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All Journal Widya Warta JIEM PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika EDUPEDIA de Fermat : Jurnal Pendidikan Matematika Journal Of Business, Finance, and Economics (JBFE) Gemilang: Jurnal Manajemen dan Akuntansi Jurnal Riset Rumpun Ilmu Teknik (JURRITEK) QISTINA: Jurnal Multidisiplin Indonesia Jurnal Kesehatan Amanah Journal of Artificial Intelligence and Digital Business Cakrawala: Jurnal Pengabdian Masyarakat Global
Vigih Hery Kristanto
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PENGARUH PEMBELAJARAN BERBASIS MASALAH TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA DITINJAU DARI KECERDASAN LINGKUNGAN Sanditama, Aryulandia; Hery Kristanto, Vigih
JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 1, No 1 (2015)
Publisher : Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun

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Abstract

Penelitian ini bertujuan: (1) Manakah prestasi belajar matematika siswa yang lebih baik antara siswa dalam pembelajaran berbasis masalah dengan siswa dalam pembelajaran langsung. (2) Manakah prestasi belajar matematika yang lebih baik antara siswa dengan kecerdasan lingkungan tingkat tinggi, sedang dan rendah. (3) Manakah prestasi belajar matematika siswa yang lebih baik antara siswa dalam pembelajaran berbasis masalah dengan siswa dalam pembelajaran langsung untuk masing-masing tingkat kecerdasan siswa. Penelitian ini merupakan penelitian kuantitatif eksperimen semu. Penelitian ini dilaksanakan semester ganjil tahun pelajaran 2013/2014 di SMPN 3 Madiun dengan populasi kelas IX. Sampel dalam penelitian ini adalah kelas IX F sebagai kelas eksperimen menggunakan pembelajaran berbasis masalah dan kelas IX E sebagai kelas kontrol menggunakan pembelajaran langsung. Instrumen yang digunakan tes prestasi belajar, angket dan skala  kecerdasan lingkungan. Sebelum digunakan instrumen di uji cobakan untuk mengetahui validitas dan reliabilitas instrumen. Tes prestasi belajar dan angket mempunyai reabilitas > 0,6 yaitu 0,8, sehingga tes prestasi dan angket kecerdasan lingkungan dapat digunakan. Hasil penelitian: (1) Prestasi belajar siswa pembelajaran berbasis masalah tidak lebih baik dari prestasi belajar siswa pembelajaran langsung. (2) Prestasi belajar siswa dengan masing-masing tingkat kecerdasan siswa dalam pembelajaran berbasis masalah dan pembelajaran langsung tidak terdapat perbedaan. (3) Siswa tingkat kecerdasan tinggi, prestasi belajar siswa pembelajaran berbasis masalah siswa tingkat kecerdasan tinggi tidak lebih baik dari prestasi belajar siswa pembelajaran langsung. Siswa tingkat kecerdasan sedang, prestasi belajar siswa pembelajaran berbasis masalah tidak lebih baik daripada prestasi belajar siswa pembelajaran langsung. Siswa tingkat kecerdasan rendah, prestasi belajar siswa pembelajaran berbasis masalah tidak lebih baik daripada prestasi belajar matematika siswa pembelajaran langsung.
UPAYA MENINGKATKAN AKTIVITAS BERTANYA SISWA DAN PRESTASI BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TUTOR SEBAYA Anton, Antonius; Kristanto, Vigih Hery
JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 2 (2016)
Publisher : Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun

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Abstract

The goals of the research are to improve students’ activity in asking question and to improve the mathematics learning by applying peer tutor cooperative learning. The subject of the research was 24 student of class VII F SMP Negeri 9 Madiun. While the object of the research were the students’ attempts to ask question and the students’ a chievement in learning mathematics. Class-action research was opplied two cyclical times in which a cyclical time consisted of two meeting. The result of class-action research shows that the use of peer tutor cooperative learning increases of cycle 1 to cycle 2. The total average score of the first learning process is 3,28 and the second learning process is 3,33. The observation of students’ inquiry increases from cycle 1 to cycle 2. The percentage of the students’ inquiry for cycle 1 is 47,05 and the second one is 57,39. The accomplished percentage for cycle 1 is 9,09% and for cycle 2 is 30,43%. The result does not show the indicator of accomplishment so that we need another cycle to improve it. Based on the data we can conclude that there is improvement on learning process, students’ inquiry and students’ achievement in mathematics learning from cycle 1 to cycle 2. Peer tutor cooperative learning has not proven the students’ inquiry and the students achievements for class VII F SMP Negeri 9 Madiun. Key Word: Students’ Asking Activity, Mathematics Achievement, Cooperative Learning, Peer Tutor.
UPAYA MENINGKATKAN AKTIVITAS DAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS VII C SMPN 4 MADIUN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE (TTW) Betan, Elisabeth Titi; Kristanto, Vigih Hery
JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 2 (2016)
Publisher : Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research is intended to develop students` activity and achievement in learning, especially for the students of VII C SMPN 4 Madiun by applying Cooperative Think-Talk-Write Model. In this case, learning activity consists of reading (which refers to think), discussing (which refers to talk) and writing (which refers to write). This research applies Classroom Action Research. The subject of this research is the students of the first grade of junior high school (VII C) in SMPN 4, in the school year of 20015/2016. The class population consists of 30 students. The data analysis shows that the percentage of learning activity in Cycle I is 22,22%. Moreover, the analysis proves that: (I) the percentage of learning activity in mathematics in Cycle I is 5,56%. Furthermore, the percentage of learning activity in mathematics in Cycle II increases significantly. Hence it gains 47,62%,  however the standard completion in two Cycles has not been achieved yet. In short, the use of Cooperative Think-Talk-Write Model is able to increase the students` learning activity for the students of VII C SMPN 4 Madiun. (2) The class completion rate in Cycle I is 10%, and it gradually increases in Cycle II : 69,23 %. Yet, the standard indicator has not been gained. Therefore, the use of Cooperative Think-Talk-Write Model in this case is unable to increase the students` learning activity, especially in Mathematics.   Key Words :Learning Activity, Students` Achievement, Cooperative Think-Talk-Write Model
UPAYA MENINGKATKAN AKTIVITAS BERTANYA SISWA DAN PRESTASI BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TUTOR SEBAYA Antonius Anton; Vigih Hery Kristanto
JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 2 (2016)
Publisher : Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The goals of the research are to improve students’ activity in asking question and to improve the mathematics learning by applying peer tutor cooperative learning. The subject of the research was 24 student of class VII F SMP Negeri 9 Madiun. While the object of the research were the students’ attempts to ask question and the students’ a chievement in learning mathematics. Class-action research was opplied two cyclical times in which a cyclical time consisted of two meeting. The result of class-action research shows that the use of peer tutor cooperative learning increases of cycle 1 to cycle 2. The total average score of the first learning process is 3,28 and the second learning process is 3,33. The observation of students’ inquiry increases from cycle 1 to cycle 2. The percentage of the students’ inquiry for cycle 1 is 47,05 and the second one is 57,39. The accomplished percentage for cycle 1 is 9,09% and for cycle 2 is 30,43%. The result does not show the indicator of accomplishment so that we need another cycle to improve it. Based on the data we can conclude that there is improvement on learning process, students’ inquiry and students’ achievement in mathematics learning from cycle 1 to cycle 2. Peer tutor cooperative learning has not proven the students’ inquiry and the students achievements for class VII F SMP Negeri 9 Madiun. Key Word: Students’ Asking Activity, Mathematics Achievement, Cooperative Learning, Peer Tutor.
PENGARUH PEMBELAJARAN BERBASIS MASALAH TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA DITINJAU DARI KECERDASAN LINGKUNGAN Aryulandia Sanditama; Vigih Hery Kristanto
JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 1, No 1 (2015)
Publisher : Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan: (1) Manakah prestasi belajar matematika siswa yang lebih baik antara siswa dalam pembelajaran berbasis masalah dengan siswa dalam pembelajaran langsung. (2) Manakah prestasi belajar matematika yang lebih baik antara siswa dengan kecerdasan lingkungan tingkat tinggi, sedang dan rendah. (3) Manakah prestasi belajar matematika siswa yang lebih baik antara siswa dalam pembelajaran berbasis masalah dengan siswa dalam pembelajaran langsung untuk masing-masing tingkat kecerdasan siswa. Penelitian ini merupakan penelitian kuantitatif eksperimen semu. Penelitian ini dilaksanakan semester ganjil tahun pelajaran 2013/2014 di SMPN 3 Madiun dengan populasi kelas IX. Sampel dalam penelitian ini adalah kelas IX F sebagai kelas eksperimen menggunakan pembelajaran berbasis masalah dan kelas IX E sebagai kelas kontrol menggunakan pembelajaran langsung. Instrumen yang digunakan tes prestasi belajar, angket dan skala  kecerdasan lingkungan. Sebelum digunakan instrumen di uji cobakan untuk mengetahui validitas dan reliabilitas instrumen. Tes prestasi belajar dan angket mempunyai reabilitas 0,6 yaitu 0,8, sehingga tes prestasi dan angket kecerdasan lingkungan dapat digunakan. Hasil penelitian: (1) Prestasi belajar siswa pembelajaran berbasis masalah tidak lebih baik dari prestasi belajar siswa pembelajaran langsung. (2) Prestasi belajar siswa dengan masing-masing tingkat kecerdasan siswa dalam pembelajaran berbasis masalah dan pembelajaran langsung tidak terdapat perbedaan. (3) Siswa tingkat kecerdasan tinggi, prestasi belajar siswa pembelajaran berbasis masalah siswa tingkat kecerdasan tinggi tidak lebih baik dari prestasi belajar siswa pembelajaran langsung. Siswa tingkat kecerdasan sedang, prestasi belajar siswa pembelajaran berbasis masalah tidak lebih baik daripada prestasi belajar siswa pembelajaran langsung. Siswa tingkat kecerdasan rendah, prestasi belajar siswa pembelajaran berbasis masalah tidak lebih baik daripada prestasi belajar matematika siswa pembelajaran langsung.
UPAYA MENINGKATKAN AKTIVITAS DAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS VII C SMPN 4 MADIUN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE (TTW) Elisabeth Titi Betan; Vigih Hery Kristanto
JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 2, No 2 (2016)
Publisher : Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research is intended to develop students` activity and achievement in learning, especially for the students of VII C SMPN 4 Madiun by applying Cooperative Think-Talk-Write Model. In this case, learning activity consists of reading (which refers to think), discussing (which refers to talk) and writing (which refers to write). This research applies Classroom Action Research. The subject of this research is the students of the first grade of junior high school (VII C) in SMPN 4, in the school year of 20015/2016. The class population consists of 30 students. The data analysis shows that the percentage of learning activity in Cycle I is 22,22%. Moreover, the analysis proves that: (I) the percentage of learning activity in mathematics in Cycle I is 5,56%. Furthermore, the percentage of learning activity in mathematics in Cycle II increases significantly. Hence it gains 47,62%,  however the standard completion in two Cycles has not been achieved yet. In short, the use of Cooperative Think-Talk-Write Model is able to increase the students` learning activity for the students of VII C SMPN 4 Madiun. (2) The class completion rate in Cycle I is 10%, and it gradually increases in Cycle II : 69,23 %. Yet, the standard indicator has not been gained. Therefore, the use of Cooperative Think-Talk-Write Model in this case is unable to increase the students` learning activity, especially in Mathematics.   Key Words :Learning Activity, Students` Achievement, Cooperative Think-Talk-Write Model
Co-Authors Ais Sanda Putra Trisna Alfiana Noor Fajari Amelia, Jessica Cikitha Anggraeni, Anggita Adelia Anton, Antonius Antonius Anton Arisusanty, Dian Junita Aryulandia Sanditama Betan, Elisabeth Titi Bugi Nugraha Dhany Fachrudin, Achmad Diyah Purwitasari Eka Nurmala Sari Agustina, Eka Nurmala Sari Elisabeth Titi Betan Elly Kusumawati Elsa Maulinda Savana Fahrezi, Irgi Ahmad Faris Nofandi Inaya Ajeng Larasati Marcellinus Andy Rudhito Maulana, Moch Rabbul Mohammad Arif Rahmadhani Nabila Aisya Savitri Nurdiansari, Henna Putri, Indah Ayu Johanda Rahajeng, Resty Rahmawati, Maulidiah Resty Rahajeng Rohmawati, Elok Romanda Annas Amrullah Sandi, Wulan Marlia Sanditama, Aryulandia Santoso, Fransiskus Gatot Iman Sianturi, Intan Tanti Diyah Rahmawati Tanti Diyah Rahmawati, Tanti Diyah Tika Septia