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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) BERBANTU MEDIA AUDIO-VISUAL DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI SEGIEMPAT Wicaksono, Setiawan; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract. The objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the mathematical communication of the students. The learning models compared were the cooperative learning model of the TGT type with audio-visual media, the cooperative learning model of the TGT type, and the direct learning model. This research was the quasi experimental. Its population was all of the students in Grade VII of State Junior Secondary Schools of Pati regency in Academic Year 2013/2014. The taken samples used technique stratified cluster random samples consisted of 283 students, consisted 3 class, namely 97 students in Experimental Class I, 94 students in Experimental Class II, and 92 students in Control Class. The instruments to gather the data were test of achievement in Mathematics on the learning material of Quadrangle, and test of mathematical communication. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalanced cells. The results of the research were as follows: 1) The TGT type with audio-visual media results in a better learning achievement than the TGT type and the direct learning model, and the TGT provided a better learning achievement of direct learning model, 2) The students with the high mathematical communication was a better learning achievement than those with the moderate and low mathematical communication, while the students with moderate mathematical communication was the same learning achievement as those with the low mathematical communication, 3) a) In the students with the high mathematical communication, the TGT type with audio-visual media results in the same learning achievement as the cooperative learning model of the TGT type, the TGT type with audio-visual media or the TGT type results in a better learning achievement than the direct learning model, 3) b) the category of moderate and low mathematical communication, the TGT type with audio-visual media provided equal learning performance both with models the TGT type and direct learning model, 4) a) In the TGT type with audio-visual media, students who was a high mathematical communication was the same learning achievement as those with the moderate mathematical communication, the students with the moderate mathematical communication was the same learning achievement as those with the low mathematical communication, and students who with the high mathematical communication was a better learning achievement than those with the low mathematical communication, 4) b) In the TGT type, students with the high mathematical communication was a better learning achievement than those with the moderate or low mathematical communication, and students with the moderate mathematical communication was the same learning achievement as those with the low mathematical communication, 4) c) In the direct learning model, students with the high mathematical communication was the same learning achievement as those with the moderate or low mathematical communication.Keywords: TGT, audio-visual media, and mathematical communication

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) BERBANTUAN SOFTWARE CABRI 3D DITINJAU DARI GAYA BELAJAR SISWA Putra, Fredi Ganda; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objective of this research was to investigate the effect of the learning models on learning achievement viewed from the learning style of the students. The learning models compared were the cooperative learning model of the TGT type by using Cabri 3D, the cooperative learning model of the TGT type, and the direct learning model. The type of the research was a quasi-experimental research. Its population was all of the students in grade VIII of State Junior Secondary Schools of Metro City in academic year 2013/2014. The size of the sample was 278 students consisted of 90 in experimental class 1, 95 in experimental class 2, and 93 in control class. The instruments used were mathematics achievement test on the learning material of polyhedron and questionnaire of learning style. The data was analyzed by using two way analysis of variance with unbalanced cells. The conclusions of the research were as follows. (1) The cooperative learning model of the TGT type by using Cabri 3D resulted in a better learning achievement than the cooperative learning model of the TGT type and the direct learning model, the cooperative learning model of the TGT type resulted in a better learning achievement than the direct learning model. (2) The students with the visual learning style had the same learning achievement as those with the kinesthetic learning style, and both of the group had a better learning achievement than those with the auditory learning style. (3) In each category of the learning style, the cooperative learning model of the TGT type by using Cabri 3D resulted in a better learning achievement than the cooperative learning model of the TGT type and the direct learning model, the cooperative learning model of the TGT type resulted in a better learning achievement than the direct learning model. (4) In each of the learning models, the students with the visual learning style had the same learning achievement as those with the kinesthetic learning style, and both of the group had a better learning achievement than those with the auditory learning style.Keywords: TGT , Cabri 3D, Learning Style.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE BERBASIS ASSESSMENT FOR LEARNING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KREATIVITAS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN PONOROGOTAHUN 2013/2014 Dwi A, Yuridis Madyarsa; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: This research was aimed to know in polyhedral concept: (1) which one give better achievement between TPS-AfL, TPS, or Direct Learning, (2) which one have better achievement between high, medium or low creativity students, (3) for each creativity levels, which one give better achievement between TPS-AfL, TPS, or Direct Learning, (4) for each learning model, which one have better achievement between high, medium or low creativity students. This was quasi-experimental research designed by factorial 3x3. The population was 8th grade students of SMPN even semester academic year 2013/2014 in Ponorogo regency. The sample was taken by using stratified cluster random sampling. Total sample was 255 students, consisted of 79 students as TPS-AfL sampel, 89 students as TPS sampel, and 87 students as Direct Learning sampel. The data were collected by using documentation, questionnaire and test. The data of research were analyzed by using analysis of variance with unequal cells, then continued by using Scheefe? method. According to the data analysis, it can be concluded that in polyhedral concept: (1) students learnt using TPS-AfL and TPS, had better achievement than students learnt using Direct Learning, students learnt using TPS-AfL had better achievement than students learnt using TPS, (2) high creativity students had better achievement than those of medium and low creativity students, however medium and low creativity students had the same achievement, (3) for TPS-AfL and TPS learning, students with high, medium, and low creativity had the same achievement, for Direct Learning, high creativity students had the same achievement as medium creativity students, however medium creativity students had the same achievement as low creativity students, meanwhile high creativity students had better achievement than low creativity students, (4) for high and medium creativity students, TPS-AfL, TPS, and Direct Learning gave the same achievement, meanwhile for low creativity students, TPS-AfL gave better achievement than students TPS and Direct Learning, meanwhile, TPS and Direct Learning gave the same achievement.Keywords: TPS-AfL, TPS, Direct Learning, Creativity

EKSPERIMENTASI MODEL PEMBELAJARAN NESTED DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN KONTEKSTUAL PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA SISWA KELAS VIII MTs PONOROGO TAHUN PELAJARAN 2013/2014 Rivia J, Hefin Dwi; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objectives of this study were to know: (1) which one gave students a better learning achievement, Nested learning model and Think Pair Share with Contextual, or Direct Instruction, (2) which one has better learning achievement in mathematics, students who have the level of low anxiety, medium one, or high one. (3) which level of anxiety in learning mathematics gave better learning achievements using Nested learning model and Think Pair Share with Contextual approach, or Direct Instruction, (4) which learning model (Nested and Think Pair Share with Contextual approach, or Direct Instruction) gave better learning achievement in mathematics toward students with high, medium or low anxiety. It was a quasi-experimental study using two independent variables (model of learning and the anxiety of learning mathematics) and one dependent variable (learning achievement of mathematics). The instruments used to collect the data were documentation, testing, and questionnaires. Two-way ANOVA with unequal cell was used to analyze the data. The sample-taking was done using Stratified Cluster Random Sampling. The results of the research were: (1) the learning achievement in Nested learning model is better than learning achievement in Think Pair Share learning model and Direct Instruction, the learning achievement in Think Pair Share learning model is better than Direct Instruction one, (2) students with low anxiety have better learning achievement in mathematics than students with medium and high anxiety, and the ones having medium anxiety have better learning achievement in mathematics than the ones with high anxiety, (3) in Nested, Think Pair Share, and Direct Instruction learning model, the learning achievement in mathematics toward low anxiety students is better than medium and high anxiety students and medium anxiety students learning is better than high anxiety, and (4) in low, medium, and high anxiety students, the learning achievement in Nested learning model is better than Think Pair Share model and Direct Instruction, Think Pair Share model is better than Direct Instruction one.Keywords: Nested, Think Pair Share, Direct Instruction, Anxiety.

ANALISIS KETERAMPILAN DASAR MENGAJAR MAHASISWA PENDIDIKAN MATEMATIKA DALAM PEMBELAJARAN MIKRO (Studi Kasus pada Mahasiswa Pendidikan Matematika FKIP UNS Tahun Akademik 2012/2013) Frasetyana, Anita Diah; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objective of this research is to describe the basic teaching skills in microteaching of the students majoring in Mathematics Education of the Faculty of Teacher Training and Education of Sebelas Maret University in Academic Year 2012/2013. The subject of this research consisted of two students conducting a microteaching. One of the subject has high academic ability whereas the other subject has low academic ability Type of the research was a qualitative case study research. The subjects of this research were taken by using the purposive sampling. The technique of analyzing the data was Miles and Huberman concept, namely, data reduction, data presentation, and conclusion drawing. The results of this research are as follows: the skill that the students have mastered in the apperception activity is the skill to conduct apperception by using the questions related to the learning material which is going to be learnt and giving description on the activity and/or scope of learning material of the class meeting; the skill that the students have mastered in asking questions to their microteaching students is the skill to raise question clearly relevant to the problems discussed; the skill that the students have mastered in the reinforcement is the skill to use non-verbal reinforcement by nodding head and smiling; the skill that the students have mastered in conducting variation in teaching is the skill to vary the volume of voice and the standing position in the classroom; the skills that the students have mastered in explaining are the skills to present the learning material in structured or systematic sequence, to emphasize the important parts, to give examples by following deductive or inductive pattern, and to give feedback; the skill that the students have mastered in group activity is the skill to distribute the chance for their microteaching students to participate and to analyze or extend the view of their microteaching students; the skills that the students have mastered are the skills to give clear instruction and to get their microteaching students prepared by setting the size of the group and the number of the group members as well as to ask their microteaching students to account for their group activity; the skills that the students have mastered in the closing activity are the skills to make summary by either the students themselves and/or by involving their microteaching students and to conduct written test as an evaluation tool in teaching Mathematics.Keywords: basic teaching skill, microteaching, and teaching Mathematics.

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