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All Journal Jurnal S2 Pendidikan Matematika Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika
Gatut Iswahyudi
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Education Mathematics

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Journal : Jurnal S2 Pendidikan Matematika

 1 
PROFIL TINGKAT BERPIKIR KREATIF SISWA KELAS VII SMP NEGERI 16 SURAKARTA DALAM PEMECAHAN MASALAH ARITMATIKA SOSIAL DITINJAU DARI MOTIVASI DAN GENDER Sunarya, Linda; Kusmayadi, Tri Atmojo; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract. This study aimed to describe: (1) the creative thinking level of male Junior High School students, who had high motivation in solving some problems in appropriate to Polya’s Steps, (2) the creative thinking level of female Junior High School students, who had high motivation in solving some problems in appropriate to Polya’s steps, (3) the creative thinking level of male Junior High School students, who had medium motivation in solving some problems in appropriate to Polya’s steps, (4) the creative thinking level of female Junior High School students, who had medium motivation in solving some problems in appropriate to Polya’s steps, (5) the creative thinking level of male Junior High School students, who had low motivation in solving some problems in appropriate to Polya’s steps, (6) the creative thinking level of female Junior High School students, who had low motivation in solving some problems in appropriate to Polya’s steps. This study was a qualitative study. The subject of this study was 7th grade students of Public Junior High School 16 Surakarta. The subject selection procedure of this study was purposive sampling. The subject used in this study were six subjects of study that was a male student with high motivation, a female student with high motivation, a male student with medium motivation, a female student with medium motivation, a male student with low motivation, and a female student with low motivation. The instrument in collecting data was classification of students’ learning motivation, problem solving assignment sheet, and interview manual. Based on the study had been carried out, there was one student, who was belonged to the creative thinking abilities level 4, one student was belonged to the creative thinking abilities level 2, and four student was belonged to the creative thinking abilities level 0. In the creative thinking abilities level 4, the student was able to demonstrate fluency, flexibility, and novelty. In the creative thinking abilities level 2, the student was able to demonstrate novelty, but not able to demonstrate any fluency and flexibility. In the creative thinking abilities level 0, the student was not able to demonstrate the fluency, flexibility, or novelty. Keywords: Creative thinking level, Problem solving, Motivation, Gender
PROFIL POSES BERPIKIR KRITIS SISWA DALAM PEMECAHAN MASALAH MATEMATIKA KONTEKSTUAL DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT-INDEPENDENT DAN GENDER N, Atik Fitriya; Kusmayadi, Tri Atmojo; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This research was a qualitative descriptive that aims to describe the critical thinking process of male and female senior high school students with dependent and independent cognitive style in solving contextual mathematics problems using Polya steps. Classification of students cognitive styles used group embedded figures test (GEFT). The subjects of this research were 4 students of XI year of SMA Negeri 1 Kartasura selected by purposive sampling. Validity of the data used time triangulation and the technique of data analysis were done by: (1) classifying the data into four problem solving steps: (a) understand the problem, (b) make a plan, (c) carry out the plan, and (d) look back at the completed solution, (2) presenting the data in narrative text, and (3) concluding the thinking process of students in each problem solving steps. The results show as follows: (1) Male students with a field dependent cognitive style in understanding: students are able to organize and analyze information or aspects of a problem. In making a plan: students are able to identify the material that is needed in formulating steps or solutions. In carrying out the plan: students are able in the rational thinking and be able to make a valid conclusions. In looking back: students are able to think rationally. (2) Male students with field independent cognitive styles in understanding: students are able to organize and analyze information or aspect of a problem, capable of conceptualizing, understanding an attitude and thinking rationally. In making a plan: the students were able to identify the material that is needed in formulating steps or solutions. In carrying out the plan: students are able to think rationally, to make a valid conclusions, reflective thinking and understanding an attitude. In looking back: students are able to think reflectively. (3) Female students with a field dependent cognitive style in understanding: students are able to organize and analyze information or aspect of a problem. In making a plan: students are able to identify the material that is needed in formulating steps or solutions. In carrying out the plan: students are able in the rational thinking and be able to make a valid conclusions. In looking back: students are able to think rationally. (4) Female students with field independent cognitive styles in understanding: students are able to organize and analyze information or aspect of a problem, capable of conceptualizing, understanding an attitude and thinking rationally. In making a plan: the students are able to identify the material that is needed in formulating or solutions. In carrying out the plan: students are able to think rationally, to make a valid conclusions, reflective thinking and understanding an attitude. In looking back: students are able to think reflectively and rationally. Keywords: Critical thinking Process, Problem Solving, Cognitive Style, Gender
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN METODE SNOWBALL DRILLING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR Ningsih, Eka Fitria; Mardiyana, Mardiyana; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objective of this research was to investigate the effect of learning models on learning achievement viewed from self regulated learning. The learning models compared were cooperative learning model of the TAI type with the snowball drilling method, model of the TAI and the direct learning model. 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 State Junior Secondary Schools of North Lampung regency. The samples of the research were taken by using the stratified cluster random sampling technique. They consisted of 326 students from State Junior Secondary School 1 of South Abung, State Junior Secondary School 2 of South Abung, and State Junior Secondary School 2 of Abung Semuli. The samples were divided into three classes, namely: 109 in Experimental Class 1, 107 in Experimental Class 2, and 110 in Control Class. The instruments to gather the data of the research were test of learning achievement in Mathematics and questionnaire of self regulated learning. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The conclutions of this research were as follows. (1) The cooperative learning model of the TAI type with the snowball drilling method resulted in a better learning achievement in Mathematics than TAI type and the direct learning model, and the cooperative learning model of the TAI type resulted in a better learning achievement in Mathematics than the direct learning model. (2) The students with the high self regulated learning had a better learning achievement in Mathematics than those with the moderate and low self regulated learning categories, and the students with the moderate self regulated learning had a better learning achievement in Mathematics than those with the low self regulated learning. (3) There was an interaction among learning models and the categories of self regulated learning on learning achievement in Mathematics.Keywords : TAI, snowball drilling, self regulated learning.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS ASSISTED INDIVIDUALIZATION (TAI) YANG DILENGKAPI ASSESMENT FOR LEARNING PADA POKOK BAHASAN BANGUN DATAR DITINJAU DARI GAYA KOGNITIF SISWA KELAS VII SMP N SE-SURAKARTA TAHUN PELAJARAN 2013/2014 Kristyawan, Arief; Budiyono, Budiyono; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The purposes of this study were to determine: (1) among the cooperative learning model TAI type equipped AfL, TAI or direct learning equipped AfL that provide better learning achievement. (2) among students who have cognitive style type of field dependent or fields independent that provided better learning achievement. (3) on each of students group with cognitive style type (field dependent or field independent), which learning models that provide better learning achievement. (4) on each of learning model (cooperative learning model of TAI type equipped AfL, TAI or direct learning equipped AfL), which cognitive styles that provide better learning achievement. This research was quasi-experimental research. The population was all of seventh grade students of State Junior High School in Surakarta in academic year of 2013/2014. The research samples ware 302 students, taken used a stratified cluster random sampling technique. The data collection instruments used ware learning achievement test and cognitive style test. Hypothesis testing used unbalanced two ways analysis of variance. The research conclusions are as follows.  (1) The TAI learning model equipped AfL provides better learning achievement than TAI learning model and direct learning equipped AfL, while TAI learning model provides better learning achievement than direct learning model equipped AfL. (2) Students with cognitive style of field independent have better learning achievement than students with field dependent. (3) In the cognitive style of field dependent and field independent, TAI learning models equipped AfL provides better learning achievement than TAI learning model and direct learning model equipped AfL, while TAI learning model provides a better learning achievement than direct learning model equipped AfL. (4) In the TAI learning model equipped AfL, TAI and direct learning model equipped AfL, the students group with cognitive styles of field independent have better learning achievement than students with field dependent.  Keywords: TAI, AfL, Cognitive Style, and Learning Achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DENGAN STRATEGI PETA KONSEP DITINJAU DARI KECERDASAN SPASIAL SISWA Bilda, Westi; Mardiyana, Mardiyana; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the spatial intelligence students. The type of this research was a quasi-experimental research. The population was the students of the VIII class of MTsN Ngawi Regency in the academic year of 2013/2014. The samples of the research consisted of 314 students and were taken through stratified cluster random sampling. Instruments used were spatial intelligence test and mathematics achievement test. The proposed hypothesis of the research were tested by using the unbalanced two-way analysis of variance. The conclusions of this research were as follows. 1) NHT and mind concept gives better mathematics achievement than NHT model and direct learning model, and NHT model gives the same mathematics achievement as direct learning. 2) The high spatial intelligence students have better mathematics achievement than midlle and low spatial intelligence students, midlle spatial intelligence students have better mathematics achievement than low spatial intelligence students, 3) For NHT and mind concept and NHT, students having high, moderate and low spatial intelligence have the same achievement. For direct learning model, students having high spatial intelligence had better achievement than students having moderate and low, then, students having moderate spatial intelligence have better achievement than students having low spatial intelligence. 4) For students having high and moderate spatial intelligence NHT and mind mapping concept model, NHT and direct instructionl model have the same effect toward students’ achievement. For students having low spatial intelligence, NHT and mind concept gives better learning achievement than NHT. NHT gives better learning achievement than direct learning model. NHT gives the same learning achievement as direct learning model.Keywords: NHT, mind mapping concept, spatial intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN SURVEY, QUESTION, READ, RECITE, REVIEW (SQ3R) DAN SURVEY, QUESTION, READ, REFLECT, RECITE, REVIEW (SQ4R) DITINJAU DARI JENIS KELAMIN DAN GAYA BELAJAR Wulandari, Septi; Budiyono, Budiyono; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract:  The aims of the research was to determine the effect of learning models on mathematics learning achievement viewed from gender and the student learning styles. The learning models compared were SQ3R, SQ4R, and direct instruction. This was a quasi experimental research using 3x2x3 factorial designs. The hypotheses testing used three ways ANOVA with unbalance cell. This research concludes that: (1) SQ4R learning provided better mathematics learning achievement than SQ3R and direct instruction, while direct instruction provided better mathematics learning achievement than SQ3R; (2) girls had better mathematics learning achievement than boys; (3) the students with visual, auditory, and kinesthetic learning style, there was no difference in mathematics learning achievement; (4a) boys taught with SQ4R had better mathematics learning achievement than SQ3R and direct instruction, boys taught with SQ3R had mathematics learning achievement as good as direct instruction; (4b) girls taught with SQ4R and direct instruction had better mathematics learning achievement than SQ3R. Girls taught with SQ4R had mathematics learning achievement as good as direct instruction; (5a) the students with visual learning style who were taught SQ4R had better mathematics learning achievement than SQ3R. the students with visual learning style who were taught SQ4R had mathematics learning achievement as good as direct instruction, while students with visual learning style who were taught SQ3R provided mathematics learning achievement as good as direct instruction; (5b) the students with auditory learning style who were taught SQ4R had better mathematics learning achievement than SQ3R and direct instruction. Students with auditory learning style who were taught SQ3R had mathematics learning achievement as good as direct instruction; (5c) the students with kinesthetic learning style who were taught SQ4R had better mathematics learning achievement than SQ3R. Students with kinesthetic learning style who were taught SQ3R had mathematics learning achievement as good as direct instruction. Students with kinesthetic learning style who were taught SQ4R had mathematics learning achievement as good as direct instruction; (6) in the model of learning SQ3R, SQ4R, and direct instruction, not only boys but also girls with visual learning style had  mathematics learning achievement as good as they with auditory, and kinesthetic learning styles.Keywords: SQ3R, SQ4R, Gender, Learning Style, Mathematics Learning Achievement
Co-Authors Arief Kristyawan Atik Fitriya N Budiyono Budiyono Eka Fitria Ningsih Intan Sari Rufiana Linda Sunarya Mardiyana Mardiyana Septi Wulandari Tardi Tardi Tri Atmojo Kusmayadi Westi Bilda, Westi