MATERI TRIGONOMETRI KELAS 10 PDF

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Materi Trigonometri Kelas 10 Pdf

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After they check their answer, they use it to finish the task criteria. Students find the answer from what they do in task criteria. The answer from the task criteria is still conjectural, so a proof is needed to verify it. So the teacher must give the answer a confirmation whether the students are correct or not. Teacher gives enrichment to the students in form of applicable problems.

It is expected in solving the problems, they can use the concept they just have got. If the student can answer the problems correctly, so it can be said that they succeed constructing new knowledge about a concept that they have learned.

While according to Soedjadi cited in [11], says that there are 6 steps that need to be done to complete a learning by Guided Discovery method: 1. Data Development Students required to seek or pointing the possibilities other data as the continuity of the known data. Data Arrangement Students required to arrange the data obtained for the first step and second steps in a list. Extra Data Students required to add extra data as the continuity of the known data if the expected pattern is not obtained yet.

Answer The Problem Students answer the problem in the first step. Checking The Answer Students required to see the truth of the general pattern that is obtained with some available data.

In this instructional method, the teacher becomes a facilitator who guides students on the right directions so as to avoid misunderstanding of the rules.

Bab Trigonometri SMA Kelas X Semester 2

Hence, there are some things that must be considered during the use of this method in the learning process, as outlined by Michael Swan [9]. The rules should be true. The rules should show clearly what limits are on the use of a given form.

The rules need to be clear. The rules ought to be simple. The rules need to make use of concepts already familiar to the learner. The rules ought to be relevant. Rote-Learning Behavior The definition of rote learning is a learning by memorizing information repeatedly [12].

The idea of this method is the more we repeat the information, the more information we will remember in verbatim. Experts generally agree to a certain point that rote learning is necessary and important.

Or in education, when students need to remember the alphabets and how to spell the words. Indeed, there must be pros and cons about the use of this method. For the cons, some believe that by having rote-learning method as a way to learn new information, some students may forget the facts that they have learn after doing test, and may not full understand the concepts to begin with [13].

For instance, when students are studying about trigonometric formulas for the sake of a test on the next day, whereas they did not study well before, so they realize that they need to remember all formulas in a short time.

They will probably not have a very deep understanding of the actual meaning of the formulas. They will then likely forget all the other facts shortly anyway.

In the other hand, some pros believe that rote learning method will build the foundation, so students can learn more difficult concepts. For example, firstly students have to acknowledge the shape of triangle, square, trapezium, and circle, then they begin to find area of those shapes.

According to [14], the revised taxonomy includes six cognitive process categories, one most closely relates to retention Remember and the other five relates to meaningful learning Understand, Apply, Analyze, Evaluate, and Create. This means that when the learning process merely focus on memorizing the material, so this will become meaningless. At grade X, students will learn about angle, degree, radian, quadrant, ratios sinus, cosine, tangent, cotangent, cosecant and secant and trigonometry identities.

While at grade XII natural science program, students will learn compound angles formulas, double-angle and half-angle formulas, multiplication formulas for sinus and cosine, addition and subtraction formulas of sinus and cosine. Meaningful learning always be related to Ausubel, a psychologist who advance a theory which contrasted meaningful learning from rote learning.

He believes that learning of new knowledge relies on what is already known [15]. Where in a short words, he says that human learn by constructing their own knowledge. Therefore, to construct a prior knowledge through prior personal experience, students need to be involved actively during the learning process. Because when they solely memorizing the material, they do not make any way to relate what they have known to what they going to know. Following table explains the different between meaningful learning and rote learning according to Ausubel [16]: TABEL 3.

Non-arbitrary, non-verbatim, substantive 1. Arbitrary, verbatim, non-substantive incorporation of new knowledge into cognitive incorporation of new knowledge into structure. Deliberate effort to link new knowledge with 2. No effort to integrate new knowledge with higher order concepts in cognitive structure.

Sindemi : Sinus = depan dibagi miring

Learning related to experiences with events or 3. Learning not related to experience with events objects. Affective commitment to relate new 4. No affective commitment to relate new knowledge to prior learning. This is because students already have their prior knowledge enough to find those formulas and concepts. For instance, in the material of trigonometric ratios in right-angled triangle at grade X, students already studying the properties of right-angled triangles earlier when they were in junior high school.

So as to introduce the concept of sine as a comparison of the length of front side of the corner and the hypotenuse of right-angled triangle , or cosine as the length ratio of the next side of the corner and the hypotenuse of right-angled triangle can be done easily. Therefore, it is very unfortunate if students only know by memorizing process without understanding the meaning and the origins of the trigonometric formulas and its concepts.

So, meaningful learning is a must in studying trigonometry by the students. Based on those reasons, Guided Discovery is considered to be an alternative solution to lead the learning process into a meaningful learning process by minimizing the tendency of students learn by rote.

This is because: 1. Guided Discovery addresses some of the drawbacks associated with both deductive and inductive instruction as it is essentially learner-centered.

It makes learning memorable since learners are actively involved in the process, so the material will be long lasting in their mind. With this, they can reconstruct the trigonometric formulas whenever they forget the formulas or whenever they will use it to solve problems.

This means in the Guided Discovery steps we may provide some loops in some steps. As a result of the modifications are as follows: 1. Giving Problems The teacher gives a problem, and learners seek resolution of the problem. The given problem should contain clues to the direction and the objectives about what they have to do. Such as they find the solution by themselves from the given problem. Students who are smart enough will finish the problem without guidance. Otherwise, they will get a guidance in the form of developed questions from the simplest way.

Data Arrangement In this phase, teacher guides the students by giving them a more specific ways to find the formula using the data in step 1 and step 2. This way is in form of the steps to find the formula, but not in a general way. Extra Data Teacher gives students extra data that will direct them to the targeted formula. It is expected that with this guidance, students can determine the formula. Verification In this step, the students are required to verify the formula they have found by themselves.

If the verification is correct, so they can continue to the next step.

Otherwise, they need to recheck their work in the previous step, or they can consult with the teacher of their friends who already finish their work correctly. Exercises Teacher gives the students some problems, and it is expected that they do the problems use the formulas they found. If they sure with their answer, they may continue to the step of Verification with a condition if they have a problem, they have to back to the second activity.

But if they do not find the problem, they may continue to the last step. If the students are able to answer those question, so they may continue to the verification phase. Otherwise, they have to continue to the third steps. If yes, go to step 5. If not, continue to the next step. Then you may continue to the next step. If their 2 answer is correct, so they can continue to the sixth step, otherwise they can discuss to their friend until they get the right answer.

That makes experts believe that trigonometry must be taught as soon as possible especially in school, so that students can get to know the application of trigonometry earlier.

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So that, the possibility of students choose rote learning will be minimized. Berry, M. European Journal of Science and Mathematics Education, 2 2 , 87— Bilgin, I. Scientific Research and Essay, 4 10 , — Dordrecht: Kluwer Academic Publishers. Creswell, J. Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in mathematics.

Jacobsen, D. London: Pearson Education, Inc. Johnson, B. Journal of Educational Psycology, 1 91 , — Kauchak, D. Learning and Teaching-Research-Based Methods, Participatory Action Research: Communicative action and the public sphere. Strategies of Qualitative Inquiry, — Helping Children Learn Mathematics.

Counterexamples in Calculus. Amerika: The Mathematical Association of America. Matthew, B.

International Researcher, 2 1. Moalosi, W.

materi trigonometri

Academic Research International, 4 6 , — Mulyasa, E.We have a branch office in Ubud. The icing pump got busy and made every different pattern he could think of, with icing in all colours of the rainbow. Materi Ekonomi Kelas x Semester 2. Virol Fagos.

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