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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Dasar KUMARA CENDEKIA Journal of Education and Learning (EduLearn) Journal on Mathematics Education (JME) Jurnal S2 Pendidikan Matematika Journal on Mathematics Education (JME) ASAS : Jurnal Hukum Ekonomi Syariah JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Mathematics and Mathematics Education JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Jurnal Pendidikan Biologi Indonesia AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Gantang KAREBA : Jurnal Ilmu Komunikasi Al-Jabar : Jurnal Pendidikan Matematika IJIET (International Journal of Indonesian Education and Teaching) International Journal of Science and Applied Science: Conference Series Proceedings Education and Language International Conference AL ISHLAH Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika Syntax Literate: Jurnal Ilmiah Indonesia JTAM (Jurnal Teori dan Aplikasi Matematika) International Journal on Emerging Mathematics Education JURNAL TARBIYAH JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia JUPE : Jurnal Pendidikan Mandala Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Didaktika Dwija Indria Jurnal Pengembangan Penyuluhan Pertanian JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) TECHNO-SOCIO EKONOMIKA Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Jurnal Evaluasi dan Pembelajaran International Journal of Business, Law, and Education Mosharafa: Jurnal Pendidikan Matematika International Journal of Social Learning (IJSL) Jurnal Riset dan Inovasi Pembelajaran TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Kalam Cendekia: Jurnal Ilmiah Kependidikan Journal of Social Research Indonesian Journal Of Educational Research and Review Jurnal Basicedu Pancaran Pendidikan Jurnal Pendidikan Dasar Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Jurnal Tatsqif Jurnal Ilmu Pendidikan dan Pembelajaran Jurnal Ilmu Komunikasi UHO : Jurnal Penelitian Kajian Ilmu Komunikasi dan Informasi JRAMathEdu (Journal of Research and Advances in Mathematics Education) Journal of Innovation in Teaching and Instructional Media International Journal of Education, Vocational and Social Science Daarus Tsaqofah Jurnal Pendidikan Pascasarjana Universitas Qomaruddin Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Jurnal Wacana Kinerja: Kajian Praktis-Akademis Kinerja dan Administrasi Pelayanan Publik
Riyadi Riyadi
Universitas Sebelas Maret
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Journal : Jurnal S2 Pendidikan Matematika

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION DAN PROBING-PROMPTING DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI DI KABUPATEN KARANGANYAR Kurniasari, Dewi; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 4 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objective of this research was to investigate the effect of learning model toward learning achievement in mathematics viewed from the mathematics anxiety. The learning models of this research were cooperative learning model of the GI with Scientific Approach, the cooperative learning model of the Probing-Prompting with Scientific Approach, and classical learning model with Scientific Approach. This was a quasi-experimental study with 3×3 factorical design. The study population was all eighth grade students of state junior high school in Karanganyar District. The sample was taken by using stratified cluster random sampling method. The sample consisted of 280 students with 95 students in the first experimental class, 93 students in the second experimental class, and 92 students in the control class. Instruments used to colled data were mathematics achievement test and the student’s mathematics anxiety questionnaire. 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) GI cooperative learning model with scientific approach gave better achievement than probing-prompting with scientific approach and classical learning model with scientific approach while probing-prompting and classical learning model with scientific approach gave same achievement, 2) the students with low mathematics anxiety had better achievement than the students with moderate and high mathematics anxiety, and the students with moderate mathematics anxiety had better achievement than the students with high mathematics anxiety, 3) in all categories of student’s mathematics anxiety, GI cooperative learning model with scientific approach, Probing-Prompting cooperative learning model with scientific approach, and classical learning model with scientific approach gave the same learning achievement in mathematics, 4) in the GI cooperative learning model with scientific approach and Probing-Prompting cooperative learning model with scientific approach, the students with low mathematics anxiety had better achievement than the students with moderate and high mathematics anxiety, and the students with moderate mathematics anxiety had better achievement than the students with high mathematics anxiety. In the classical learning model with scientific approach, the students with low mathematics anxiety had better achievement than the students with moderate and high mathematics anxiety, while the students with moderate and high mathematics anxiety had the same achievement.Keywords: Group Investigation (GI), Probing-Prompting, Classical Instruction, Scientific Approach, Mathematics Anxiety, Learning Achievement in Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI KEMANDIRIAN BELAJAR SISWA SMP NEGERI KELAS VII DI-KABUPATEN BOYOLALI Pratama, Fika Widya; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aim of the research was to determine the effect of learning models on mathematics learning achievement viewed from self regulated learning (SRL). The learning models compared were cooperative learning model of TAI-PS, NHT-PS, and classical-PS learning. The research used the quasi-experimental research with the factorial design of 3  3. The population of the research were all of the students in grade VII of junior high school at Boyolali regency in the first semester of the academic year 2014/2015. The hypotheses of the research were analyzed by using two-way analysis of variance with unbalanced cells at the significance level of . The result of these research are as follows. (1) TAI-PS model gives better mathematics learning achievement than NHT-PS and classical-PS, whereas NHT-PS model gives better mathematics learning achievement than classical-PS. (2) Students with high SRL are better in mathematics learning achievement than students with medium and low SRL, and also medium SRL have better mathematics learning achievement than low SRL. (3) (a) TAI-PS with high, medium, and low SRL have the same mathematics learning achievement. (b) NHT-PS with high and medium SRL and also medium and low SRL have the same mathematics learning achievement, whereas high SRL have better mathematics learning achievement than students with low SRL. (c) classical-PS with high SRL are better in mathematics learning achievement than students with medium and low SRL, whereas students with medium and low SRL have the same mathematics learning achievement. (4) (a) The high SRL with the TAI-PS, NHT-PS, and classical-PS give the same mathematics learning achievement. (b) The medium SRL with TAI-PS and NHT-PS, and also NHT-PS and classical-PS give the same mathematics learning achievement, whereas TAI-PS give better in mathematics learning achievement than classical-PS. (c) The low SRL with TAI-PS and NHT-PS give the same mathematics learning achievement, whereas TAI-PS and NHT-PS give better in mathematics learning achievement than classical-PS.Keywords: Team Assisted Individualization (TAI), Numbered Heads Together (NHT), classical learning, scientific approach, and Self-Regulated Learning (SRL).
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA KONTEKSTUAL PADA MATERI SEGIEMPAT BERDASARKAN ANALISIS NEWMAN DITINJAU DARI PERBEDAAN GENDER (Studi Kasus pada Siswa Kelas VII SMPN 20 Surakarta) Siswandi, Erlan; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 7 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aim of this research was to identify the types of students error at 7th grade of SMPN 20 Surakarta in solving contextual mathematical problems on quadrilateral topic by using Newman’s error analysis viewed from gender differences. The type of this research is a qualitative research. Subject’s selection procedure was by using purposive sampling. There are 6 subjects in this research. Data collection technique was task-based interviews. The validity was determined by time triangulation. The data analysis was Miles and Huberman model including reduction, data displays, and conclusion. The results of this research showed as follows. The types of male students error in solving contextual mathematical problems based on Newman’s error analysis were: (1) The male subject with high initial made the mistakes including transformation error and encoding error. (2) The male subject with normal initial made the mistakes including transformation error and encoding error. (3) The male subject with low initial made the mistakes including transformation error, process skills error, and encoding error. The types of female students error in solving contextual mathematical problems based on Newman’s error analysis were: (1) The female subject with high initial made the mistakes including transformation error and encoding error. (2) The female subject with normal initial made the mistakes including transformation error and encoding error. (3) The female subject with low initial made the mistakes including comprehension error, transformation error, process skills error, and encoding error.Keywords: Contextual Problem Solving, Analysis Newman, and Gender 
Analisis Proses Pembelajaran Matematika Berdasarkan Kurikulum 2013 pada Materi Pokok Peluang Kelas X SMA Negeri 1 Surakarta Kuncara, Adi Wahyu; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aims of research was to describe the teacher understanding of 2013 curriculum-based learning process and assessment, learning process and assessment based on the 2013 curriculum  in main subject of probability in classroom X SMA Negeri 1 Surakarta. This research used the qualitative method with the case study approach, by deeply studying  the learning activities so as to describe the learning process taking place in the mathematics learning, especially the material of probability. The subject of research was mathematics teacher of the tenth grade of SMA Negeri 1 Surakarta with the criterion of having attended the training about 2013 curriculum. The data in this study were: (i) teacher’s understanding of the learning and assessment process based on  2013 curriculum (ii) mathematics learning process that imparting knowledge, attitudes, and skills with scientific approach (iii) the assessment process of knowledge, attitudes, and skills. Step analysis of the data in the study carried out in three stages, namely data reduction, data presentation, and withdrawal conclusion. The results of this study are as follows. (i) The learning process in curriculum 2013 was centered on the students, and the teacher merely functions as a facilitator. In addition, the learning process was not the only aspect of the knowledge imparted to students but the learning process in 2013 curriculum inculcate attitudes and skills aspects as well. According to teacher, assessment process using the aspects of knowledge, it can be a matter of testing and instrument description, aspects of attitude by observing and instrument in the form of sheets of observations, as well as aspects of skills with the practice tests or portfolios and instrument in the form of a rubric. (ii) Observed activities carried out by asking the students to listen to the explanation given by the teachers. The questioning activities carried out by asking questions to the students related to the material being studied. Information gathering activities that occur are students reading books and worksheets to answer the question or questions given by teacher. In this information gathering activities of teachers instill active attitude to the students. Inform process activities occur that students use information obtained from books and worksheets to answer the questions given by the teacher. On inform process activities, teachers inculcate cooperation and responsibility to the students. Communicated activities carried out by asking students to write the results of group discussions in class. (iii) Knowledge assessment process conducted by giving a quiz to the student at the end of learning and the instrument that is used in the form of a description. The attitude assessment process was carried out during the learning process. Teachers assess students attitudes to the observation technique. Skills assessment process were carried out during the learning process. Teachers assess students skills when communicating with the activities of the students and see the results of the discussion by looking at the results of the quiz given to students.Keywords : mathematics learning process, scientific approach, assessment process, curriculum 2013
PENGEMBANGAN PERANGKAT PEMBELAJARAN TEAMS GAMES TOURNAMENT (TGT) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR SMP TAHUN PELAJARAN 2014/2014 Yustitia, Via; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objectives of this research were: (1) to describe the development of valid and practical Mathematics learning instruments with the scientific approach-based TGT model;(2) to investigate the learning effectiveness with the use of Mathematics learning instruments with the scientific approach-based TGT model on the learning material of Algebra Operation.This research used the research and development method. The development of learning instrument was done by means of 4Ds claimed by Thiagarajan model, et.al. However, this research used only 3Ds, namely: Define, Design, and Develop. The developed learning instruments included lesson plans, student’s work sheet, and test of problem-solving ability. The subjects exposed to the experimentation were the students in Grade VIII of State Junior Secondary School 2 of Pemalang, State Junior Secondary School 4 of Taman, and State Junior Secondary School 1 of Pemalang. The results of research are as follows: (1) The developed learning instruments are declared as valid ones by the validators; (2) The instruments are also practical because the students have a good response on the developed instruments, the teachers have a good response on the developed instrument, and the lesson plans have been implemented well in the learning process; (3)  the learning process in the experimental class is effective because the students have good learning activities, the problem-solving ability mean of the students in the experimental class is better than that of the students in control class, and the student’s problem-solving ability has fulfilled the classical learning completeness.Keywords: development of learning instruments, TGT, and scientific approach
ANALISIS KESALAHAN SISWA DALAM PEMECAHAN MASALAH BERDASARKAN PENDAPAT JOHN W. SANTROCK PADA POKOK BAHASAN BANGUN RUANG SISI LENGKUNG DITINJAU DARI GAYA BELAJAR DAN GAYA BERPIKIR SISWA Rosyida, Entyka Mayhasti; Riyadi, Riyadi; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 4, No 10 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: This research aimed to find out the errors and causes of students’ with learning and thinking styles in non-polyhedra geometry. The subject of research was 30 students in SMP Negeri 1 Plantungan, in the school year of 2012/2013. The selection of research subjects is based on the problems arising from students in mathematical problem solving, especially in non-polyhedra geometry. Data triangulation used in this research was method triangulation. Before questionnaire was distributed, the author had conducted observation. After in non-polyhedra geometry was taught, diagnostic test item were administered and the result with most errors were selected as the research subject. The result of research are Auditory-Sequential students includes determining a formula error, errors of count, and the error determining unit. The causes were the students don’t understanding the concept of matter; Auditory-Random students errors included that of not writing all the elements on the part and the error of count. The causes were the students less creativity in choosing the measure of problem solving; Visual-Sequential students involved errors set the formula, an error entering element values into the formula, and errors of calculating. The causes were students not understanding concept of matter; Visual-Random student errors included that of determining the formula, converting volume unit, and of drawing a conclusion from the result of calculation. The causes were students paying attention imprecisely to answer and question; Kinesthetic-Sequential students involved errors set the formula, an error including the value element into formula, calculating error, and the error determining unit. The causes were students not forgetting the formula of objects, working in the problem imprecisely, and working the problem in hurry; Kinesthetic-Random students involved errors identifying any elements known from the picture, set the formula errors, errors of counting, and error of determining unit. The causes were that the students identified picture imprecisely.Key words: error analysis, problem solving, learning style, thinking style.
EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) PADA MATERI OPERASI BENTUK ALJABAR DITINJAU DARI KECERDASAN EMOSIONALKELAS VII SMP NEGERI SE-KAB LOMBOK UTARA TAHUN AJARAN 2015/2016 Hasanah, A.K Uswatun; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 10 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objectives of this research were to investigate: (1) which learning model of the NHT, TPS, and direct learning models (2) which emotional intelligence of the low, moderate, and high emotional intelligences results in a better learning (3) in each learning model, which emotional intelligence of the low, moderate, and high emotional intelligences results in a better learning (4) in each emotional intelligence, which learning model  of the NHT, TPS, and direct learning models results in a better learning achievement. This research used the quasi experimental research method with the factorial design of 33. Its population was all of the students in Grade VII of State Junior Secondary Schools of North Lombok Regency in Academic Year 2015/2016. The samples of research were determined by using the stratified cluster random sampling technique. They consisted of 309 students, namely: 103 in Experimental Class 1; 102 students in Experimental Class 2; and 104 in Control Class. The data of research were collected through questionnaire of emotional intelligence and test of learning achievement. The technique of analyzing the data use two-ways ANOVA with unbalanced cells. The results of research are as follows: 1) The NHT learning model results in a better learning achievement in Mathematics than the TPS and the direct learning model. 2) The learning achievement in Mathematics of the students with the high emotional intelligence is better than that of the students with the moderate emotional intelligence. 3) In the NHT learning model, the students with the high emotional intelligence have a better learning achievement in Mathematics than those with the moderate and low emotional intelligences, and the students with the moderate emotional intelligence have a better learning achievement in Mathematics than those with the low emotional intelligence. 4) In the high emotional intelligence, the NHT learning model results in the same learning achievement in Mathematics as the TPS learning model.Key words: Numbered Heads Together, Think Pair Share, Direct Learning, and Emotional Intelligence.
ANALISIS TINGKAT KEMAMPUAN BERFIKIR KREATIF PESERTA DIDIK DALAM MEMECAHKAN MASALAH GEOMETRI DITINJAU DARI GAYA BELAJAR KELAS X MATEMATIKA ILMU ALAM (MIA) 4 SMA NEGERI 2 SRAGEN TAHUN PELAJARAN 2014/2015 Iswanti, Partia; Riyadi, Riyadi; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objective of this research was to analyze the level of creative thinking abilities of students with  visual, auditorial and kinesthetic learning styles types in solving geometry problems. The level creative thinking abilities compared were the level 4 (very creative), the level 3 (creative), the level 2 (enough creative), the level 1 (less creative), the level 0 (not creative). This research was a qualitative research. The subject of this research was 6 students from the grade X MIA 4 of National High School 2 Sragen in Academic Year 2014/2015. The Subject of this research was selected used purposive sampling technique. Data collection was done by interview based task, the subject were asked to express verbally and write the answer what the subject thinks. The main instrument in this research was the researcher themselves, assisted by three instruments form of geometry problem solving test, interview guide and questionnaire learning styles. The validity of data used time triangulation. The results of this research were as follows. (1) The students with visual learning styles types was in creative thinking abilities on the level 3 (creative) and level 4 (very creative). The students with visual learning styles types was able to show creative thinking abilities on aspect of fluency, flexibility and novelty. (2) The students with auditorial learning styles types was creative thinking abilities on the level 3 (creative). The students with auditorial learning styles types was able to show creative thinking abilities on aspect of fluency and flexibility. (3) The students with kinesthetic learning styles types was creative thinking abilities on the level 2 (enough creative) and level 1 (less creative). The students with kinesthetic learning styles types was able to show creative thinking abilities on aspect of flexibility and fluency.Keywords: Level of Creative Thinking Abilities, Geometry Problem Solving, Learning Styles. 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) BERBASIS ASSESSMENT FOR LEARNING (AFL) MELALUI PENILAIAN SEJAWAT PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KEPERCAYAAN DIRI SISWA TERHADAP PRESTASI BELAJAR SISWA KELAS VIII Anggreini, Dewi; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 8 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objectives of this research were to find out in each category self confidence (high, medium, and low) which one providing better mathematics learning achievement, GI AfL with a peer assessment, GI, or direct learning  model. This research used the quasi experimental research method with the factorial design 3x3. Population of this research was all VIII graders of Junior High School of Surakarta Regency in the school year of 2015/2016. The samples of the research were taken by using the stratified cluster random sampling. The proposed hypothesis of the research were analyzed by using the two-way analysis of variance with unbalanced cell. The result of the research could be concluded as follows: in high and medium self confidence, GI based AfL with a peer assessment, GI, and direct learning model gave the same learning achievement; in low self confidence, GI based AfL with a peer assessment gave the same achievement as GI learning model, GI based AfL with a peer assessment and GI learning model gave better achievement than direct learning model; in GI based AfL with a peer assessment and GI, students with high, medium, and low self confidence had the same achievement; in direct learning model, students with high and medium self confidence had the same achievement, students with high and medium self confidence had better achievement than low self confidence.Keywords: GI Based AfL with a Peer Assessment, GI, Direct Learning, and Self Confidence
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN GUIDED NOTE TAKING (GNT) PADA MATERI BANGUN RUANG DITINJAU DARI AKTIVITAS BELAJAR SISWA KELAS VIII SMP NEGERI Se-KABUPATEN KLATEN TAHUN PELAJARAN 2013/2014 Susilawati, Dyah; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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 Abstrac: The objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from learning activities of the students. The learning models compared were the Team Assisted Individualization (TAI) with Guided Note Taking (GNT) learning model, the Team Assisted Individualization (TAI) learning model, and conventional learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VIII of state Junior Secondery  School of the Klaten regency in Academic Year 2013/2014. Instruments used to collect data were mathematics achievement test and the learning activities questionnaire. The data were analyzed using unbalanced two ways ANOVA. The results of the research are as follows. 1) The cooperative learning model of TAI with GNT result in a better learning achievement in Mathematics than the  cooperative learning model of TAI and the conventional learning model, whereas cooperative learning model of TAI result in the same good learning achievement in Mathematics as the learning model conventional. 2) The students with the high learning activities have the same good learning achievement in Mathematics as  the moderate learning activities. The students with the high and moderate learning activitiy have a better learning achievement in Mathematics than those with low learning activities. 3) In the cooperative learning model of TAI with GNT and TAI, the students with the high learning activities have the same good learning achievement in Mathematics as those with the moderate activities and the students with high and moderate learning activities have a better learning achievement in Mathematics than those with the low learning activities. In the conventional learning model, the students with high learning activities have the same good learning achievement in Mathematics as those with the moderate learning activities, whereas the high and moderate learning activities have a better learning achievement in Mathematics than those with the low learning activities. 4) For the students with the high and moderate learning activities, the cooperative learning model of TAI with GNT result in the same good learning achievement in Mathematics as the cooperative learning model of TAI and the conventional learning model. The student with the low learning activities, the cooperative learning model of TAI with GNT result in the same good learning achievement in Mathematics as the cooperative learning model of TAI, whereas the cooperative learning model of TAI with GNT and TAI result a better learning achievement in Mathematics than those the conventional learning model.Keywords: Team Assisted Individualization (TAI), Guided Note Taking (GNT), conventional learning, Learning Activities, Learning Mathematics Achievement
Co-Authors Abdul Aziz Hidayat Abdul Razak Abi Fadila Achmad Ridwan, Achmad Adeyanto, Rizki Adi Soeprijanto Ahmad Ahmad Ahmad Syawaludin Ahmad, Ahmad Aip Badrujaman Aisyah Senja Mustika Aji Permana Putra Ali Fakhrudin Ali Fakhrudin, Ali Ali Imron Amiratih Siti Aisyah Andi Setiawan Andriawan Nurcahyo, Andriawan Anesa Surya Anggraheni Marsella Bella Astuti Anggreini, Dewi Anita Dewi Utami Anna Setyowati Annisa Ayu Kuserawati Annisa Fatiah Aprianif, Aprianif Ardiantoro, Gigih Ardiyani, Shila Majid Arifa Apriliana, Arifa Arinta Rara Kirana Ariska Yuliana Putri Ariyanto, Stefanus Timonora Wahyu Arsa’ad Kurniadi Arum Dwi Rahmawati Dwi Rahmawati, Arum Dwi Rahmawati Dwi Arumingtyas, Pramesti Asih Duwi Mawartini Asrowi Asrowi Asy’ari Asy’ari Asy’ari, Asy’ari Atik Wahyuni Aulia Musla Mustika Aulia Musla Mustika author Ari Suningsih Awaluddin Tjalla Berti Dyah Permatasari Broto Apriliyanto Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono, Budiyono Budiyono, Budiyono Burhan Mustaqim Cahyaningsih, Eny Chanthoeurn, Dock Darmono, Prasetiyo Budi Desy Nur Wulandari Desy Nur Wulandary Dewi Ariyanti Dewi Kurniasari, Dewi Dewi Retno Sari S Dewi Retno Sari Saputro, Dewi Retno Diana Tri Purnamasari Diananda, Amita Diari Indriati Dinny Devi Triana Dita Qondiyana Djumaliningsih, Nosa Putri Dwi Isna Wardani Dwi Yuni Pramugarini Dwiani Listya Kartika, Dwiani Listya E.P.U, Moertiningsih Edi Irawan Edi Irawan Edi Irawan Eka Agustina Khairunnisa Eka Nur Azizah Endah Asmarawati, Endah Endah Wulantina, Endah Endang Sri Handayani ERLAN SISWANDI Erni Susanti Ernie Novriyanti Ersam Mahendrawan Evi Novitasari Farah Heniati Santosa, Farah Heniati Ferdian Achmad Fika Widya Pratama Fitri Andika Nurussafa’at, Fitri Andika Fitriani, Nur Syarifah Fransiska Januarti Gusman Gatut Iswahyudi Gesti Ayu Diah Asera Gunarhadi Gunarhadi Gunarhadi Gunarhadi Gunarhadi Gunarhadi, Gunarhadi Gunawansyah Gunawansyah, Gunawansyah Guritno Ari Wibowo Hadi Mulyono Hadiyah Hadiyah Hadiyah Hadiyah Halimah Halimah Hanafiah, Anis Hapsari, Alfonsa Maria Sofia Hartono Hartono Hartono, Edy Hasan Mahfud Hasan, Aiza Nabila Hasanah, A.K Uswatun Hasrullah Hasrullah, Hasrullah Hendrayanto, Dhani Nur Hermawan, Yudi Hesa Resti Arumanda Hesti Yuni Ayu Lestari Hidayat Bahktiar, Hidayat Hidayat, Edisut Taufik Hidayat, Edisut Taufik Hidayatulloh Hidayatulloh I.R. 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