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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Matematika Jurnal Infinity Journal on Mathematics Education (JME) Jurnal Riset Pendidikan Matematika Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Penelitian Pendidikan IPA (JPPIPA) Idealmathedu: Indonesian Digital Journal of Mathematics and Education Jurnal Infinity Primary Education Insight Jurnal Didaktik Matematika

Sugiman Sugiman

Universitas Negeri Yogyakarta

Author-ID : 2415651

Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

Published : 33 Documents Claim Missing Document

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Model of organizational abilities among secondary school teachers Dona Ningrum Mawardi; C. Asri Budiningsih; Sugiman Sugiman; Habibi Habibi
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 2: June 2020
Publisher : Institute of Advanced Engineering and Science

This study confirms the correlation model constructed among organizational abilities variables of secondary school teachers. The organizational abilities variables are: organizational commitment, and professional commitment, job satisfaction, and job performance. The samples are secondary school teachers selected using purposive sampling techniques. Data were collected through a rating scale questionnaire (1-5) and analyzed using Lisrel 8.0 program. The results show that professional commitment has a significant effect on organizational commitment and job satisfaction with values of 2.72 and 2.60. Other findings that organizational commitment and job satisfaction have an effect on job performance with values of 2.36 and 2.02. Empirically, the results concluded that the correlation among the variables theoretically fulfilled the fit criteria.

MATHEMATICS LEARNING ACHIEVEMENT: DISCOVERY LEARNING COLLABORATION THINK PAIR SHARE VIEWED FROM REASONING Anggoro Yugo Pamungkas; Sugiman Sugiman; Nining Setyaningsih
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

This study aims to (1) analyze Discovery Learning Setting Think Pair Share on mathematics learning achievement, (2) analyze the level of students 'reasoning towards mathematics learning achievement, and (3) determine the interaction of Discovery Learning Setting Think Pair Share and the level of students' reasoning on mathematics learning achievement. This type of research uses quantitative research with a quasi-experimental design. All grade VIII students of State Junior High School 1 Sambi were the population of this study. The sample in this study consisted of two classes, 31 experimental and 32 control students, with a sampling technique using cluster random sampling. Data collection techniques using documentation, tests, and questionnaires. The data analysis technique used the ANOVA technique. Two ways with different cells. The results of the study with a significance level of 5% are (1) there is a good effect using Discovery Learning Setting Think Pair Share on students 'mathematics learning achievement, (2) there is a good effect of reasoning on students' mathematics learning achievement, and (3) there is no interaction between Discovery Learning. Think Pair Share setting and students' reasoning. Therefore, it is concluded that mathematics learning achievement can be influenced by Discovery Learning Setting Think Pair Share and reasoning. Keywords: Discovery learning setting think pair share; mathematics learning outcomes; reasoning. AbstrakPenelitian ini bertujuan untuk (1) menganalisis Discovery Learning Setting Think Pair Share terhadap prestasi belajar matematika, (2) menganalisis tingkat penalaran siswa terhadap prestasi belajar matematika, dan (3) mengetahui interaksi Discovery Learning Setting Think Pair Share dan tingkat penalaran siswa terhadap prestasi belajar matematika. Jenis penelitian menggunakan penelitian kuantitatif dengan desain quasi experiment. Seluruh siswa kelas VIII SMP Negeri 1 Sambi menjadi populasi penelitian ini. Sampel dalam penelitian ini terdiri dari dua kelas dengan 31 siswa eksperimen dan 32 siswa kontrol, dan pengambilan teknik sampling menggunakan cluster random sampling. Teknik pengumpulan data menggunakan metode dokumentasi, tes dan angket. Teknik analisis data menggunakan teknik ANAVA dua jalan dengan sel tak sama. Hasil penelitian dengan tingkat signifikansi 5% adalah (1) ada pengaruh baik menggunakan Discovery Learning Setting Think Pair Share terhadap prestasi belajar matematika siswa, (2) ada pengaruh baik penalaran terhadap prestasi belajar matematika siswa, dan (3) tidak ada interaksi antara Discovery Learning Setting Think Pair Share dan penalaran siswa. Oleh karena itu, disimpulkan bahwa prestasi belajar matematika dapat dipengaruhi oleh Discovery Learning Setting Think Pair Share dan penalaran. Kata Kunci: Discovery learning setting think pair share; penalaran; prestasi belajar matematika.

LEARNING GOAL-FREE PROBLEMS: COLLABORATIVELY OR INDIVIDUALLY? Sugiman Sugiman; Endah Retnowati; Paul Ayres; Murdanu Murdanu
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, VOL. 38, NO. 3, OCTOBER 2019
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v38i3.26914

Goal-free is a learning strategy to present a problem without specific questions, in contrary to a goal-given problem. This research examined the goal-free effects during mathematics collaborative learning measured by cognitive load ratings and transfer performance. An experiment was conducted in authentic mathematics classrooms employing a factorial design with 2 problem presentations (goal-free vs. goal-given problems) ´ 2 learning environments (collaboratively vs. individually) using a Geometry topic. This consisted of four consecutive phases: introductory, acquisition, near and far transfer tests. 111 seventh graders (Average: 12.8 y.o.) who were novices, participated voluntary. The findings showed that students who learned by goal-free problems had significantly higher far-transfer scores than when the goal was given. Interestingly, in the acquisition phase, the students in goal-free problems experienced significantly higher cognitive load than their counterparts. Further, it was found that overall, individuals scored significantly higher in a far-transfer test than those who learned collaboratively; however, during the acquisition phase individuals experienced significantly higher cognitive load than collaborative learning. No pattern of interaction effects was indicated. Overall, it was concluded that goal-free problems may be learned either collaborativelly or individually. Nevertheless, the goal-free problems stimulated higher cognitive load during learning, which seemed to have a positive influence.

Pengaruh Pendekatan PMRI terhadap Motivasi Berprestasi, Kemampuan Pemecahan Masalah, dan Prestasi Belajar Wahidin Wahidin; Sugiman Sugiman
PYTHAGORAS Jurnal Pendidikan Matematika Vol 9, No 1: June 2014
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mendeskripsikan perbedaan pengaruh pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) dan pendekatan konvensional serta keefektifan pendekatan PMRI dan pendekatan konvensional ditinjau dari motivasi berprestasi, kemampuan pemecahan masalah, dan prestasi belajar siswa pada siswa kelas VIII SMP Negeri 1 Luragung. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment). Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 1 Luragung, semester ganjil tahun pelajaran 2013/2014 yang terdiri atas delapan kelas. Sampel dipilih sebanyak dua kelas dari 8 kelas dengan menggunakan teknik cluster sampling. Perbedaan pengaruh dianalisis menggunakan uji multivariat (MANOVA) dan keefektifan dianalisis dengan uji one sample t test dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa terdapat perbedaan pengaruh yang signifikan antara pendekatan PMRI dan pendekatan konvensional ditinjau dari motivasi berprestasi, kemampuan pemecahan masalah, dan prestasi belajar siswa dan pendekatan PMRI efektif ditinjau dari motivasi berprestasi.Kata Kunci: Pendekatan Pembelajaran Matematika Realistik Indonesia, pendekatan konvensional, motivasi berprestasi, kemampuan pemecahan masalah, prestasi belajar. The Effect of the IRME Approach on the Achievement Motivation, Problem Solving Skills, and Learning Achievement AbstractThis study aimed to describe (1) Differentiation the effect of Indonesian Realistic Mathematics Education (IRME) and the conventional approach and (2) Effectiveness of IRME approach and the conventional approach on achievement motivation, problem solving skills, and learning achievement of the eighth grade students of SMP Negeri 1 Luragung. This study was a quasi-experimental study (quasi-experiment). The population of this research was all the eighth grade students of SMP Negeri 1 Luragung, semester I academic year 2013/2014 consisting of eight classes. Two classes was chosen from 8 classes by using cluster sampling technique as samples. The effect of IRME were analyzed using multivariate test (MANOVA), and effectiveness were analyzed using one sample t test with a significance level of 0.05. The results show that there is a significant difference effect between IRME approach and the conventional approach on achievement motivation, problem solving skills, and students learning achievement. IRME approach effective on achievement motivation in the subject system linear equations in two variables in SMP Negeri 1 Luragung.Keywords: Indonesian Realistic Mathematics Education (IRME) approach, the conventional approach, achievement motivation, problem solving skills, learning achievement.

Pengembangan Perangkat Pembelajaran Bangun Ruang di SMP dengan Pendekatan Creative Problem Solving Yuli Sulistyowati; Sugiman Sugiman
PYTHAGORAS Jurnal Pendidikan Matematika Vol 9, No 2: December 2014
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran bangun ruang dengan pendekatan Creative Problem Solving yang berkualitas baik berdasarkan kriteria valid, praktis, dan efektif. Jenis penelitian ini adalah penelitian dan pengembangan dengan model pengembangan Four-D yang diadaptasi dari Thiagarajan, Semmel, dan Semmel yang memuat tahap define, design, develop, dan disseminate. Penelitian ini menghasilkan perangkat pembelajaran yang terdiri dari Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kegiatan Siswa (LKS), tes prestasi belajar, dan tes kemampuan penalaran matematis. Hasil validasi menunjukkan bahwa perangkat yang dikembangkan memiliki kategori sangat valid untuk masing-masing RPP, LKS, dan tes. Hasil uji coba menunjukkan bahwa RPP dan LKS yang dikembangkan memiliki kategori praktis dan efektif. Kepraktisan mencapai kategori sangat praktis berdasarkan penilaian guru dan mencapai kategori praktis berdasarkan hasil observasi keterlaksanaan pembelajaran dan penilaian siswa. Keefektifan mencapai kategori efektif berdasarkan ketuntasan belajar siswa. Secara klasikal ketuntasan tes prestasi belajar mencapai 76,67% dan tes kemampuan penalaran matematis mencapai 90%.Kata kunci: pengembangan, perangkat pembelajaran, Creative Problem Solving Developing of Solid Instructional Package with Creative Problem Solving Approach AbstractThe aim of this research was to produce the solid instructional package with Creative Problem Solving approach which have good quality based on the validity, practicality, and effectiveness criteria. This study was a research and development using the developmental model adapted from Thiagarajan, Semmel, and Semmel included define, design, develop, and disseminate stages. This study produces instructional package consists of lesson plans, student worksheets, achievement tests, and mathematical reasoning tests. The results of the validation showed that the developed package is very valid based on lesson plans, student worksheets, and tests. The results of the tryout indicated that lesson plans and student worksheets are practical and effective. The practicality was in very practical category based on teacher’s assessment and practical category based on the implementation of learning and student’s assessment. The effectiveness was in the effective category based on student’s learning mastery. In the classical mastery learning it reached 76.67% for achievement and 90% for mathematical reasoning. Keywords: development, instructional package, Creative Problem Solving

Hubungan Antara Kemampuan Verbal, Kemampuan Interpersonal, dan Minat Belajar dengan Prestasi Belajar Matematika Nadzifah Ajeng Daniyati; Sugiman Sugiman
PYTHAGORAS Jurnal Pendidikan Matematika Vol 10, No 1: June 2015
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mendeskripsikan hubungan kemampuan verbal, kemampuan interpersonal, dan minat belajar dengan prestasi belajar matematika siswa SMP. Penelitian ini merupakan penelitian kuantitatif dengan jenis penelitian expost facto. Populasi penelitian mencakup seluruh siswa kelas VIII SMP di Kabupaten Purworejo. Sampel yang berasal dari sembilan sekolah di tiga daerah ditentukan dengan cluster random sampling technique. Pengumpulan data menggunakan tes dan angket. Hasil analisis menunjukkan kemampuan verbal, kemampuan interpersonal, dan minat belajar matematika secara bersama-sama berhubungan dengan prestasi belajar matematika siswa SMP, di mana kontribusi yang diberikan sebesar 38,60% serta persamaan regresi yang diperoleh ialah . Hubungan antara kemampuan verbal dan prestasi belajar matematika dengan kontribusi sebesar 23,62%; hubungan antara kemampuan interpersonal dan prestasi belajar matematika dengan kontribusi sebesar 1,64% dan hubungan antara minat belajar matematika dan prestasi belajar matematika dengan kontribusi sebesar 6,15%.Kata Kunci: kemampuan verbal, kemampuan interpersonal, minat belajar matematika, dan prestasi belajar matematika siswa. The Relationship Among Verbal Ability, Interpersonal Ability, Interest in Learning, and the Mathematics Learning Achievement AbstractThis study aims to describe correlation among verbal ability, interpersonal ability, interest in learning, and the mathematics learning achievement of junior high school (JHS) students. This study was a quantitative expost facto study. The population comprised all Year VIII students of JHS in Purworejo District. A sample consisting of nine schools from three areas was established using the cluster random sampling technique. The data were collected through a test and Likert-scale questionnaires. The results showed that verbal ability, interpersonal ability, and interest as an aggregate correlate with the learning mathematics achievement of JHS students, with a contribution of 38.6% obtained by the regression model Y = -1.385 + 0.635X1 + 0.039X2 + 0.085X3, the verbal ability and mathematics learning achievement with the contribution of 23.62%; the interpersonal ability and mathematics learning achievement with the contribution of 1.64%; and interest and mathematics learning achievement with the contribution of 6.15%.Keywords: verbal ability, interpersonal ability, interest in learning, and mathematics learning achievement.

Keefektifan Pendekatan CTL dan Problem Solving Ditinjau dari Prestasi Belajar Matematika dan Religiusitas Siswa Tri Wijayanti; Sugiman Sugiman
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 2: December 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini adalah penelitian eksperimen semu dengan desain nonequivalent controlgroup design. Populasi penelitian ini adalah siswa kelas VII di sekolah berbasis pesantren yaitu SMP Muhammadiyah Boarding School (MBS) Yogyakarta. Sampel penelitian adalah kelas VII C, VII D, dan VII E. Instrumen penelitian ini adalah angket religiusitas siswa dan tes prestasi belajar matematika. Data dianalisis secara multivariat dengan taraf signifikansi 5% untuk pengujian kesamaan rata-rata kelompok dan ditindak lanjuti dengan analisis univariat pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa (1) pendekatan CTL efektif ditinjau dari prestasi belajar matematika dan religiusitas siswa, (2) pendekatan problem solving efektif ditinjau dari prestasi belajar matematika dan religiusitas siswa, dan (3) pendekatan CTL tidak lebih efektif dibandingkan pendekatan problem solving ditinjau dari prestasi belajar matematika dan religiusitas siswa.Kata kunci: pendekatan contextual teaching and learning (CTL), pendekatan problem solving, prestasi belajar matematika, religiusitas siswa The Effectiveness of CTL and Problem Solving Approach in Terms of Student’s Mathematics Achievement and Religiosity AbstractThis study is aquasi-experimental research design with nonequivalent control group design. The study population was a class VII student of SMP Muhammadiyah Boarding School (MBS) Yogyakarta as islamic boarding school. Samples were class VIIC, VIID, and VIIE. The research instrument was a questionnaire religiosity students and mathematics achievement tests. Data were analyzed by the multivariate analysis at the significance level of 5% for the average similarity testing groups and followed up by a univariate analysis at the significance level of 5%. The results showed that (1) CTL approach effective in terms of student’s mathematics achievement and religiosity, (2) problem solving approach effective in terms of student’s mathematics achievement and religiosity, and (3) CTL approach is not more effective than problem solving approach in terms of student’s mathematics achievement and religiosity.Keywords: contextual teaching andlearning(CTL) approach, problem solving approach, mathematics achievement, studentreligiosity

Perilaku siswa cerdas istimewa saat pembelajaran pengayaan matematika menggunakan kalkulator Cahya Mar'a Saliha Sumantri; Sugiman Sugiman; Heri Retnawati
PYTHAGORAS Jurnal Pendidikan Matematika Vol 16, No 1: June 2021
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v16i1.35440

Penelitian ini bertujuan untuk mendeskripsikan perilaku siswa cerdas istimewa saat pembelajaran pengayaan matematika menggunakan kalkulator. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kuantitatif dan kualitatif. Subjek penelitian adalah siswa kelas VIII-A SMP Negeri di Kota Pasuruan yang terdiri dari 33 siswa. Subjek yang dipilih berasal dari kelas unggulan pada sekolah tersebut. Instrumen penelitian berupa lembar observasi dan kuesioner. Analisis data menggunakan analisis deskriptif kuantitatif dan kualitatif. Hasil penelitian mengungkapkan bahwa siswa masih menggunakan perhitungan manual daripada menggunakan kalkulator ketika mengerjakan tes awal. Ketika siswa mengerjakan beberapa soal pada lembar kegiatan peserta didik, siswa antusias untuk memahami petunjuk pengoperasian kalkulator, meskipun beberapa siswa masih mengajukan pertanyaan kepada guru. Kasus lainnya, siswa terlihat kebingungan saat hasil yang muncul di kalkulatornya berbeda dengan hasil teman-temannya, sebagian besar siswa baru mengetahui fungsi lain dari tombol-tombol kalkulator. Berbagai tantangan dan potensi pemanfaatan kalkulator dalam pembelajaran pengayaan matematika didiskusikan dalam artikel ini. The behavior of special intelligent students when learning mathematics enrichment using a calculatorAbstractThis study aimed to describe the behavior of special intelligent students when learning mathematics enrichment using a calculator. This research was descriptive research with quantitative and qualitative approaches. The subjects were eighth-grade students of a public junior high school in Pasuruan City, Indonesia, which consisted of 33 students. The selected subjects came from the superior class at the school. The instruments were observation sheets and questionnaires. Data analysis used quantitative and qualitative descriptive analysis. The study results revealed that students still used manual calculations instead of using a calculator when doing the initial test. When students solved some problems on the worksheet, students were enthusiastic about understanding the instructions for operating the calculator, although some students still asked questions to the teacher. In another case, students looked confused when the results that appeared on their calculators were different from the results of their friends; most of the students just found out about other functions of the calculator buttons. Various challenges and potential use of calculators in mathematics enrichment learning were discussed.

Pengaruh Pendekatan PMRI terhadap Aktivitas dan Pemahaman Konsep Matematika Siswa SMP Esti Ambar Nugraheni; Sugiman Sugiman
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 1: June 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk menyelidiki apakah pendekatan PMRI berpengaruh terhadap aktivitas dan pemahaman konsep matematika siswa, dan apakah pendekatan PMRI lebih baik dibandingkan direct instruction ditinjau dari aktivitas dan pemahaman konsep matematika siswa kelas VII SMP Negeri 4 Banguntapan Bantul pada pembelajaran garis dan sudut. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas VII SMP Negeri 4 Banguntapan Bantul tahun pelajaran 2011/2012 yang terdiri dari empat kelas. Dari empat kelas diambil dua kelas secara acak. Kelas VII B diberi perlakuan dengan pendekatan pembelajaran PMRI, sedangkan kelas VII A diberi perlakuan dengan direct instruction. Instrumen yang digunakan untuk mengumpulkan data berupa angket untuk mengukur aktivitas siswa dan tes uraian (pretest dan posttest) untuk mengukur pemahaman konsep matematika siswa. Uji normalitas data menggunakan jarak Mahalanobis dan uji homogenitas menggunakan Box’s M test (= 0,05). Data dianalisis menggunakan uji MANOVA dan uji t dengan kriteria Bonferroni. Hasil penelitian menunjukkan bahwa: pendekatan PMRI berpengaruh terhadap aktivitas dan pemahaman konsep matematika, dan pendekatan PMRI lebih baik dibandingkan direct instruction ditinjau dari aktivitas dan pemahaman konsep matematika siswa kelas VII SMP Negeri 4 Banguntapan Bantul pada pembelajaran garis dan sudut.Kata Kunci: PMRI, direct instruction, aktivitas siswa, pemahaman konsep matematika The Effects of PMRI Approach According to Students’ Activities and Mathematics Concept Understanding of State Junior High School AbstractThis study is aimed to investigate whether the PMRI approach has an effects according to students’ activities and mathematics concept understanding, and whether the PMRI approach has better than direct instruction viewed from the activities and mathematics concept understanding of the 7th Graders of State Junior High School 4 Banguntapan Bantul on the teaching of the topics on line and angle. This study was a quasi experiment conducted in the second semester of the academic year 2011/2012. The research population was all the 7th graders of State Junior High School 4 Banguntapan Bantul, consisting of four classes. From the four classes, two classes were established as the sample randomly. The 7th-B class was taught using the PMRI approach, while 7th-A class was taught using the direct instruction. The instrument to collect the data was a questionnaire to measure the students’ activity and an essay test (pretest and posttest) to measure mathematics concept understanding. The normality testing of the data used Mahalonobis’ distance and the homogenity testing used Box’s M test ( = 0.05). The data were analyzed using MANOVA test and t test with Bonferroni criterion. The results of the study show that: the PMRI approach has an effects according to students’ activities and mathematics concept understanding, and the PMRI approach has better than the direct instruction viewed from students’ activities and mathematics concept understanding of the 7th graders of State Junior High School 4 Banguntapan Bantul on the teaching of the topics on line and angle.Keywords: PMRI, direct instruction, student activity, mathematics concept understanding

Keefektifan model pembelajaran CORE dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy Sri Wahyuni Ningsih; Sugiman Sugiman; Pika Merliza; Uke Ralmugiz
PYTHAGORAS Jurnal Pendidikan Matematika Vol 15, No 1: June 2020
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v15i1.34614

Penelitian ini bertujuan untuk menguji keefektifan model pembelajaran Connecting, Organizing, Reflecting, Extending (CORE) dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy siswa. Jenis penelitian ini adalah quasi experiment dengan pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 3 Yogyakarta dan dipilih secara acak kelas VIII-C (n = 32) dan Kelas VIII-F (n = 33) sebagai sampel penelitian. One sample t-test digunakan untuk menguji keefektifan model CORE dengan strategi konflik kognitif dan model konvensional, sedangkan untuk menguji perbedaan keefektifan model pembelajaran digunakan uji Manova (Hotteling’s Trace). Hasil penelitian menunjukkan bahwa: (1) model pembelajaran CORE dengan strategi konflik kognitif efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa; (2) model pembelajaran CORE dengan strategi konflik kognitif lebih efektif dibandingkan model konvensional ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa.The effectiveness of the CORE learning model with cognitive conflict strategies in terms of learning achievement, critical thinking, and self-efficacyAbstractThe study aimed to examine the effectiveness of Connecting, Organizing, Reflecting, Extending (CORE) learning model with cognitive conflict strategies in terms of students’ achievement, critical thinking, and self-efficacy. The study was a quasi-experiment with a pretest-posttest nonequivalent group design. The population of the study was all students of 8th-grade of SMP Negeri 3 Yogyakarta (Junior High School), Indonesia, and randomly selected class VIII-C (n = 32) and class VIII-F (n = 33) as the sample. One sample t-test was used to examine the effectiveness of the CORE learning model with cognitive conflict strategies and the conventional model. Whereas, to examine the difference between the effectiveness of the learning model, the Manova test (Hotteling’s Trace) was used. The result of the study showed that: (1) the CORE learning model with cognitive conflict strategies was effective in terms of students’ learning achievement, critical thinking skill, and self-efficacy; (2) The CORE learning model with cognitive conflict strategies was more effective than the conventional model in terms of students’ learning achievement, critical thinking skills, and self-efficacy.

Co-Authors Ade Kumalasari Agus Ruhimat Ana Muslihatun Anggoro Yugo Pamungkas Ariyadi Wijaya Aulia Almas Agustin Hidayat Azis Azis Budiningsih, Chatarina Asri Cahya Mar’a Saliha Sumantri Dita Surwanti Dona Ningrum Mawardi Dya Ayu Agustiana Putri Eka Fitria Ningsih Endah Retnowati Eny Sulistyaningsih Esti Ambar Nugraheni, Esti Ambar Ezi Apino Faisa Nirbita Mahmudah Gregorius Sebo Bito Habibi Habibi Hepsi Nindiasari Heri Retnawati Himmatul Ulya Ibnu Rafi Jailani Jailani Janrino Junus Rivaldi Fanggidae Junet Kaswoto Kazuhiro Aoyama Khairul Bariyah Maman Fathurrohman Mudinillah, Adam Muhammad Farhan Pranata Murdanu Murdanu Nadya Amalia Juana Nadzifah Ajeng Daniyati Nanang Priatna Nining Setyaningsih Nuning Melianingsih Paul Ayres Pika Merliza Raden Rosnawati Rahmiliasari Samnufida Ralmugiz, Uke Sri Ningsih Sri Wahyuni Ningsih Sukirwan Sukirwan Sumaryanta Sumaryanta Suryatin Suryatin Wahidin Wahidin Wahyu Setyaningrum Yaya S. Kusumah Yoppy Wahyu Purnomo Yuli Sulistyowati Yusuf Al-Amin Yuyu Yuhana

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