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Iswahyudi, Gatut
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP ? UNS
Education Mathematics

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EKSPERIMENTASI PEMBELAJARAN MATEMATKA MENGGUNAKAN MODEL PEMBELAJARAN THINK PAIR SHARE DENGAN PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK PADA POKOK BAHASAN DIMENSI TIGA DITINJAU DARI KECERDASAN SPASIAL SISWA Tardi, Tardi; Budiyono, Budiyono; Iswahyudi, Gatut
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 at searching and finding: 1) the most effective mathematics learning model among TPS learning model with PMR, TPS learning model, and direct learning model, 2) the level of student?s spatial intelligence having the highest achievement among students with high, average, and low spatial intelligence, 3) the most effective learning model among TPS learning model with PMR, TPS learning model, and direct learning model towards student?s achievement on each level of spatial intelligence, and 4) the level of students having the highest achievement in every learning model. This was a quasy-experimental research with a 3x3 factorial design. The population was students of grade X of state senior high school in Surakarta in 2013/2014. Stratified random sampling and cluster random sampling techniques were applied. The samples in this research were: 1) experiment group 1, consisting of 91 students; 2) experiment group 2, consisting of 90 students; 3) control group, consisting of 99. The data collecting instruments were student?s spatial intelligence test and achievement test in the form of multiple choices. Balance test with unbalanced one-way anova test, analysis prerequisite tests (normality test with Liliefors test and homogenity test with Bartlett test) and hipothesis test (unbalanced  two-way anova test) were conducted. It can be concluded that: 1) TPS model with PMR is more effective towards student?s achievement than TPS model and direct model, and TPS model is as effective as direct model towards student?s achievement; 2) students with high spatial intelligence gain higher achievement than those with average and low spatial intelligence, and students with average spatial intelligence gain higher achievement than those with low spatial intelligence; 3) to students with high and average spatial intelligence, TPS model with PMR, TPS model and direct model give the same achievement. For students with  low spatial intelligence, TPS model with PMR and TPS model give the same achievement, but TPS model with PMR gain higher achievement than those with direct model, and TPS model and direct model give the same achievement; and 4) dealing with TPS model with PMR, students with high and average spatial intelligence gain the same of achievement, but students with high spatial intelligence gain higher achievement than those with low spatial intelligence, and students with average and low spatial intelligence gain the same of achievement, while dealing with with TPS model, students with high and average spatial intelligence gain the same of achievement but students with high spatial intelligence gain higher than those with low spatial intelligence, while students with average spatial intelligence gain higher achievement than those with low spatial intelligence, and dealing with direct model, students with high spatial intelligence gain higher achievement than those with average and low spatial intelligence, but students with average and low spatial intelligence gain the same of achievement.Key Words: learning model, TPS, PMR, spatial intelligence 
EKSPERIMENTASI MODEL PEMBELAJARAN MATEMATIKA PROBLEM POSING DENGAN TEKNIK LEARNING CELL PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI GAYA KOGNITIF SISWA PADA SISWA SMP KELAS VIII DI KABUPATEN SUKOHARJO Supriyanti, Supriyanti; Budiyono, Budiyono; Iswahyudi, Gatut
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: This research was aimed at searching and finding: 1) the most effective mathematics learning model among three models, including problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model, 2) more effective student?s cognitive style of field independent and field dependent, 3) more effective student?s cognitive style of field independent and field dependent on each model, and 4) the most effective mathematical learning model among three models, including problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model on each student?s cognitive style. This type of the research was a quasy-experimental research. The population was all students of grade VIII of state junior high school in Sukoharjo regency in 2013/2014. The size of the samples was 302 students consisted of 102 students in the first experimental group, 101 students in the second experimental group, and 99 students in control group. The data instruments used were documents of student?s early achievement, cognitive style questionnaire, and mathematics achievement test. The data was analyzed using analysis of variance. The conclusions of the research were as follows. (1) Problem posing mathematics learning model with learning cell technique is more effective than problem posing model without learning cell technique; problem posing mathematics learning model with learning cell technique is more effective than direct learning model; and problem posing learning model without learning cell technique is more effective than direct learning model, (2) Students having field independent cognitive style have greater achievement than those having field dependent cognitive style, (3) Dealing with problem posing model with learning cell technique, students having field independent cognitive style and field dependent cognitive style have the same achievement; dealing with problem posing learning model without learning cell technique, students having field independent cognitive style have greater achievement than those having field dependent cognitive style; and dealing with direct learning model, students having field independent cognitive style have greater achievement than those having field dependent cognitive style, and (4) To students having field independent cognitive style, problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model give the same student?s achievement; to students having field dependent cognitive style, problem posing model with learning cell technique gives higher student?s achievement than problem posing model without learning cell technique and direct learning model, and problem posing  model without learning cell technique gives higher student?s achievement than direct learning model.Key Words: problem posing, learning cell, cognitive style, achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) BERBANTUAN WINPLOT DAN TEAM ASSISTED INDIVIDUALIZATION (TAI) PADA MATERI APLIKASI TURUNAN FUNGSI DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIS SISWA Wawan, Wawan; Mardiyana, Mardiyana; Iswahyudi, Gatut
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 the learning achievement in mathematics viewed from the reasoning abilities of the students. The models compared were the cooperative learning model of the Winplot-assisted STAD, the cooperative learning model of the TAI type, and the Powerpoint-assisted direct learning model. This research used the quasi experimental research method with the factorial design of 3 × 3. Its population was all of the students in grade XI of Senior Secondary Schools of Purworejo in academic year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. The size of the sample was 235 students consisted of 80 students in the first experimental class, 77 students in the second experimental class and 78 students in the control class. The instruments to gather the data of the research were test of learning achievement in mathematics and test of mathematical reasoning ability. The data was analyzed by using the two-way analysis of variance with unbalanced cells. The conclusions of this research were as follows. (1) The cooperative learning model of the Winplot-assisted STAD type resulted in a better learning achievement in mathematics than the cooperative learning model of the TAI type and the Powerpoint-assisted direct learning model, and the cooperative learning model of the TAI type resulted in a better learning achievement in mathematics than the Powerpoint-assisted direct learning model. (2) The students with the high mathematical reasoning ability had a better learning achievement in mathematics than those with the moderate and low mathematical reasoning abilities, and the students with the moderate mathematical reasoning ability had a better learning achievement in mathematics than those with the low mathematical reasoning ability. (3) In each mathematical reasoning ability category, the cooperative learning model of the Winplot-assisted STAD type resulted in a better learning achievement in mathematics than the cooperative learning model of the TAI type and the Powerpoint-assisted direct learning model, and the cooperative learning model of the TAI type resulted in a better learning achievement in mathematics than the Powerpoint-assisted direct learning model. (4) In each learning model, the students with the high mathematical reasoning ability had a better learning achievement in mathematics than those with the moderate and low mathematical reasoning abilities, and the students with the moderate mathematical reasoning ability had a better learning achievement in mathematics than those with the low mathematical reasoning ability.Keywords: STAD, Winplot, TAI, direct learning, mathematical reasoning, and learning achievement in mathematics.   
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) DAN NUMBERED HEADS TOGETHER (NHT) DITINJAU DARI KECERDASAN MAJEMUK PESERTA DIDIK Widyawati, Santi; Mardiyana, Mardiyana; Iswahyudi, Gatut
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 objectives of this research were to investigate: (1) which learning model of the TSTS model, the NHT model, and the direct learning model resulted in a better learning achievement in mathematics; (2) which students of the students with mathematical-logical, interpersonal, and linguistic intelligence had a better learning achievement in mathematics; (3) in each category of the multiple intelligences, which learning model of the TSTS model, the NHT model, and the direct learning model resulted in a better learning achievement in mathematics; and (4) in each learning model, which students of the students with mathematical-logical, interpersonal and linguistic intelligence had a better learning achievement in mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. Its population was all of the students in Grade VII of Junior Secondary Schools of Metro City. The size of the samples was 269 students. They were taken by using the stratified cluster random sampling technique. The instruments to gather the data of the research were test of learning achievement in mathematics and questionnaire of multiple intelligences. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research were as follows. 1) The TSTS model resulted in a better learning achievement than the NHT model and direct model, and the NHT model resulted in a better learning achievement than the direct learning model. 2) The students with mathematical-logical intelligence had a better learning achievement than those with interpersonal and linguistic intelligences, and the students with interpersonal intelligence had a better learning achievement than those with linguistic intelligence. 3) In the students with mathematical-logical intelligence, the TSTS model resulted in a better learning achievement than the cooperative learning model of the NHT model, the TSTS model and the NHT model resulted in the same learning achievement as the direct learning model. In the students with interpersonal intelligence, the TSTS model resulted in the same learning achievement as the NHT and direct learning models, and the NHT model resulted in a better learning achievement than the direct learning model. In the students with linguistic intelligence, the TSTS and the NHT model sresulted in the same learning achievement as the direct learning model. 4) In the TSTS model, the students with mathematical-logical intelligence had the same learning achievement as those with interpersonal intelligence but had a better learning achievement than those with linguistic, and interpersonal intelligence had the same learning achievement those with linguistic intelligence. In the NHT model, the students with mathematical-logical, interpersonal, and linguistic intelligences had the same learning achievement. In the direct learning model, the students with mathematical-logical intelligence had a better learning achievement than those with interpersonal and linguistic intelligences, and the students with interpersonal intelligence had the same learning achievement as those with linguistic intelligence. Keywords: TSTS, NHT, multiple intelligences.
Co-Authors Budiyono, Budiyono Mardiyana, Mardiyana Santi Widyawati Supriyanti, Supriyanti Tardi, Tardi Wawan, Wawan