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All Journal International Journal of Applied Power Engineering (IJAPE) International Journal of Public Health Science (IJPHS) International Journal of Advances in Applied Sciences International Journal of Evaluation and Research in Education (IJERE) Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Civics: Media Kajian Kewarganegaraan EKUIVALEN - Pendidikan Matematika TEKNIK Jurnal Presipitasi : Media Komunikasi dan Pengembangan Teknik Lingkungan GEMA TEKNOLOGI Media Kesehatan Masyarakat Indonesia Jurnal Kesehatan Lingkungan indonesia JURNAL PROMOSI KESEHATAN INDONESIA Prosiding Seminar Biologi Publikasi Pendidikan Jurnal Kesehatan Masyarakat Journal of Tropical Soils Jurnal Manajemen Bisnis Journal on Mathematics Education (JME) Jurnal Kesehatan Masyarakat Dinamika Pendidikan Kreano, Jurnal Matematika Kreatif-Inovatif Lembaran Ilmu Kependidikan Waste Technology Jurnal S2 Pendidikan Matematika Journal on Mathematics Education (JME) Jurnal Ilmu Kesehatan Masyarakat Jurnal Produksi Tanaman FIAT JUSTISIA: Jurnal Ilmu Hukum MONOGRAF Eksergi: Chemical Engineering Journal Jurnal Dinamika Hukum LINK AKSIOMA: Jurnal Program Studi Pendidikan Matematika World Chemical Engineering Journal Journal of Mathematics and Mathematics Education Alchemy Jurnal Penelitian Kimia JURNAL KESEHATAN LINGKUNGAN (Journal of Environmental Health) JIPM (Jurnal Ilmiah Pendidikan Matematika) JHP17 (Jurnal Hasil Penelitian) Diponegoro Law Review Jurnal Ilmiah Mahasiswa Pendidikan Kewarganegaraan Al-Jabar : Jurnal Pendidikan Matematika HIGEIA (Journal of Public Health Research and Development) Educational Management Indonesian Journal of Curriculum and Educational Technology Studies Edu Geography Jurnal Akuntansi dan Pajak JURNAL KESEHATAN LINGKUNGAN: Jurnal dan Aplikasi Teknik Kesehatan Lingkungan Kesmas Indonesia: Jurnal Ilmiah Kesehatan Masyarakat AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika Jurnal Dimensi Pendidikan dan Pembelajaran Syntax Literate: Jurnal Ilmiah Indonesia AcTion: Aceh Nutrition Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Diksa : Jurnal Pendidikan Bahasa dan Sastra Indonesia JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Teknik Pertanian Lampung (Journal of Agricultural Engineering) Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA Media Kesehatan Politeknik Kesehatan Makassar JURNAL PENDIDIKAN TAMBUSAI Evangelikal: Jurnal Teologi Injili dan Pembinaan Warga Jemaat Adimas : Jurnal Pengabdian Kepada Masyarakat Jambura Law Review Jurnal Ilmiah Galuh Justisi Unnes Journal of Public Health Journal of Primary Education Kosmik Hukum Jurnal Ilmiah Manajemen Publik dan Kebijakan Sosial Jurnal Review Pendidikan dan Pengajaran (JRPP) Poltekita : Jurnal Ilmu Kesehatan Dinasti International Journal of Management Science International Journal of Economics, Business and Accounting Research (IJEBAR) Management Studies and Entrepreneurship Journal (MSEJ) Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian ASEAN Journal of Chemical Engineering Jurnal Educatio FKIP UNMA Surya Teknika: Jurnal Ilmiah Teknik Mesin Jurnal Pajak dan Keuangan Negara (PKN) Budimas : Jurnal Pengabdian Masyarakat Indonesian Journal of Global Health research Jurnal JURISTIC (JuJUR) Jurnal Idea Hukum IGKOJEI: Jurnal Pengabdian Masyarakat Narra J Ekonomi dan Bisnis Journal of Instructional and Development Researches Pancasila and Law Review Ius Poenale Pancasila: Jurnal Keindonesiaan AKADEMIK: Jurnal Mahasiswa Humanis Jurnal Pengabdian Pada Masyarakat Indonesia (JPPMI) Jurnal Agroteknologi Pertanian dan Publikasi Riset Ilmiah (JAPPRI) Biram Samtani Sains Jurnal Riset Kesehatan Masyarakat Journal of Vocational Studies on Applied Research Jurnal Ilmu Hukum, Humaniora dan Politik (JIHHP) Edukasia: Jurnal Pendidikan dan Pembelajaran VIVA THEMIS- Jurnal Ilmu Hukum dan Humaniora JUSTICIA SAINS: Jurnal Ilmu Hukum Surya Teknika: Jurnal Ilmiah Teknik Mesin Jurnal Masyarakat Madani Indonesia Innovative: Journal Of Social Science Research Indonesian Journal of Early Childhood : Jurnal Dunia Anak Usia Dini Journal of Education Method and Learning Strategy Jurnal Kala Nea Soedirman Law Review Proceeding of International Conference on Humanity Education and Society Jurnal Cerdas Mendidik Jurnal Sosialita: Jurnal Kajian Sosial dan Pendidikan Malahayati International Journal of Nursing and Health Science Jurnal Pendidikan Progresif Indonesian Journal of Curriculum and Educational Technology Studies Proceeding Mulawarman International Conference on Tropical Public Health
Budiyono Budiyono
SMA Negeri 1 Semarang, Indonesia
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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DAN NUMBERED HEADS TOGETHER PADA MATERI POKOK FUNGSI DITINJAU DARI KECERDASAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Zainuddin, Zainuddin; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract: The purposes of this research were to determine: (1) which has better learning achievement, students are given TS-TS, NHT, or direct  intruction, (2)  which has better learning achievement, students with intrapersonal intelligence of high, medium or low, (3) which has better learning achievement, students with interpersonal intelligence of high, medium or low on each learning model, (4) which has better learning achievement, students are given TS-TS, NHT, and direct intruction on each interpersonal intelligence. This study was a quasi experimental research with 3 3 factorial design. The population of this study was all eighth grade students of junior high schools in Surakarta. Sampling was done by stratified cluster random sampling. The sample in this study are 271 people with details of 89 people for class experiment I, 91 people for class experiment II and 91 people for control class. The instruments used were mathematics achievement test and  questionnaire of student’s interpersonal intelligence. The data was analyzed using two ways anova. Based on the hypothesis test, it is concluded as follows. (1) Cooperative learning methods TS-TS type provide a better performance than cooperative learning method NHT type and direct intruction. (2) Mathematics learning achievements of students with high interpersonal intelligence levels did not differ from that of students with medium levels of interpersonal intelligence, while learning mathematics achievement of students with a high or medium level of interpersonal intelligence was better than that of students with low levels of interpersonal intelligence. (3) At each level of students’ interpersonal intelligence, TS-TS provided a better mathematics learning achievement compared with NHT learning and direct learning, while NHT learning provided no difference in mathematics learning achievement from direct learning. (4) At each learning model, mathematics learning achievement of students with high level of interpersonal intelligence was not different from that of students with medium level of interpersonal intelligence, while mathematics learning achievement of students with a high or medium level of interpersonal intelligence was better than that of students with low levels of interpersonal intelligence.Keywords: Two Stay Two Stray (TS-TS), Numbered Heads Together (NHT), Interpersonal Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN ROUNDTABLE (RT) DAN QUESTION STUDENT HAVE (QSH) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI BENTUK ALJABAR DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP SE-KOTA METRO LAMPUNG TAHUN PELAJARAN 2014/2015 Widyaningrum, Amalia Zulvia; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract: This research aimed to find out: (1) which one is better among learning models of RT with scientific approach, QSH with scientific approach or classical with scientific approach one in giving mathematics learning achievement, (2) which one is better among students’ learning styles, students having visual, auditorial or kinesthetic giving mathematics learning achievement. (3) in each learning model, which one is better among students’ learning styles in giving mathematics learning achievement and (4) in each learning styles, which one is better among RT with scientific approach, QSH with scientific approach or classical with scientific approach in giving mathematics learning achievement. This research was the quasi-experimental research with 3×3 factorial design. The population of research was all grade VIII students of Junior High School (SMP) in Metro, Lampung. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the test of mathematics achievement and questionnaire of learning styles. As a requirement of research, both of the instruments should be measured.  Test of students’ learning achievement data was measured by using content validity, level of difficulty, discrimination power and reliability. Questionnaire data were examined by using content validity, internal consistency and reliability. Pre-requisite tests were used Lilliefors method for normality test and Bartlett method for homogeneity test. After examining the data, it shows that the populations have same variance and they were in normal distribution. Prior knowledge data are examined by using one-way ANOVA with unbalanced cells. It shows that three classes have balance prior knowledge. Meanwhile, the technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed as follows. (1) The RT with scientific approach had better learning achievement than the QSH and classical with scientific approach. QSH with scientific approach provided better learning achievement than the classical with scientific approach, (2) The students having visual learning style had learning achievement as good as those having auditorial learning style. The students having visual learning style had better learning achievement than did those having kinesthetic learning style. The students having auditorial learning style had learning achievement as good as those having kinesthetic learning style.  (3) In each of learning styles, student’s mathematics learning achievement is in constancy with result of learning models (4) In each learning models, the student’s mathematics learning achievement is in constancy with  result of learning style categories.Keywords: Round Table (RT), Question Student Have (QSH), Classical,  Learning Style
EKSPERIMENTASI MODEL PEMBELAJARAN PENEMUAN TERBIMBING, PAIR CHECKS, DAN THINK PAIR SHARE PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR Muawanah, Lina; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
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Abstract: The aim of this study was to determine the effect of guided discovery learning model, Pair Check (PC), and Think Pair Share (TPS) on the mathematics achievement of students in terms of student learning styles. This research used the quasi-experimental with factorial design 3x3. The population of this research was all Junior High School eighth grade students in Semarang Regency that used KTSP 2006. The sampling technique was conducted by stratified cluster random sampling. The instruments used to collect data were mathematics achievement test and questionnaire learning styles. The data was analyzed using two ways ANOVA with unbalanced cell, then then preceded with multiple comparative test using Scheffe method. Based on the hypothesis test, the results of this research obtained the following conclusions. 1) Guided discovery learning model provided a better learning achievement than learning model PC and TPS, as well as learning model TPS and PC  provided the same learning achievement. 2) Students with a visual learning style had better learning achievement than the students with auditory and kinesthetic learning styles, as well as students with auditory and kinesthetic learning styles had the same learning achievement. 3) In each learning model that guided discovery, PC and TPS, students with learning styles visual, auditory and kinesthetic provided the same mathematics learning achievement (4) In each of the students with visual and kinesthetic learning styles, learning model guided discovery, PC, and TPS had the same learning achievement. At the students with auditory learning styles, learning models had guided discovery learning achievement were better than a PC, the PC and TPS learning model had the same mathematics achievement, as well as guided discovery learning model and TPS had the same mathematics achievement.Keywords: Learning model, cooperative learning, guided discovery, PC, TPS, learning styles, learning achievement in Mathematics
EKSPERIMENTASI MODEL PEMBELAJARAN GROUP INVESTIGATION (GI) DAN THINK TALK WRITE (TTW) DENGAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK PADA MATERI RELASI DAN FUNGSI DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS VIII SEMESTER 1 SMP N DI KABUPATEN SRAGEN Sari, Rahmita Ika; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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 Abstract: The objectives of this research were to find out: (1) which students had the better mathematics learning achievement, those treated with direct learning, those with GI with PMR or those with TTW with PMR approach, (2) which students had the better mathematics learning achievement, those with high or medium or low learning creativity, (3) in each learning creativity, which students had the better mathematics learning achievement, those treated with direct learning, those with GI with PMR or those with TTW with PMR approach, and (4) in each learning model, which students had the better mathematics learning achievement, those with high or medium or low learning creativity. This research was a quasi experimental research employing 2 independent variables (learning model and learning creativity) and 1 dependent variable (mathematics learning achievement). The population of research was all of the VIII graders of Public Junior High Schools in the school year of 2013/2014. The sampling technique used was Stratified Cluster Random Sampling. The sample students consisted of three schools: SMP Negeri 1, SMP Negeri 6 and SMP Negeri 2 Karangmalang Sragen. The proposed hypotheses of the research were tested by using the two-way analysis of variance (ANAVA) with unbalanced cells with the factorial design of 3 x 3. The results of research were as follows: (1) the students treated with direct learning model had learning achievement as good as those with GI learning model with PMR approach, those with TTW learning model with PMR approach had learning achievement better than those with direct learning, while those with TTW with PMR had learning achievement as good as those with GI learning model with PMR approach, (2) the students with high learning creativity had learning achievement as good as those with medium one, those with high and medium learning creativity had learning achievement better than those with low one, (3) in each learning creativity level, the students treated with direct learning model had learning achievement as same as those with GI learning model with PMR approach, those with TTW learning model with PMR approach had learning achievement better than those with direct learning, and those with TTW with PMR had learning achievement as same as those with GI learning model with PMR approach, (4) in each learning model, the students with high learning creativity had learning achievement as same as those with medium one, those with high and medium learning creativity had learning achievement better than those with low one.Keywords: Group Investigation (GI), Think Talk Write (TTW), Realistic Mathematics Education approach, Learning Creativity.
PROSES BERPIKIR SISWA KELAS V SEKOLAH DASAR DALAM MEMECAHKAN MASALAH MATEMATIKA Sudibyo, Nugroho Arif; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: This study aim to describe the thinking process of elementary school fifth grade students in solving mathematics problem based on Krulik and Rudnick rule. This research was a qualitative research using the case study method. Sampling was done by a combination of purposive sampling and snowball sampling technique. The subject of research that used in this study was twelve subjects, that was: four high-ability students, four moderate-ability students and four low-ability students. The data was validated by using a time triangulation test. The results show: (1) At the step of reading and thinking, students do not directly identify all of the facts in writing. After identifying the facts, students identify questions from the given problem. Furthermore, students do not portray the problems encountered but directly process the needed information to answer the question; (2) At the step of exploring and planning, students organize the information on the matter. Students consider enough information on the matter because there is a relation between the known and the asked. On the other hand, students do not make tables, diagrams, charts, tables or images from a given problem, but directly chose a strategy to answer the question; (3) At the step of selecting the strategy, students use the making list of all possible answers strategy. Students write down all the possibilities answers in the answer sheet. However, there are students who also use the guessing and testing strategy, guess how the value of variable and test whether the variable value is correct. In addition there are also students who use simulation or experimental strategies, students try to experiments; (4) At the step of finding the answer, the student use estimation in finding the answer. On the other hand, there is one student who uses algebra ability to find the answers. Students are also assuming the third day as a variable. After obtaining the value of the variable, student examine whether the numbers are correct. (5) At the step of reflecting and extending, students can review the results of the calculation by return on the answer sheet. Then students find that the answer is correct. Furthermore, students assume no alternative other solutions. Then the students do not make a generalizations of matter and discover the concept of matter.Keywords: process thinking, mathematics and problem solving.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TEAMS GAMES TOURNAMENT (TGT) DAN TEAM ASSISTED INDIVIDUALIZATION (TAI) PADA MATERI KPK DAN FPB DITINJAU DARI TINGKAT KECERDASAN LOGIKA MATEMATIKA SISWA KELAS V SD NEGERI SE-KECAMATAN PURWODADI TAHUN PELAJARAN 2 W, Kharisma Ardhy; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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Abstract: The aim of the research was to find out the effect of learning models on mathematics achievement viewed from the student logical-mathematical intelligence in the topic of Smallest Common Multiple (SCM) and Greatest Common Factor (GCF) at fifth grade students of elementary schools in Purwodadi District. The learning models compared Teams Games Tournament (TGT), Team Assisted Individualization (TAI), and direct instruction model. The type of the research was a quasi-experimental research. The population was the students at fifth grade of Elementary School in Purwodadi District on academic year 2013/2014. The size of the samples were 192 students consisted of 87 students in the first experimental group by using cooperative learning model Teams Games Tournament (TGT), 53 students in the second experimental group by using cooperative learning model Team Assisted Individualization (TAI), and 52 students in the control group by using direct instruction model. The instruments used mathematics achievement test and logical-mathematical intelligence test. The data was analyzed using two-way analysis of variance. The conclusions of the research were as follows. (1) TGT model gives mathematics achievement as well as TAI, whereas TGT and TAI model gives better mathematics achievement than the direct instruction model. (2) The high logical-mathematical intelligence students have better mathematics achievement than middle and low logical-mathematical intelligence students and the middle logical-mathematical intelligence students have better mathematics achievement than the low logical-mathematical intelligence students. (3) For all types of logical-mathematical intelligence students, TGT model gives mathematics achievement as well as TAI, whereas TGT and TAI model gives better mathematics achievement than the direct instruction model. (4) For all types of learning model, the high logical-mathematical intelligence students have better mathematics achievement than middle and low logical-mathematical intelligence students and the middle logical-mathematical intelligence students have better mathematics achievement than the low logical-mathematical intelligence students.Key words: Teams Games Tournament (TGT), Team Assisted Individualization (TAI), logical-mathematical intelligence, learning achievement.
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
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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 
PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN DESAIN DIDAKTIK UNTUK MENGURANGI HAMBATAN BELAJAR SISWA PADA TOPIK SEGIEMPAT DALAM PEMBELAJARAN MATEMATIKA SMP Mustika, Aulia Musla; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract: The purpose of this study were to: (1) describe the student’s learning obstacle and related topics quadrilateral learning device that could reduce the learning obstacle, especially on quadrilateral, (2) develop the prototype of learning devices with didactical design on the topic quadrilateral, and (3) test the effectiveness of learning device which were developed in didactical  design on the topic quadrilateral.The research method used was Research and Development with the steps of research: (1) preliminary research, (2) product design, (3) product validation, (4) revised product, (5) preliminary field testing, (6) main product revision; (7) main field testing; (8) revised product, and (9) effectiveness test. The results of the research were as follows.(1) Type of learning obstaclerelated to quadrilateral were: (a) learning obstaclerelated to the context information on the variation of matter; (b) learning obstaclerelated to the concept image of the base, height and other components of quadrilateral;(c) learningobstacle related to the relationship between the perimeter and area among the type of?aquadrilateral; (d) learning obstacle related to students' ability to solve the problems about quadrilateral which should be constructed in advance; and (e) learning obstacle related to the connection among the perimeter and area of??a quadrilateral without her mathematical concepts. Based on the learning obstacles, drafted a learning device that consists of a lesson plans, work sheets and response prediction and didactical antisipation. (2) Identification of learning obstacle used as a reference to develop learning device. Learning device then validated and revised for a preliminary field testing. In the preliminary field testing, there were still many students who made mistakes in solving the given problems. It was pointed out as learning obstacle. Analysis based on observation sheets, questionnaires, tests and interviews indicated that the device was too difficult for the students.. However, after the revision tested in the main field testing, the students began to decrease learning obstacles. (4) Test showed that the achievement of students who used the didactical learning devise better than student achievement with conventional learning. Keywords: development, learning obstacle, didacticdesign, quadrilateral.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN TGT DENGAN PENDEKATAN KONTEKSTUAL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF MATEMATIKA SISWA DITINJAU DARI KECERDASAN MAJEMUK Fadila, Abi; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) whose learning achievement and affective aspect of Mathematics are better between the students with the cooperative learning model of the STAD type with contextual approach and those with the cooperative learning model of the TGT type with contextual approach; (2) whose learning achievement and affective aspect of Mathematics are better among the students with mathematical logical intelligence, visual intelligence, kinesthetic intelligence, and interpersonal intelligence; and (3) whether or not there is an interaction in each category of the cooperative learning models and the intelligence types on the learning achievement and affective aspect of Mathematics. This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools of Sukoharjo regency in Academic Year 2012/2013. The samples of the research consisted of 141 students, and they were taken by using the stratified cluster random sampling. The data of the research were gathered through test of learning achievement and questionnaire affective aspect. The proposed hypotheses of the research were tested by using a two-way MANOVA with unbalance cells at the significance level of 5%. The results of the research are as follows 1) The learning achievement in Mathematics of the students of the TGT with contextual approach is better than that STAD with contextual approach, but the affective aspect of Mathematics of the students with TGT with contextual approach is as good as that STAD with contextual approach; 2) The learning achievement in Mathematics of the students with the mathematical logical intelligence is as good as those of the students with the kinesthetic intelligence, interpersonal intelligence but better than visual intelligence, the learning achievement in Mathematics of the students with the kinesthetic intelligence is better than interpersonal intelligence. The affective aspect of Mathematics of the students with the mathematical logical intelligence is as good as that of the students with the kinesthetic intelligence, but better than visual intelligence and interpersonal intelligence, and the affective aspect of Mathematics of the students with the visual intelligence is as good as that of the students with the interpersonal intelligence. 3) There is no any interaction of effect of the cooperative learning models and the multiple intelligences on the learning achievement in Mathematics and the affective aspect of Mathematics.Keywords: STAD, TGT, multiple intelligences, learning achievement, and affective aspect.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DAN NUMBERED HEADS TOGETHER DITINJAU DARI KECERDASAN EMOSIONAL SISWA Margono, Agus; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract

Abstract: The purposes of  this study were to determine: (1) which has better learning achievement in mathematics, the application of TGT type cooperative learning, NHT type cooperative learning, or direct learning, (2) which has better learning achievement, the students with high emotional intelligence, medium, or low, (3) which has better learning achievement at each level of high, medium, and low emotional intelligence on cooperative learning model TGT, NHT, or direct learning, (4) which has better learning achievement on students with high, medium or low intelligence emotional at each learning of TGT, NHT, and direct learning.This research was a quasi experimental with 3 × 3 factorial design. The study population were  seventh grade student of Junior High School State of Yogyakarta. Sampling was done by stratified cluster random sampling with sample of the study were the students of SMPN 1, SMPN 12, and SMPN 14. Each of samples consists of three classes as TGT models class, NHT models class, and control class. The number of total members sample were 303 students. The instrument used to collect the data was mathematics achievement test instruments and students emotional intelligence questionnaire instrument. From the analysis it was concluded that: (1) TGT learning model has better achievement than NHT model and direct learning, NHT learning model has better achievement than direct learning, (2) the students with high emotional intelligence has better achievement than the students with medium and low emotional intelligence, while the students with medium emotional intelligence has better achievement than the students with low emotional intelligence, (3) the students with high emotional intelligence has the same achievement on TGT, NHT, or Direct Learning model; the students with medium intelligence, TGT model has better performance than NHT model, NHT model has the same achievement as direct learning model, TGT model has the same achievement as direct learning model; the students with low emotional intelligence has the same achievement on learning TGT model, NHT model, and direct learning, (4) the students with high, medium and low emotional intelligence has the same performance on TGT and NHT learning; on Direct Learning, the students with high emotional intelligence has better achievement than students with low emotional intelligence, the students with high emotional intelligence has the same achievement as medium emotional intelligence, the students with medium emotional intelligence has the same achievement as low emotional intelligence.Keywords: Teams Games Tournament, Numbered Heads Together, Emotional Intelligence, Learning Achievement.
Co-Authors Abdul Aziz Abi Fadila Achmad Nurrofiq Adinata, Yuda candri Aditya Kusumawati, Aditya Aditya, Vanessa Rizky Afidah, Sururin Afriyanto Afriyanto Agung Kurniawan Agus Hadiyarto Agus Margono AGUS PURWANTO Agus Yuwono Agustin, Tina Agustina, Risa Ahmad Faqihi, Ahmad Ahmad Saleh Ainun Ikbal, Alif Airlangga Airlangga, Airlangga Alfan Afandi Alfarizi, Safrudi Ali Djamhuri Ali, Syuhaeda Aeni Mat Aliyana, Aliyana Alvitriani Alvitriani, Alvitriani Amalia Zulvia Widyaningrum Ana Fauziah Anak Agung Istri Sri Wiadnyani Anastasya, Diana Ayu Andi Irwan Benardi, Andi Irwan Andini, Swastika Andri Cahyo Kumoro Andriyani, Liz Y. Anggi T W, Y Gigih Anggi TW, Y Gigih Anggun Srirahayu, Anggun Angkasa Angkasa Ani Margawati Ani Nurwijayanti, Ani Anisa Nurjanah, Anisa Anna Setyowati Antarini Antarini, Antarini Antono Suryoputro Anwar Ardani Anwar, M. Khoerul Apoina Kartini Aprilia Aprilia, Aprilia Apsari, Laeila Ardi Dwi Susandi Ardiyanto, David Arief Kristyawan Arif Rahman Arkhan Subari Armunanto, Armunanto Arrohmah, Munib Asfiya, Nissa Atul Astorina Yunita Dewanti, Nikie Astorina, Nikie Aulia Musla Mustika Aurell, Yuendzi Santa Ayun Sriatmi Ayuningtyas, Nimas Putri AYUNINGTYAS, RENY Bagoes Widjanarko Baharsyah, Moh. Nasrul Baharsyah, Moh. Nasrul Barkhuizen, Jaco Bayu Wicaksono Beni Saputra Bibit Nasrokhatun Diniah Binti Anisaul Khasanah Bq Malikah Hr, Bq Malikah Buchori Asyik Budi Santosa Budi Santosa Budi Usodo Budi Warsito Bustomi Bustomi Cahya Tri Purnami Chadikun, Paulus Chairani, Nadia Christiyani, Bintang Rumiris D. Wasgito Purnomo Dalud Daeka Darmadi Darmadi Darmanto Darmawati, Ratna Puspa Dedy Miswar Desi Tri Utami, Desi Tri Dessy Paiman Desy Arshinta, Desy Devi Yuliyanti Dewanti, Nikie Astorina Dewi Muliasari Dewi Nurhalimah, Dewi Dewi Retno Sari Dewi Retno Sari S Dewi Retno Sari Saputro, Dewi Retno Dewi, Hapsari Dewi, Rahmatika Dian Dwi Astutik, Dian Dwi Dian Fitri Argarini, Dian Fitri Diana Diana Diari Indriati Dismas Suparmo Djemari Mardapi Dwi Hapsari Retnaningrum Dwi Kurniawan, Ari Dwi Rohman Soleh, Dwi Rohman Dzakiyah, Anis Edi Subkhan, Edi Edwin Latif Hardiyanto Edy Haryono Efendi, Tino Feri Eko Nugroho Eko Widaryanto Elida Novita Ellesse, Karinna Elvia, Rosi Elywati Elywati Erna Dewi . Ernawati, Fifth Ervianni, Novi Yuli Esti Setiawati Eva Tri Wahyuni Evi Yulia Arini, Evi Yulia Fadhilah, Fatin FADHOLI, MUHAMMAD Faisol Faisol Fajarwati, Eka Farid Afrian, Muhammad Fathurrahman, Hanif Muhammad Fauzi, Ihwan Feri Candra Setiawan, Feri Candra Feriandi, Yoga Ardian Feriansah, Arif Firdausi, Eyda Firmansyah Firmansyah Firmansyah, Ade Arif Firmansyah, Aditya Fitriana Anggar Kusuma Fitriana, Laila Fitriani, Nanda Fofana, Fadillah Fathir Mahmud Friska, Erlin FX Sumarja, FX Gatut Iswahyudi Giant Aprisetyani Gultom, Rachel Sophia Joy Aprilia Hadi, Siswan Handayani, Mella Handayani, Novia Haq, Zahron Hardiansyah, Mas Achmad Hartuti Purnaweni Haryono Haryono Hasirun, La Ode Hastuti, Endah Kurnia Hefnita, Hefnita Heldy Ramadhan Putra P Hendriana, Rani Hendriyanto, Agus Hendry Putra, Hendry Heny Kusumayanti Heri Triluqman Budisantoso Herlina, Meri Hermanu Joebagio Heru Kurniawan Hibnu Nugroho Hidayatulloh, Taufiq Hodiyanto, Hodiyanto I Gusti Bagus Wiksuana I N. 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Affan Rizqi Khoirunnisa Robia Astuti Rofiah, Nurul Hidayati Rohmah, Anita Khoiri Rosahada, Ailsa Devina Rosaini, Rosaini Rosana Rosana Rosiana, Tina Rosiana, Tina Ruba, Yohanes Emanuel Rukmini Rukmini Rumainum, Inna Martha S Siswanto Sa'idah, Ulya Sabila, Attina Surya Safa’udin, Muhamad Safitri, Eliya Salman Paris Harahap Salsabila, Unik Hanifah Sanat Dia, Sanat Sanusi Sanusi Saputra, Whin Themas Mico Sari, Gustia Paramitha Sari, Putri Permata Sariyasni, Sariyasni Sariyasni, Sariyasni Sariyatun Sariyatun Satrio Wicaksono Sudarman Sebastianus Widanarto Prijowuntato, Sebastianus Widanarto Seno Johari Septi Wulandari Septo Pawelas Arso Setiani, Ony Setiawan, Feri Setiawan, Sofiyan Setya Wahyudi Setyo Prabowo, Joko Shanti Indah Lestari, Shanti Indah Sholeh Muntasyir Sholichatun Aisyah Rahmawati, Sholichatun Aisyah Sigit Saptono Silmi, Rhaniya Sisca Fajriani Siswo Sumardiono Siti Kunarti SITI RACHMAWATI Siti Uswatun Hasanah Solly Aryza Sri Hartati Ningsih Sri Hartini Sri Laksmi Pardanawati, Sri Laksmi Sri Pawiti, Sri Pawiti Sri Subanti Sri Sumiyati Sri Yamtinah Stacia Reviany Mege Suci Irawati Sudarma, Sudarma Sudarmi Sudarmi Sudarno Sudarno Sudarno utomo Sugih Wijayati, Sugih Sugiman Sugiman Sugiyarta Stanislaus, Sugiyarta Suhada, Ahmad Syauqi Suhartono Suherman, Suherman sukardi, sukardi - SULISTIYANI SULISTIYANI SUMADI SUMADI Sumarwati Sunarso Sunarso Sunaryo Sunaryo Supratikta, Hadi Suprihati - Supriyono Supriyono Surjoputro, Antono Suryaningsih, Nurohmah SURYO Budi Santoso Sutanto Sutanto Sutopo Patria Jati Sutrima Sutrima Sutrisno, Sutrisno Suyadi Suyadi Syafrudin Syafrudin Syaiful Anwar Syamsul Arifin Syamsulhuda BM Tardi Tardi Taufik, Opik Tenang Haryanto Thaib, Fachri Tika Karlina R Titi Prihatin Tri Joko Tri Retnaningsih Soeprobowati Tri Wahyuningsih Tri Widyastuti Tuakong, Wigberta Mogi Tuhumena, Veronica L. Tulus Junanto Tutuk Djoko Kusworo UGP, Rusli Umi Hartati, Umi Umi Supraptinah, Umi Utomo, Dani Puji Vera Dewi Susanti Vera Rosalina Bulu Veronica Sri Wigiyanti Vinta Mariko Malau, Vinta Mariko Wafiyatu Maslahah, Wafiyatu Wahyono, Yoyon Wahyu Kusumaningtyas Wahyu Prihatiningrum Wahyu Romadlhon, Ahmad Wamafma, Ilona M. Wardi Wardi Wawan Kokotiasa, Wawan Wayangkau, Erich C. Wayangkau, Erich Christian Weda Kupita Werdania, Riandhita Eri Wharyanti Ika Purwaningsih, Wharyanti Ika Wicaksono, Bhayu Widhanarto, Ghanis Putra Widiastuti, Yulia Widyawati Widyawati Wihasti Imas Priyandani, Wihasti Imas Wijaya, David Sura Wikan Budi Utami Windriya, Anafil Windyandari, Aulia Windyandari Wirdiarti, Nuni Wiryanto Wiryanto Wulandari, Arum Nur Y Noenoek Andrijanti Yadi Ardiawan Yarmaidi Yarmaidi Yeti Sumiyati Yudanto, Yusuf Arya Yudi Pramono Pawiro, Yudi Pramono Yuli Budiati Yuli Kurniawati Sugiyo Pranoto, Yuli Kurniawati Sugiyo Yuli Utanto Yulia Neta . Yuliana, Dwi Yulianti, Fina Yuliyanti , Fina Yulyoni, Finni Yunita Wulandari Yusdiyanto Yusdiyanto Yusim, Adi Kurniawan Yusniar Hanani Yusniar Hanani D., Yusniar Yusniar Hanani Darundiati Yuyut Ariyanto, Yuyut Zainnur Wijayaanto Zainu, Danif Zamroni Zamroni Zuhdha Basofi Nugroho, Zuhdha Basofi Zulkarnain Ridlwan Zulkarnain Zulkarnain