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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 : Journal of Mathematics and Mathematics Education

 1 
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 Negara, Habib Ratu Perwira; Kusmayadi, Tri Atmojo; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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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 TEAM ASSISTED INDIVIDUALIZATION DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA DAN PEMBELAJARAN MATEMATIKA SMP NE Ardianzah, Ferri; Kusmayadi, Tri Atmojo; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The aim of the research was to determine the effect of cooperatif learning models viewed from the attitude of students. The learning model compared were TAI-CTL, TAI and direct instruction. This was quasi-experimental research designed by factorial 3x3. The population was 8th grade students of junior high school even semester academic year 2013/2014 in Magetan regency. The sample was taken by using stratified cluster random sampling. Total sample was 231 students, consisted of 77 students as TAI-CTL class, 78 students as TAI class, and 76 students as direct instruction class. Hypothesis testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypothesis testing, it is concluded that: (1) students learns using TAI-CTL and TAI had better achievement than students learnt using direct instruction, students learnt using TAI-CTL had better achievement than students learnt using TAI  (2) positive attitude students had better achievement than those of neutral and negative attitudestudents, neutral attitude students had better achievement than negative attitude students (3) for TAI-CTL and TAI, students with positive attitude had better achievement than neutral and negative attitude, however neutral attitude students had the same achievement as negative attitude students, for direct instruction, positive attitude students had the same achievement as neutral attitude students, meanwhile positive attitude students had better achievement than negative attitudeand students with neutral attitude had the same achievement as negative attitude students (4) for  positive attitude students, students learnt using TAI-CTL had the same achievement as students learnt using TAI, meanwhile students learnt using TAI-CTL and TAI had better achievement than students learnt using direct instruction, for neutral and negative attitude students, students learnt using TAI-CTL, TAI, and direct instruction had the same achievement.Keywords: TAI-CTL, TAI, Direct Instruction, Attitude
KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DITINJAU DARI INTELLIGENCE QUOTIENT (IQ) PADA SISWA SMA NEGERI 6 SURAKARTA Wahyumiarti, Wahyumiarti; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: This study aims to analyze the ability of mathematical communication at students with a high, medium, and low IQ in grade XI MIA of State Senior High School 6 Surakarta in answering math questions. The subjects were 6 students that two students with high IQ, 2 students with medium IQ, and 2 students with low IQ. Techniques of data collection used documents and archives, a written test and an interview. Data analysis techniques used are data reduction, data presentation, and conclusion. The results of research showed that: (1) students with high IQ: in the mathematical written communication skills, students were able to create situations and proper solutions using the diagram, the students were also able to translate the ideas contained in the diagram with their own words in the form of detailed and structured information, and able to express ideas and opinions with good reason. In the mathematical verbal communication skills, the students were able to provide some information and the situation in the form of their own language, students were also able to express the right opinions to answer and respond questions in the form of a convincing argument and be able to make correct conclusions with emphatic pronunciation; (2) students with medium IQ: in the mathematical written communication skills, students were able to create situations and proper solutions to depict diagrams and adding several full details, students were also able to translate the ideas contained in the diagram with their own words which arranged in structured by providing some information, ideas and information, but students gave a brief opinion in giving reasons about diagram. In the mathematical verbal communication skills, the students were able to provide some information and situation into their own language forms in detail, complete, and structured, students were also able to give an opinion clearly and convincingly, in addition the student also gave some suggestions, and able to respond to questions in the form convincing argument and students were able to make the right conclusions but short explicitly; (3) students with medium IQ: in the mathematical written communication skills, students were able to create situations and appropriate solutions to describe the diagram and added some description, students were also able to translate the information contained in the diagram with their own sentences with ideas and information relating to the matter. In the mathematical verbal communication skills, students were able to give some brief information in the form of their own language, students were able to express opinions and suggestions but there is still less precise answer, the student was not able to properly respond to questions when giving an answer, but the students were able to make some conclusions short with a convincing argument.Keywords: Mathematical Communication, Math Questions, Intelligence Quotient
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE (TTW) DAN THINK PAIR SHARE (TPS) DENGAN STRATEGI TALKING STICK DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VII SMPN KOTA SURAKARTA Kirana, Arinta Rara; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The objectives of research were to find out: 1) which one providing better mathematics learning achievement, TTW by using talking stick model, TPS by using talking stick model or classical learning model, 2) which one providing better mathematics learning achievement, linguistic intelligence, mathematics logic intelligence or interpersonal intelligence, 3) in each multiple intelligence level, which one providing better mathematics learning achievement, TTW by using talking stick model, TPS by using talking stick model or classical learning model, and 4) in each learning models, which one providing better mathematics learning achievement, linguistic intelligence, mathematicslogic intelligence or interpersonal intelligence. This research used the quasi experimental research method. The design of the research was  3 × 3 factorial. The population was the students of the seven class of Junior High School in Surakarta City on academic year 2014/2015. The tecnique of sampling was stratified cluster random sampling. 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) TTW by using talking stick model provided better mathematics achievement than TPS by using talking stick model and classical learning model. 2) the mathematics logic intelligence students had mathematics achievement better than linguistic intelligence, the mathematics achievement of linguistic intelligence is the same as interpersonal intelligence, and the mathematics logic intelligence students had mathematics achievement better than interpersonal intelligence. 3) in each of multiple intelligence categories, students mathematics learning achievement is in constancy with result of learning models.4) in each learning models, the students mathematics learning achievement is in constancy with  result of multiple intelligence categories.Keywords: TTW, TPS, classical learning, multiple intelligence, talking stick, achievement of learning.
EKSPERIMENTASI MODEL PROJECT BASED LEARNING (PjBL) DAN COOPERATIVE LEARNING TIPE GROUP INVESTIGATION (GI) PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VIII SMP NEGERI SE-KOTA METRO LAMPUNG Mustika, Juitaning; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The objective of research was to investigate the effect of learning models on Mathematics learning achievements viewed from students’ emotional intelligence. The learning models compared were PjBL, GI and direct learning model. This study was a quasi experimental research with a 3 x 3 factorial design. The population of research was all of the VIII graders of Junior High Schools in Metro City. The sample was taken using stratified cluster random sampling. The sample of research consisted of 238 students with details 80 students for the experiment 1, 80 students for experiment 2 and 78 students for control classes. The instruments used for collecting data were mathematics learning achievement test and student EI questionnaires. The results of this research were as follows: (1) the use of the PjBL model couldresult better learning achievement than both GIandthe direct learning. The use of GI could result better learning achievement than the direct learning model, (2) Students with high EI, resulting better learning achievement than students with moderate or low EI, and students with moderate EI hadbetter learning achievement than students with low EI, (3) For those students with high and moderate EI, the PjBL modelresulted better learning achievement than direct learning model, while the PjBL models gave the same learning achievement asGI, and the GIgavethe same learning achievement as the direct learning model. For students with low EI, PjBL, GIand direct learning model gave the same learning achievement, (4) In learning using PjBL model, students with high EI had better learning achievement than students with low EI, and students with moderate EI had better learning achievement than students with low EI, while students with high EI had the same learning achievement as students with moderate EI. On learning using GImodel, students with a high EI had better learning achievement than thosewith low EI, while students with high EI had the same learning achievement as students with moderate EI and students with moderate EI had the same learning achievement as students with a low EI. Direct learning model gave the same effect on learning outcomes among students who had high, moderate and low EI.Keywords: Project Based Learning (PjBL), Group Investigation (GI), Direct learning andEmotional Intelligence (EI).
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS DAN TEAMS ASSISTED INDIVIDUALIZATION PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI MOTIVASI BERPRESTASI SISWA KELAS VIII SMP Huda, Mishbahul; Kusmayadi, Tri Atmojo; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The objectives of this research are to investigate: (1) which learning model of the cooperative learning model of the TGT type, the cooperative learning model of the TAI type, and the direc learning model results in a better learning achievement in Mathematics; (2) which students of the the students with the high achievement motivation, the students with the moderate achievement motivation, and the students with the low achievement motivation have a better learning achievement in Mathematics; (3) in each category of the achievement motivations, which learning model of the cooperative learning model of the TGT type, the cooperative learning model of the TAI type, and the direc learning model results in a better learning achievement in Mathematics; and (4) in each learning model, which students of the the students with the high achievement motivation, the students with the moderate achievement motivation, and the students with the low achievement motivation have a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3x3. Its population was the students in Grade VIII of State Junior Secondary Schools of Wonogiri regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research were the students as many as 299 of State Junior Secondary School 1 of Purwantoro, State Junior Secondary School 1 of Jatisrono, and State Junior Secondary School 2 Puhpelem. The data of the research were analyzed by using the two-way analysis of variance (ANOVA) with unbalanced cells at the significance level of 5%. The results of the research are as follows: 1) the students instructed with the cooperative learning model of the TGT type have a better learning achievement in Mathematics as those instructed with the cooperative learning model of the TAI type and direct learning model, the students instructed with the cooperative learning model of the TAI type have a better learning achievement in Mathematics as those instructed with the direct learning model. 2) The students with the high achievement motivation have a better learning achievement in Mathematics as those with the moderate achievement motivation and low achievement motivation, the students with the high achievement motivation have a better learning achievement in Mathematics than those with the low achievement motivation. 3) In each category of the achievement motivations, the students instructed with the cooperative learning model of the TGT type have a better learning achievement in Mathematics as those instructed with the cooperative learning model of the TAI type and direct learning model, the students instructed with the cooperative learning model of the TAI type have a better learning achievement in Mathematics as those instructed with the direct learning model. 4) In each learning model, the students with the high achievement motivation have a better learning achievement in Mathematics as those with the moderate achievement motivation and low achievement motivation, the students with the moderate achievement motivation have a better learning achievement in Mathematics as those with the low achievement motivation.Keywords: The cooperative learning model of the TGT type, the cooperative learning model of the TAI type, direct learning, and achievement motivation.
PROSES BERPIKIR SISWA KELAS IX SEKOLAH MENENGAH PERTAMA YANG BERKEMAMPUAN MATEMATIKA TINGGI DALAM MEMECAHKAN MASALAH MATEMATIKA Kusmayadi, Tri Atmojo; Sujadi, Imam; Muhtarom, Muhtarom
Journal of Mathematics and Mathematics Education Vol 1, No 2 (2011): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: This  study  aim  to  describe  the  students’  thinking  process  of  9th  grade  of  Junior High School has a high mathematics capability in solving the mathematics problem based on Polya rule. This  study  is  qualitative  descriptive  research.  The  criteria  of  subject  selection included the students’ has a high mathematics capability and communication fluency both spoken  and  written.  The  data  collection  was  done  using  written  test  and  task-based interview  techniques.  Data  analysis  done  based  on  written  test  data  and  task-based interview techniques data. And then it has been done the method triangulation to get valid subject data.  Finally,  the  result  of  description  thinking  process  as  follows:  students  with  high mathematics  capability,  in  understanding  problem  using  assimilation  thinking  process, make  a  plan  using  assimilation  and  accommodation  thinking  process.  Assimilation thinking process can be identified when the students can mention the prerequisite material, can directly relate the sides kite (BF = FG) and can directly develop problem solving plan. Meanwhile,  accommodation  thinking  process  can  be  seen  when  the  students  drew  an auxiliary  line  from  E  to  the  right  thereby  intersecting  with  CD  line  (the  intersection  was labeled  H  point),  so  devided  trapezoid  AEDG  become  right  triangle  EHG  and  rectangle AEHD. In carrying out a plan and in looking back at the completed solution, the students used assimilation thinking process. Keywords: thinking process, mathematics problem, and problem solving.
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 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