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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal S2 Pendidikan Matematika Journal on Mathematics Education (JME) Journal of the Indonesian Mathematical Society AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Mathematics and Mathematics Education Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) Journal of Educational Management and Instruction (JEMIn) Himpunan: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Journal on Mathematics Education Trigonometri : Jurnal Matematika
Tri Atmojo Kusmayadi
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Jurnal S2 Pendidikan Matematika

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN CTL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF SISWA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN SPASIAL Perwira Negara, Habib Ratu; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aims of this research were to find out the different effect of the cooperative learning model of Jigsaw type with CTL approach, the cooperative learning model of Jigsaw type, and the direct learning model towards students mathematics learning achievement and affective aspect on the subject of plane geometry viewed from the students spatial ability, and category of spatial ability consisted of high, medium and low. The research was quasi experimental. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. The sample of this research consisted of 261 students. The instrument used to collect data was mathematics achievement test, questionnaire of students affective aspect and spatial ability test. The hypothesis test used unbalanced two ways multivariate analysis of variance. The results of the research were as follows. (1) The cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (2) The cooperative learning model of Jigsaw type with CTL approach gaves a better achievement than the cooperative learning model of Jigsaw type and direct learning model, and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model. (3) Students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (4) Students with the high spatial ability had better affective aspect than students with the medium and low spatial ability, and students with the medium spatial ability had the same affective aspect as students with the the low spatial ability. (5) On the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model, students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (6) On the cooperative learning models of Jigsaw type with CTL approach and Jigsaw type, students with the high, medium and low spatial ability had the same affective aspects. On the direct learning model, students with the high spatial ability had better affective aspects than students with the medium spatial ability, while students with the high and low spatial ability and students with the medium and low spatial ability had the same affective aspects. (7) On students spatial ability high, medium and low, the cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (8) On students with the high and medium spatial ability, the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model gives the same affective aspect. On students with the medium spatial ability, the cooperative learning of Jigsaw type with CTL approach gaves a better affective aspect than the direct learning model, while the cooperative learning of Jigsaw type with CTL approach and Jigsaw and also the cooperative learning of Jigsaw type and direct learning model gaves the same affective aspect.Keywords: Jigsaw, CTL approach, spatial ability, learning achievement, and affective aspect. 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE, NUMBERED HEADS TOGETHER DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DITINJAU DARI KONSEP DIRI Darmawan, Agus; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of this research was to investigate the effect of learning models on mathematics achievement viewed from the student self concept. The learning model compared were Think Pair Share, Numbered Heads Together dan Problem Based Learning with saintific approach (TPS-S, NHT-S and PBL-S). This research was a quasi experimental with the factorial design of 3×3. The population of this research was all of students in grade VII of State Islam Junior High Schools of Magetan regency in academic year 2014/2015. The samples of the research consisted of 243 students and were gathered through stratified cluster random sampling. The instruments consisted of the test of learning achievement and self concept questionnaire. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. Based on the results of hypotheses testing, it was concluded as follows. 1) Students with  the cooperative learning model of the TPS-S, NHT-S and PBL-S learning model had the same mathematics achievement. 2) Students with high self concept had better mathematics achievement than students with medium and low self concept, students with medium self concept and low self concept have the same mathematics achievement. 3a) On the TPS-S learning model, students with high self concept had better mathematics achievement than students with low self concept, students with high self concept and medium self concept have the same mathematics achievement, students with medium self concept and low self concept have the same mathematics achievement. 3b) On the NHT-S and the PBL-S learning models, students mathematics achievement on each self concept categories had the same mathematics achievement. 4) On the each students self concept categories, students achievement on each learning model types had the same mathematics achievement.Keywords: Think Pair Share (TPS), Numbered Heads Together (NHT), Problem Based Learning (PBL), Scientific Approach and Self Concept.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER DAN THINK PAIR SHARE DENGAN QUANTUM LEARNING DITINJAU DARI KECERDASAN MATEMATIS LOGIS SISWA SMP SE-KABUPATEN MAGELANG TAHUN PELAJARAN 2014/2015 Listiani, Tanti; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The purpose of this study was to determine the effect of learning models on learning achievement viewed from the logical mathematical intelligence of the students. The learning models compared were the cooperative learning model of the Numbered Heads Together (NHT) type modified with Quantum Learning and scientific approach, Think Pair Share (TPS) type with Quantum Learning and scientific approach, and classical model with scientific approach. The type of this study was a quasi-experimental research with a 3×3 factorial design. The population was all of students on grade VIII of Junior High Schools in Magelang Regency in academic year 2014/2015. The data was analyzed by using two way analysis of variance with unbalanced cells. Based on the hypothesis, the results of the study could be summarized as follows. (1) NHT-Quantum Learning gave better achievement than TPS-Quantum Learning and classical model, TPS-Quantum Learning had same achievement as classical model. (2) Students with high logical mathematical intelligence gave better achievement than middle and low logical mathematical intelligence, students who had middle logical mathematical intelligence gave better achievement than those who had low logical mathematical intelligence. (3) In each category of the logical mathematical intelligence, NHT-Quantum Learning gave better achievement than TPS-Quantum Learning and classical model, TPS-Quantum Learning had same achievement as classical model. (4) In each of the learning models, the students who had high logical mathematical intelligence got better achievement than middle and low logical mathematical intelligence, the students who had middle logical mathematical intelligence got better achievement than those who had low logical mathematical intelligence.Keywords: Numbered Heads Together, Think Pair Share, Classical, Quantum Learning, Logical Mathematical Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI RELASI DAN FUNGSI DITINJAU DARI KEMAMPUAN PENALARAN SISWA SMP NEGERI KELAS VIII DI KABUPATEN KARANGANYAR Razak, Abdul; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objective of this research was to investigate the effect of learning model toward learning outcomes in mathematics viewed from the reasoning ability. The learning models of this research were cooperative learning model of the GI with scientific, the cooperative learning model of the TPS with scientific, and the classical learning with scientific.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 VIII of State Junior Secondary Schools of Karanganyar. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 280 students. The instruments used to gather the data were test of learning outcomes in mathematics and test of reasoning ability. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research were as follows. 1) The students instructed with GI with scientific had a better learning outcomes in mathematics than those instructed TPS with scientific and those instructed the classical learning with scientific. Furthermore, the students instructed TPS with scientific had a better learning outcomes in mathematics than those instructed the classical learning model with scientific. 2) The learning outcomes in mathematics of the students with the high and moderate reasoning ability had a better than that of the students with the low reasoning ability. In addition, the students with the high reasoning ability had the same learning outcomes in mathematics as the students with the moderate reasoning ability. 3) On model of the GI with scientific, the students with the high and low reasoning ability had the same learning outcomes in mathematics as the students with the moderate reasoning ability. Moreover, the students with the high reasoning ability had a better learning outcomes in mathematics than those the students with the low reasoning ability. On model of the TPS with scientific and the classical learning with scientific results in the same learning outcomes in each of reasoning ability. 4) The students with the high reasoning ability, GI with scientific and the classical learning with scientific results in the same learning outcomes in mathematics as TPS with scientific. Furthermore, GI with scientific results in a better learning outcomes in mathematics than the classical learning with scientific. The students with the moderate and low reasoning ability had the same learning outcomes in each of learning model.Keywords: GI with scientific, TPS with scientific, learning outcomes, reasoning ability.
TINGKAT RESPON BERDASARKAN TAKSONOMI SOLO SISWA KELAS VIII YANG MENGALAMI MISKONSEPSI PADA TOPIK FAKTORISASI SUKU ALJABAR DI SMP NEGERI 5 KARANGANYAR PADA TAHUN PELAJARAN 2013/2014 Mulyatna, Fauzi; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objectives of this research were to identify and to describe about misconceptions, and to find out the levels of response of VIII grade students of SMP N 5 Karanganyar experiencing misconceptions about factorization of the tribe in algebra based on SOLO taxonomy. This research was categorized as a qualitative research using a case study design which was only focused on one selected and comprehended phenomenon deeply, and neglecting other phenomena. This particular phenomenon was the response level based on SOLO taxonomy of VIII grade students of SMP N 5 Karanganyar experiencing misconceptions about factorization of the tribe in algebra. The subject of this research were VIII grade students of SMP N 5 Karanganyar. The criteria to choose the main subject of the research were that the students had learnt a topic about factorization of the tribe in algebra and the main subject were taken based on test results by using CRI technique and the teacher’s recomendation. The data in this research were in the form of the students’ written answer results in finishing the problem solving test. The result of those written answers became the first data analysis of the researcher. Those first data analysis were in the form of description about misconceptions experienced by the subject and the levels of the subject’s response based on SOLO taxonomy in each problem. Those first data analysis were also used as a guide to do interviews. The interviews were both to clarify the subject’s written answers and to strengthen the data finding of the first data analysis. Then the results of the subject’s written answers and the results of the data analysis from the interview were drew  conclusions. The triangulation technique was used as the validity of the data in the planning of the learning process by using problem solving test which was later clarified by the interview. The results of this research are follows. 1) The misconceptions experienced by the subject: the misconception in the use of the equal sign symbol (=), the subject were mistaken in interpreting the instruction order from left to right and the equals sign symbol (=) was wrongly interpreted as implication (⇒) to show the name which represented value and calculation with different results; the misconception of the substraction in algebra, it was a procedural misconception in the use of distributive rules by neglecting the minus sign; the misconception of the multiplication in algebra, it was a procedural misconception in the use of distributive rules by doing multiplication only in the first set when working with multiplication formula in algebra. 2) The levels of the subject’s response experiencing misconceptions were on the levels of multi-structural, uni-structural and pre-structural level.Keywords: Misconception, response level, SOLO taxonomy
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Aziz Abdul Ghofur Abdul Razak Agus Darmawan Ambar Nurhayati Anggrahini Anggrahini Arianti Puspita Dewi Arinta Rara Kirana Asip Cakra Buana, Asip Cakra Atik Fitriya N author Ari Suningsih Azizah, Annisa Nur Budi Usodo Desi Gita Andriani Dewi Kurniasari, Dewi Dian N Safitri Dian Panji Wicaksono Dwi A, Yuridis Madyarsa Dwi Yuni Pramugarini Eli Widoyo Retno Endah Wulantina, Endah Farah Umami Farida Nurhasanah Fatmawati, Ulya Fauzi Mulyatna Ferri Ardianzah, Ferri Fida Rahmantika Hadi, Fida Rahmantika Fina Hanifa Hidayati Fitriana, Laila Frasetyana, Anita Diah Gatut Iswahyudi Habib Ratu Perwira Negara Hafidh Jauhari Hendriyanto, Agus Hermansyah, Beny Hidayat, Edisut Taufik Iim Marfuah Ika Wulandari Imam Sujadi Indra Kurniawan Irma Ayuwanti Juitaning Mustika Juliana Nasution KOMARUDIN Labiba Zahra, Labiba Linda Sunarya Lingga Nico Pradana Maarten Dolk, Maarten Mardiyana Mardiyana MIFTACHUL ANAS Mishbahul Huda, Mishbahul Muhtarom Nanndo Yannuansa, Nanndo Naraswari, Titania Putri Nataliliana, Claireza Nelly Indriastuti P Nina Nurmasari Nindia Elisie Anggraini Nunung Juwariah, Nunung Nur Anida Laila Nurmalitasari Nurmalitasari Nurul Hidayati Shaliha, Nurul Hidayati Ony Syaiful Rizal, Ony Syaiful Puput Suriyah Putri, Saskia Rizkiana Rahayu Sri W Retno Sari Riyadi Riyadi Rosa Rosdiana Retno H Sahara, Sani Sri Indayani, Sri Sri Kuntari Sukowiyono Sukowiyono Sumadi, Iman Putra Supriyatin Supriyatin Susmono Susmono Suyono Suyono Tanti Listiani, Tanti Tri Yuliana Tunjung Genarsih, Tunjung Ummi Rosyidah, Ummi Wahyu Astuti Budi Wahyu Nofiansyah, Wahyu Wahyumiarti Wahyumiarti, Wahyumiarti Widi Lestari Winarno, Bowo Yekti Putri Kusumaningtyas Zara Mertiana RZ