Article Per Year (5 Year)
p-Index From 2021 - 2026
3.325
P-Index
This Author published in this journals
All Journal Jurnal S2 Pendidikan Matematika Asuhan Kesehatan Jurnal Ilmiah Ilmu Kebidanan dan Keperawatan Journal of Mathematics and Mathematics Education JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Manajemen Pelayanan Publik Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika Indonesian Journal of Science and Mathematics Education Scientific Journal of Reflection : Economic, Accounting, Management and Business Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Jurnal Lemuru : Jurnal Ilmu Perikanan dan Kelautan Indonesia Infotekmesin JURNAL PERIKANAN TROPIS Jurnal Sains Manajemen dan Bisnis Indonesia Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Abdi Masyarakat Jurnal Berdaya Mandiri Jurnal Pengabdian kepada Masyarakat JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Tadbir Peradaban ACROPORA: Jurnal Ilmu Kelautan dan Perikanan Papua SMBJ: Strategic Management Business Journal JURNAL AGROINDUSTRI HALAL PENA ABDIMAS : Jurnal Pengabdian Masyarakat Muslim Education Review Jurnal Pendidikan dan Pengabdian Masyarakat APLIKATIF: Journal of Research Trends in Social Sciences and Humanities Jurnal Teknologi Pangan dan Industri Perkebunan
Mardiyana Mardiyana
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

Published : 138 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 138 Documents
Search

 5   6   7   8   9 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DENGAN PENDEKATAN SAINTIFIK (TSTS-PS) DAN TIPE TEAMS ASSISTED INDIVIDULIZATION DENGAN PENDEKATAN SAINTIFIK (TAI-PS) PADA MATERI HIMPUNAN DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA SISWA Ratnasari, Ratnasari; Mardiyana, Mardiyana; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (359.036 KB)

Abstract

Abstract: This research aimed to find out: (1) which one is better among cooperative learning models of TSTS with scientific approach (TSTS-PS), TAI with scientific approach (TAI-PS) or classical with scientific approach one in giving mathematics learning achievement, (2) which one is better among students’ anxiety categories, students having high, middle or low categories giving mathematics learning achievement. (3) in each learning model, which one is better among students’ anxiety categories in giving mathematics learning achievement and (4) in each anxiety categories, which one is better among TSTS with scientific approach (TSTS-PS), TAI with scientific approach (TAI-PS) 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 VII students of Junior High School (SMP) in Karanganyar Regency. 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 students’ anxiety categories. 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 TSTS-PS had better learning achievement than the TAI-PS and classical with scientific approach. TAI-PS had learning achievement as good as the classical with scientific approach, (2) The students having low anxiety categories had better learning achievement than those having middle and high categories. The students having middle anxiety categories had learning achievement as good as  those having high categories. (3) In each learning models, the students having low anxiety categories had better learning achievement than those having middle and high categories. The students having middle anxiety categories had learning achievement as good as those having high categories. (4) In each of students’ anxiety categories, the TSTS with scientific approach had better learning achievement than the TAI and classical with scientific approach. TAI with scientific approach had learning achievement as good as the classical with scientific approach.Keywords : Two Stay Two Stray (TSTS), Teams Assisted Individulization (TAI), Classical, Scientific Approach, Students’ Anxiety.
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL), NUMBERED HEAD TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) TERHADAP PRESTASI BELAJAR DITINJAU DARI KREATIVITAS BELAJAR SISWA PADA MATERI HIMPUNAN SMP NEGERI KABUPATEN KEBUMEN Putri, Prihastini Oktasari; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (274.578 KB)

Abstract

Abstract: The objectives of this research are to know: (1) which one was better result in learning achievement of mathematics among PBL, NHT, and TPS, (2) which one was better learning achievement among students in high, middle, and low creativity categories of  mathematics, (3) in each learning model, which one was better learning achievement among students’ creativity categories, students having high, middle, or low; and (4) in each creativity categories, which one was better learning achivement among students of PBL, NHT, or TPS. This research used quasi-experimental research. The population was all of the students in Grade VII of State Junior High School in Kebumen. The samples of research were taken by using stratified cluster random sampling technique and consisted of 268 students. They divided into three groups. They were 92 students in the group of first experiment, 88 students in the group of second experiment, and 88 students in the group of third experiment. The instruments to collect the data were test of learning achievement and the questionnaire of learning creativity in mathematics. The data were examined by using two-way ANOVA with unbalanced cells. The results of the research were as follows. (1) Student in the model of PBL model result in a better learning achievement than NHT and TPS learning models. Student in NHT learning model results in a better learning achievement than TPS learning model. (2) Learning creativity gives students a different effect on mathematics’ learning achievement in the subject of set. The students with the high creativity have a better learning achievement than those with the middle and low categories, and student with the middle creativity have a better learning achievement than those with the low creativity categoriy. (3) In each learning model, students with the high creativity category have learning achievement as good as those with the middle or low categories. (4) In each of the creativity categories of students, students with the high creativity category of PBL have learning achievement as good as those in NHT and TPS, students with the middle creativity category of PBL have better learning achievement than those in TPS, then learning models of NHT and TPS have same learning achievement, and students in PBL and NHT have same learning achievement; last, in the low learning category, student in PBL have better learning achievement than those in TPS, student in NHT and TPS have same learning achievement and the student in PBL and NHT have same learning achievement.Keywords:    Problem Based Learning, Numbered Head Together, Think Pair Share, and learning creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER DENGAN PENDEKATAN SAINTIFIK DAN TIPE ROUNDTABLE DENGAN PENDEKATAN SAINTIFIK PADA MATERI FUNGSI DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SUKOHARJO Kusumaningtyas, Yolan; Mardiyana, Mardiyana; 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (330.557 KB)

Abstract

Abstract: The purpose of this study was to determine the effect of learning models on the learning achievement in Mathematics viewed from emotional intelligence of the students. The learning models compared were learning model of the Numbered Head Together (NHT) with scientific approach, Roundtable with scientific approach, and classical with scientific approach. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade VIII students of Public Junior High Schools in Sukoharjo Regency. Instruments used for data collection were mathematics achievement test and emotional intelligence questionnaire. The data analysis technique used was the two-way ANOVA  with unequal cell. Based on hypothesis, the results of the study concluded as follows. (1) Roundtable model with scientific approach got better learning achievement than NHT model with scientific approach and with classical model with scientific approach, NHT  model with scientific approach got better learning achievement than classical model with scientific approach. (2) Students with high emotional intelligence gave the same learning achievement with the students who had middle emotional  intelligence. In addition, students who had high and middle emotional  intelligence have better learning achievement than students who had low emotional  intelligence. (3) In each  learning models, student with high emotional intelligence gave the same learning achievement with the students who had middle emotional  intelligence, then  students who had high and middle emotional  intelligence have better learning achievement than students who had low emotional  intelligence. (4) In each category of emotional intelligence, Roundtable  model with scientific approach got better learning achievement than NHT with scientific approach and classical model with scientific approach, NHT  model with scientific approach got better learning achievement than classical model with scientific approach.Keywords : Numbered Head Together (NHT), Roundtable, Classical, Scientific Approach, Emotional Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE DENGAN PENDEKATAN ILMIAH PADA POKOK BAHASAN LIMIT FUNGSI DITINJAU DARI ADVERSITY QUOTIENT PESERTA DIDIK SMA NEGERI KABUPATEN BANYUMAS TAHUN PELAJARAN 2013/2014 Ariyani, Dian Ratna; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (270.076 KB)

Abstract

Abstract : The purposes of the  research  were  to  know:  (1)  which  learning  models  -think pair share cooperative learning model with scientific approach (TPS SA), think pair share cooperative learning (TPS), and direct learning model (DL)-that will give the best learning mathematics result;  (2)  which level of students adversity  quotient  (AQ) -quitter, camper, and climber-that will give the best mathematics learning result; (3) which learning models -TPS SA, TPS, and DL- that will give the best learning mathematics result at categories AQ; (4) which level of students AQ -quitter, camper and climber- that will give the best learning mathematics result at categories learning models. The research used a quasi-experimental designed with population was all students of eleventh grade science in Banyumas in the academic year 2013/2014. The technique sampling was stratified cluster random sampling. The instrument used to collect the data was a questionnaire of AQ and math achievement tests. Hypothesis test used two way analysis of variance with unequal cells. Based on the analysis we concluded: (1) TPS SA provided a better learning achievement than only TPS and direct learning, TPS provided a better learning achievement than direct learning; (2) climber students had a better learning achievement than camper and quitter, camper had a better learning achievement than a quitter; (3) for climber students, TPS SA, TPS, and  direct learning provided the same good learning performance, for camper students, TPS SA provided a better learning achievement than TPS and direct learning, TPS provided a better learning achievement than direct learning, for quitter students, TPS SA, TPS, and  direct learning provided the same good learning performance; (4) in TPS SA, climber students had an academic achievement as good as camper students, climber students had a better learning achievement than quitter students, camper students had a better learning achievement than quitter students, in TPS, climber students had a better learning achievement than quitter and camper, camper students had a better learning achievement than quitter, in direct learning, climber students had a better learning achievement than quitter and camper, camper students had academic achievement as good as quitter.Keywords: Cooperative  Learning,  Scientific  Approach,  Think  Pair  Share  with scientific approach, Adversity Quotient (AQ).
EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, PROBLEM BASED LEARNING, DAN THINK PAIR SHARE DENGAN PENDEKATAN SAINTIFIK TERHADAP KOMPETENSI PENGETAHUAN DAN SIKAP SOSIAL DITINJAU DARI GAYA BELAJAR SISWA Pinahayu, EK Ajeng Rahmi; Mardiyana, Mardiyana; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (439.854 KB)

Abstract

Abstract: The aim of this research was to find out the different effects of Discovery Learning (DL), Problem Based Learning (PBL), and Think Pair Share (TPS) models with scientific approach towards students knowledge and social attitude competency viewed from the students learning styles. This study was a quasi-experimental research. The population of research was all of the 8th grade of the State Junior High School in Puworejo Regency on the second semester of 2014/2015 academic year. The hypothesis testing of research were conducted using a two-ways multivariate analysis of variance with different cells. The conclusions of this research were as follows. (1) DL provided better knowledge competency than PBL and TPS, while PBL and TPS was same. (2) DL and TPS provided same social attitude competency, and both provided better social attitude competency than PBL. (3) The knowledge competency of visual students was better than auditory and kinesthetic, and the knowledge competency of students in those types was same. (4) The social attitude competency of visual and auditory students was same, the social attitude competency of visual students was better than kinesthetic, the social attitude competency of auditory and kinesthetic students was same. (5) In DL, the knowledge competency of visual students was better than auditory, the knowledge competency of visual students was better than kinesthetic, the knowledge competency of auditory and kinesthetic students was same. In PBL and TPS, the knowledge competency of visual, auditory, and kinesthetic students was same. (6) In DL and TPS, the social attitude competency of those three types was same. In PBL, the social attitude competency of visual students was better than auditory, the social attitude competency of visual and kinesthetic students was same, the social attitude competency of auditory and kinesthetic students was same. (7) In visual, DL provided better knowledge competency than PBL and TPS, PBL and TPS  provided same knowledge competency. In auditory and kinesthetic, DL, PBL, and TPS provided same knowledge competency. (8) In visual and kinesthetic, DL, PBL, and TPS provided same social attitude competency. In auditory, DL and PBL provided same social attitude competency, DL and TPS was same, and TPS provided better social attitude competency than PBL.Keywords: Discovery Learning, Problem Based Learning, Think Pair Share, Scientific Approach, Knowledge Competency, Social Attitude Competency, Learning Styles.
PENGEMBANGAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PERMAINAN LET’S BE CREATIVE (LBC) PADA MATERI BANGUN RUANG SISI DATAR KELAS VIII SMP IT NUR HIDAYAH SURAKARTA Lailatul F, Isna Nur; Mardiyana, Mardiyana; Sari S, Dewi Retno
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (399.317 KB)

Abstract

Abstract: The aims of this study are: (1) to describe the process of jigsaw model with LBC game in polyhedra (cubes, cuboids, prisms and pyramids) learning materials at VIII grade of high school students. (2) to get the result of jigsaw model with LBC game are valid, practical use in learning, and effectively use in learning. The discussion in this study using a model of the development of four D Thiagarajan (4D) includes; definition phase (define), stage design (design), stage of development (develop), and the deployment phase (disseminate). The results of this developmental study are: (1) a valid model of jigsaw with LBC game which applied in polyhedra (cubes, cuboids, prisms and pyramids) learning materials of VIII grade Junior High School with an average score rate is 3,55 and include in very good criteria. (2) a practical model of jigsaw with LBC game with a practical implementative average score rate (before implementation) is 3,44 and include in very good criteria and the teacher stated that jigsaw model with LBC game can be implemented in the classroom. (3) an effective model of jigsaw with LBC game to be implemented in the classroom. The effectiveness of the model according to the creativity in solving the mathematic problem which treated with jigsaw model with LBC game is better than jigsaw model only, the assessment by the observer when the teaching and learning process using jigsaw model with LBC game is 3,1375 include in good criteria with reliability rate 87,83%. Students’ respond toward the model is adequate with total average rate 2,793 and include in adequate category. The teacher also gives positive statements that jigsaw model with LBC game is good, the students being active and LBC game attracts all of the students. According to the discussion result, it can be concluded that jigsaw model with LBC game fulfil the criteria validity, practicality, and effectivity.Keywords: Jigsaw model development with LBC game, creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI FUNGSI DITINJAU DARI INTERAKSI SOSIAL Cahyono, Heri; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (417.933 KB)

Abstract

Abstract. The aim of the research was to determine the effect of learning models on mathematics achievement viewed from student’s social interaction. The learning models compared were TAI with scientific approach, TPS with scientific approach, and classical with scientific approach. The type of the research was a quasi experimental research with the factorial design of 3 x 3. The population were all eight grade students of Junior High School in Ngawi regency on academic year 2014/2015. The sample consisted of students of SMPN 3 Ngrambe, SMPN 2 Paron, and SMPN 2 Widodaren, which taken by using stratified cluster random sampling technique. The data of the research were collected through documentation, questionnaire, and test. The data was analyzed using unbalanced two-ways anova at the significance level of 0,05. Based on the data analysis, it can be concluded as follows. (1) TAI with scientific approach gives better mathematics achievement than TPS with scientific approach and classical with scientific approach, TPS with scientific approach and classical with scientific approach gives same mathematics achievement. (2) Students with high social interaction have better mathematics achievements than students with medium social interaction and low social interaction, while students with medium social interaction have better mathematics achievements than students with low social interaction. (3) For TAI with scientific approach, students with high and medium social interaction have the same mathematics achievements, and both have better mathematics achievement than low social interaction. For TPS with scientific approach, students with high social interaction have better mathematics achievement than students with medium and low social interaction, and students with medium and low social interaction have the same mathematics achievement. For classical with scientific approach, students with high social interaction have better mathematics achievement than students with medium social interaction, and both have the same mathematics achievement as students with low social interaction. (4) For students with high and low social interaction, all learning models gives the same mathematics achievement. For students with medium social interaction, TAI with scientific approach gives better mathematics achievement than TPS with scientific approach and classical with scientific approach, TPS with scientific approach and classical with scientific approach gives the same mathematics achievement.Keywords: TAI with scientific approach, TPS with scientific approach, classical learning, social interaction, learning achievement.
PROSES BERPIKIR REFLEKTIF SISWA SMA DALAM PEMECAHAN MASALAH PADA MATERI TURUNAN FUNGSI DITINJAU DARI EFIKASI DIRI (Studi Kasus pada Siswa Kelas XI IPA SMA Negeri Punung) Genarsih, Tunjung; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (180.975 KB)

Abstract

Abstract: The purpose of this study is to describe the process of reflective thinking in solving the problem of high school students on the material terms of the derivative function viewed from self-efficacy. This research is classified in the qualitative descriptive study with the case study method. The subjects in this study were students of class XI IPA SMAN I Punung Pacitan in the second semester of academic year 2014/2015. The determination of the subject is by using purposive sampling, which is based on high, medium, and low self-efficacy. The research data taken from the test results of student works  and interviews of  students. Test of the credibility of the data is done by time triangulation. The data analysis technique is qualitative descriptive by Miles and Huberman. The results showed that (1) students with high self-efficacy using reflective thinking processes in a) stages of understanding the problem, able to select science, believing the truth, and actively create a consideration of the chosen solution; b) planning phase troubleshooting, make certain considerations, believing the truth, and select science; c) the stage of implementing the plan problem solving, able to explain the problem solving, linking information obtained by the problems encountered, deliberation, aware of the error and correct it, believing the truth; d) phase re-examine, re-examine, capable of linking the knowledge, correcting the error, explaining the final conclusion. (2) students with moderate self-efficacy use reflective thinking process in a) understand the problem, believing the truth, actively make judgments, and able to select science; b) the stage of implementing the plan problem solving, able to explain the solution of the problem, select the science that has been owned, believing the truth of solving the problem (3) students with low self-efficacy only use reflective thinking process in understanding the problem by being active characteristics in making judgments, be sure it is a correct problem-solving solutions.Keywords: reflective thinking, problem solving, mathematics, self-efficacy.
EKSPERIMENTASI MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING, THINK ALOUD PAIR PROBLEM SOLVING DAN STUDENT TEAM ACHIEVEMENT DIVISION DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KECERDASAN LOGIS MATEMATIS Dwiningsih, Pitra; Mardiyana, Mardiyana; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (317.109 KB)

Abstract

Abstract: The objective of research was to find out the effect of learning model, (high, medium and low) logical mathematic intelligence, and interaction between learning model and logical mathematic intelligence on mathematic learning achievement. The learning models compared were CPS with scientific approach, Tapps with scientific approach, and STAD with scientific approach. This research was quasi-experimental research with a 3 x 3 factorial design. The population of research was all of the 7th graders of Junior High Schools in Karanganyar Regency in academic year of 2014/2015. Technique of analyzing data used in this research was a two-way variance analysis with different cell. Considering the hypothesis testing, the following conclusions could be drawn. (1) The students subjected with the CPS learning model with scientific approach had a better learning achievement than students subjected by Tapps with scientific approach and STAD model with scientific approach, students subjected with the Tapps with scientific approach had better learning achievement than students subjected by STAD model with scientific approach; (2) In students with high logical mathematical intelligence gave the same learning the students with medium logical mathematical intelligence, students who had high and medium logical mathematical intelligence had a better learning achievement than students who had low logical mathematical intelligence; (3) The STAD and CPS learning models, students with high logical mathematical intelligence had a better learning achievement than students with medium and low logical mathematical intelligence, students with medium logical mathematical intelligence had the same learning achievement of students with low logical mathematical intelligence. The Tapps learning model, students with high and medium logical mathematical intelligence to had the same learning achievement, students with high and medium logical mathematical intelligence had a better learning achievement than students with low mathematical logical intelligence; (4) The students with high, medium and low logical mathematical intelligence subjected to CPS, Tapps and STAD learning models had the same learning achievement, but on the students with lower intelligence logical mathematical learning had subjected to model CPS had a better learning achievement than students who had subjected to STAD model.Keywords: Creative Problem Solving (CPS), Think Aloud Pair Problem Solving (Tapps), Division Achievement Student Team (STAD), Scientific Approach and Logical Mathematic Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINKING ALOUD PAIRS PROBLEM SOLVING (TAPPS) DAN TEAMS ASSISTED INDIVIDUALIZATION (TAI) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR DITINJAU DARI GAYA BELAJAR SISWA Ulfa, Marchamah; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (492.817 KB)

Abstract

Abstract: The objective of research was to know the effect of learning models on mathematics learning achievement viewed from the student learning style. The learning models compared were TAPPS, TAI and classical with scientific approach. This research used the quasi experimental method. The population was the students of junior high school in Surakarta regency on academic year 2014/2015. The tecnique of taking sample was stratified cluster random sampling. The size of the sample was 291 students. The instruments used were examination test and learning styles test. The proposed hypothesis were analyzed using the unbalanced two-way analysis of variance. The conclusions were as follows. 1) TAPPS with scientific approach have better mathematics achievement than TAI and classical with scientific approach, TAI and classical with scientific approach have the same achievement. 2) auditory students have better mathematics achievement than visual and kinesthetic students, visual and kinesthetic students have the same achievement. 3) In TAPPS with scientific approach, auditory students have better achievement than visual students, kinesthetic studentshave the same achievement as visual and auditory students. In TAI with scientific approach, auditory students have better achievement than visual and kinesthetic students, visual and kinesthetic students have the same achievement. In classical with scientific approach, auditory students have the same achievement as visual and kinesthetic students, visual students have better achievement than kinesthetic students. 4) In visual students, TAPPS with scientific approach have the same achievement as TAI and classical with scientific approach,  classical with scientific approach have better achievement than TAI with scientific approach. In auditorial students, TAPPS and TAI with scientific approach have the same achievement, TAPPS and TAI with scientific approach have better achievement than classical with scientific approach. In kinesthetic students, TAI with scientific approach  have the same achievement as TAPPS and classical with scientific approach, TAPPS with scientific approach have better achievement than classical with  scientific approach.Key words: TAPPS, TAI, classical, scientific approach, learning styles, achievement of learning.
Co-Authors Abdul Choliq Hidayat Aflich Yusnita Fitrianna Afrizal Abdi Musyafiq Agnes Reswari Ingkansari Agung Nugroho, Tri Wahyu Agung Putra Wijaya, Agung Putra Ambar Nurhayati Anak Agung Gede Sugianthara Anggrahini Anggrahini Annisa Swastika Any Kurniawati, Any Ari Kristiningsih Aritsya Imswatama Arsa’ad Kurniadi Aulia Ar Rakhman Awaludin Ayuningtyas, Laksmi Putri Aza Fauziana, Noer Berti Okta Sari, Berti Okta Bibet, Bibet Bily, M. Arda Budi Sasomo, Budi Budi Usodo Danar Supriadi Desi Gita Andriani Dewi Retno Sari Dewi Retno Sari S Dewi Retno Sari Saputro, Dewi Retno Dian Ratna Ariyani, Dian Ratna Dwi Ambarwati, Dwi dwi hidayati Dwityaningsih, Rosita Dyah Ratri Aryuna Ek Ajeng Rahmi Pinahayu Eka Fitria Ningsih EKA RAHAYU PUJILESTARI, EKA RAHAYU Ekaningsih Haryati Eli Widoyo Retno Endang Hariyati Endang Sri Handayani Evila Purwanti Sri Rahayu, Theresia Fadillah Fahimah Andini Farida Nurhasanah Fina Hanifa Hidayati Fitri Apriyani Pratiwi, Fitri Apriyani Gatut Iswahyudi Hafidh Jauhari Harmei Mahar’ Aini Hera Susanti Hera Susanti, Hera Heri Cahyono Hikmah Yuliasari Hirtanto Hirtanto, Hirtanto Iim Marfuah Ika Wulandari Ikrar Pramudya, Ikrar Ilham Rais A Imam Sujadi Intan Sari Rufiana Isna Nur Lailatul F, Isna Nur Isnandar Slamet, Isnandar Jani, Ariyan Joko Domas, Joko Julian Reza Siwi Khusaini, Ahmad Komarudin Komarudin Kristin Yulianti Kristiningsih, Ari Kristiningsih, Ari Lutfi Syafirullah Mania Roswitha Marchamah Ulfa, Marchamah Mardi Mardi Marfuah Marfuah Marsela, Helen Mila Prametha, Novika Murni Handayani Murni Handayani Mustofa, Rizki Nana Hasanah Nanndo Yannuansa, Nanndo Nasution, Nur Baiti Naufalia Nuraya, Naufalia NISA, AN Noor Hidayati Novia Dwi Rahmawati Nugraha, Muhammad Rizky Ardi Nulipyeni, Riana Nurdifanti, Afhia Nurhidayah, Rika Nurlinda Ayu Triwuri Nursatin, Yuli Bangun Nurul Hidayatus, Nurul Nuryani Destiningsih, Nuryani Oto Prasadi Pitra Dwiningsih, Pitra Pradipta Annurwanda, Pradipta Prasetia, Vicky Prihastini Oktasari Putri Puji Ayuni PUJI LESTARI Puji Rahayu Pusaka, Semerdanta Qauli, Ismayan Rafiq, Arif Ainur Rahayu Sri W Rahayu, Theresia Evila P.S. Rahmat Hidayat Ratnasari Ratnasari Ratnasari, Ani Rino Richardo Riski Aspriyani Riyadi Riyadi Riyanto, Nandyar Fisthi Rizqona Maharani, Rizqona Ronayah, Ronayah Rosita Dwityaningsih Rosita, Rosita Dwityaningsih Rubono Setiawan Sabar Santosa Santi Purwaningrum Sasmika, Nanda Savitri, Maria Endah Septiana Wijayanti Siti Amirah Budiastuti Siti Rahayu Solehah, Imratu Solehudin, Solehudin Sri Subanti Stefy Erlinda Novalia, Stefy Erlinda Sugihardjo Sugihardjo Suhaida, Suhaida Sujatmiko, Ponco Sulistiyono Sulistiyono Sumanah Sumanah Supriadi Supriadi Supriyatin Supriyatin Susmono Susmono Sutanto, Aftoni Sutarman Sutarman Sutrima Sutrima Sutrisno Sutrisno Suyono Suyono Tien Syarifah Hafidhah, Tien Syarifah Toipur Toipur Tri Atmojo Kusmayadi Tri Silaningsih Tunjung Genarsih, Tunjung Very Hendra Saputra Wahyu Astuti Budi Wahyu Kurniawan Wahyuni, Ika Muji Wardani, Endang Purwati Westi Bilda, Westi Wicaksana, Hafid Wittriansyah, Khoeruddin Yolan Kusumaningtyas, Yolan Yundari, Yundari Yusnita Rahmawati