan data, pengolahan dan penganalisasan data, pembuatan keputusan, penarikan kesimpulan.

Benar atau salah

DASAR-DASAR ANALISIS PEMBULATAN BILANGAN ”Jika angka terkiri dari angka yang harus dihilangkan kurang dari 5 maka angka terkanakan dari angka yang mendahuluinya tetap (tidak berubah)” misalnya 50,15 ton menjadi 50 ton Latihan 1. 50,75500 dibulatkan hingga perseratusan yang terdekat === 2. 18,45 dibulaktan hingga satu desimal  3. 0,75645 dibulatkan hingga perseirbuan yang terdekat  4. 10,5500 dibulatkan hingga persepuluhan menjadi  5. 951,065 dibulatkan hingga perseratusan menjadi 

NOTASI SIGMA

Secara umum

∑a k =1

Sifat-sifat notasi sigma

= a1 + a 2 + a 3 + ... + a n−1 + a n

i =1

j =1

a. ∑a i = ∑a j n

∑ c = nc , k =1 n

∑c.a k =1 n

= c ∑a k , c konstanta. k =1

k =1

∑a k =1 n

∑ (a k + b k ) = ∑ a k + ∑ b k k =1

c konstanta.

= ∑a k + k =1

∑a i = i=m

∑a

k =m +1

dengan 1 < m < n

n +p

∑x

i=m +p

i−p

Latihan.. 1. Jika X1 = -2, X2 = 1, Y1 = 2 dan Y2 = 4 maka

PENYAJIAN DATA DALAM BENTUK TABEL Setelah ini mahasiswa diharapkan dapat : 5. Menyusun sekumpulan data dalam bentuk tabel baris kolom dan tabel kontingensi 6. Menyusun sekumpulan data dalam bentuk tabel distribusi frekuensi 7. Menyusun sekumpulan data dalam bentuk tabel distribusi frekuensi relatif 8. Menyusun sekumpulan data dalam bentuk tabel distribusi frekuensi kumulatif, baik frekuensinya dalam bentuk mutlak (absolut) maupun relatif Tabel ada dua macam, yaitu Tabel Data Tunggal dan Tabel Data Bergolong atau Tabel Distribusi Frekuensi. Tabel data tunggal sudah banyak dikenal, sedangkan tabel distribusi frekuensi dibuat dengan cara sebagai berikut: Contoh: Diketahui Distribusi Frekuensi Nilai Ujian Statistika Penelitian Universitas Pasundan Bandung yang diikuti 70 peserta, diperoleh data: 70, 70, 71, 60, 63, 80, 81, 81, 74, 74, 66, 66, 67, 67, 67, 68, 76, 76, 77, 77, 77, 80, 80, 80, 80, 73, 73, 74, 74, 74, 71, 72, 72, 72, 72, 83, 84, 84, 84, 84, 75, 75, 75, 75, 75, 75, 75, 78, 78, 78, 78, 78, 78, 79, 79, 81, 82, 82, 83, 89, 85, 85, 87, 90, 93, 94, 94, 87, 87, 89.

Langkah-langkah menjawab: 1) Urutkan data dari terkecil sampai terbesar. 60, 63 66, 66, 67, 6, 67, 68 70, 70, 71, 71, 72, 72, 72, 72, 73, 73, 74, 74, 74, 74, 74 75, 75, 75, 75, 75, 75, 75, 75, 76, 76, 77, 77, 77, 78, 78, 78, 78, 78, 79, 79 80, 80, 80, 80, 80, 81, 81, 81, 82, 82, 83, 83, 84, 84, 84, 84 85, 85, 87, 87, 87, 89, 89 90, 93, 94, 94

2) Hitung jarak atau rentangan (R) R = data tertinggi – data terendah R = 94 – 60 = 34 3) Hitung jumlah kelas (K) dengan Sturges. K = 1 + 3,3 log 70 K = 1 + 3,3. 1,845 K = 1 + 6,0885 = 7,0887 ≈ 7 4) Hitung panjang kelas interval (P) Rentangan (R) 34 P= = = 4,857 ≈ 5 Jumlah Kelas (K) 7 5) Tentukan batas kelas interval dengan rumus: ( 60 + 5 ) = 65 – 1 = 64 ( 65 + 5 ) = 70 – 1 = 69 ( 70 + 5 ) = 75 – 1 = 74 ( 75 + 5 ) = 80 – 1 = 79 ( 80 + 5 ) = 85 – 1 = 84 ( 85 + 5 ) = 90 – 1 = 89 ( 90 + 5 ) = 95 – 1 = 94 6) Buatlah Tabel sementara dengan cara dihitung satu demi satu yang sesuai dengan urutan interval kelas Distribusi Frekuensi Nilai Ujian Statistika Penelitian Universitas Pasundan Bandung

Nilai 60 – 64 65 – 69 70 – 74 75 – 79 80 – 84 85 – 89 90 – 94

Rincian II IIII I IIII IIII IIII IIII IIII IIII IIII IIII IIII IIII I IIII II IIII Jumlah

Frekuensi (f) 2 6 15 20 16 7 4 ∑f = 70

Latihan Misalkan kita punya data nilai ulangan matematika dari 40 siswa sebagai berikut: Nilai ulangan 80 75 80 85 65 60 80 60 65 70 75 80 85 45 65 55 70 75 65 75 85 55 65 65 75 60 65 60 65 75 75 65 75 65 75 65 75 70 65 65 untuk menyajikan data di atas dalam bentuk Tabel Distribusi Frekuensi maka perlu ditempuh langkah-langkah sebagai berikut: 1). menentukan Jumlah Klas Interval untuk menentukan Klas Interval ditentukan dengan rumus Sturges K= 1 + 3,3 log n

K = jumlah klas nterval log= logaritma n = jumlah data karena datanya terdiri 40 siswa maka : K = 1 + 3,3 log(40) K = 1 + 3,3 ……….. K = 1 + …………. K = …………. dapat dibulatkan menjadi ……………. atau ………… 2). Menghitung rentang data caranya yaitu data terbesar dikurangi data terkecil. berdasarkan tabel di atas data terbesar = data terkecil = maka rentang = ……………………. - ………………. = 3). Menghitung panjang klas panjang kelas = rentang di bagi jumlah kelas ………………………………………………. 4). Menyusun Klas Interval No Kelas Interval Interval 1 2 3 4 5 6 Jumlah

atau dibulatkan menjadi ……………..

Tally

5). Tabel Distribusi ……. No Interval 1 2 3 4 5 6

Kelas Interval

Frekuensi

Jumlah

Frekuensi

TABEL DISTRIBUSI FREKUENSI KUMULATIF Tabel distribusi kumulatif adlah sebuah tabel yang diperoleh dari tabel distribusi frekuensi, dengan frekuensinya dijumlah selangkah demi selangkah (kelas interval demi kelas interval. Dan distribusi ini terbagi dua menjadi distriubsi frekuensi kumulatif kurang dari, dan tabel distribusi kumulatif ”lebih dari”. Contoh ubahlah tabel distribusi berikut menjadi, tabel distribusi kumulatif kurang dari, dan .... atau lebih ...

Kelas ke-

Nilai Ujian

1 2 3 4 5 6 7

31 – 40 41 – 50 51 – 60 61 – 70 71 – 80 81 – 90 91 – 100 Jumlah

Frekuensi (fi) 2 3 5 13 24 21 12 80

Frekuensi kumulatif kurang dari kurang dari31 0 Kurang dari 41 2 kurang dari 51 5 kurang dari 61 10 kurang dari 71 23 kurang dari 81 47 kurang dari 91 68 kurang dari 101 80 Nilai Ujian

Nilai Ujian Frekuensi kumulatif lebih dari 31 atau lebih 80 41 atau lebih 78 51 atau lebih 75 61atau lebih 70 71 atau lebih 57 81 atau lebih 33 91 atau lebih 12 101 atau lebih 0

TABEL DISTRIBUSI FREKUENSI RELATIF KUMULATIF

Distribusi frekuensi relative adalah membagi frekuensi setiap kelas dengan total dari semua frekuensi (banyaknya data), dan dicari prosentasenya selangkah demi selangkah (kelas interval demi interval) Frekuensi relatif kadang-kadang dinyatakan sebagai persen.

Frekuensi relatif = Dari tabel nilai ujian pada halamam sebelumnya… Contoh: frekuensi relatif kelas ke-1: fi = 2; n = 80 Frekuensi relatif = 2/80 x 100% = 2.5% Selengkapnya… Kelas ke- Nilai Ujian 1 2 3 4 5 6 7

31 – 40 41 – 50 51 – 60 61 – 70 71 – 80 81 – 90 91 – 100 Jumlah

Frekuensi relatif (%) 2.50 3.75 6.25 16.25 30.00 26.25 15.00 100.00

LATIHAN .... Hasil penelitian sampling terhadap kunjungan orang tua siswa ke sekolah setiap tahun, dari 40 orang tua didapatkan data sebagai berikut

Buatlah : 1. 2. 3. 4. 5. 6.

Tabel distribusinya Tabel distribusi kumulatif kurang dari Tabel distribus kumulaitf ... atau lebih dari Tabel distibusi kumulatif relatif Tabel distribusi kumulatif relatif kurang dari Tabel distibusi kumulatif relati atau lebih dari.

Attachment 4

REKAPITULASI NILAI TUGAS TUTORIAL POKJAR BANJARBARU UPBJMM-UT/FAK Prog. Studi Kode MK Mata Kuliah NO. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

KOTA BANJARBARU

: Banjarmasin/ FKIP : PENDAS S-1 PGSD : PEMA 4210 : Statistika Pendidikan

NAMA AMIN AMRULLAH MARZUKI JUMINI LINA YULIANTI MAHRITA MARIYATI MUHAMMAD FAUZANI NORHALIMAH NORHIDAH NORMA KIKI RAMADANI RITA HERMININGSIH RUKINI RUSLINA SARNO ST. AMINAH Z SURISMIATUN SUTARSI WULANDARI

Semester : VII (Tujuh) Masa Reg : 2011.1 Tutor : M.Qamaruzzaman Kelas : A NILAI TUGAS NIM

815711506 816067197 616067165 814845824 814845745 814845738 814845627 815711473 816067172 815863398 814845928 814845713 815816761 815862769 816067205 814842876 815862776 815711538

1 73 60 93 100 100 67 93 93 93 100 0 73 80 93 80 67 53

NTT

0 0 24.4 85 80 80 73.3 85 80 70 81.1 85 80 65 81.6 85 80 65 81.6 85 80 70 72.2 85 80 65 79.4 85 30 72 65.1 85 80 70 81.1 85 30 65 65.0 85 80 75 51.7 85 80 85 79.4 85 80 83 81.0 85 Berhenti / pindah ke jawa 80 60 77.7 85 80 72 77.3 85 80 75 73.9 85 80 0 44.4 85

NT 42.6 76.8 82.3 82.6 82.6 76.0 81.1 71.1 82.3 71.0 61.7 81.1 82.2 79.9 79.6 77.2 56.6

Mengetahui : Kepala UPBJJ-UT Banjarmasin

Banjarmasin, 29 Juni 2011 Tutor,

Dra. Sri Hamda, M.Sc.Ed NIP. 19560922 198301 2 001

Muhammad Qamaruzzaman, S.Pd, M.Si NIP. 19690518 199512 1 005