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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) 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 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 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 Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Didaktika Dwija Indria Abdi Masyarakat JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Didaktika: Jurnal Kependidikan Mosharafa: Jurnal Pendidikan Matematika TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Kalam Cendekia: Jurnal Ilmiah Kependidikan Al-Khidmah Jurnal Pengabdian Masyarakat Indonesian Journal Of Educational Research and Review Jurnal Basicedu Pancaran Pendidikan Jurnal Pendidikan Dasar Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Eduvest - Journal of Universal Studies Jurnal Tatsqif Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Jurnal Penelitian Pendidikan
Riyadi Riyadi
Universitas Sebelas Maret, Indonesia
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PROSES BERPIKIR SISWA KELAS VII SMP NEGERI 2 SEMEN KEDIRI BERDASARKAN TAHAP PROSES BERPIKIR SOLSO DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) Hanafiah, Anis; Riyadi, Riyadi; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The purposes of the research were to describe (1) Thinking process of climber students grade VII SMPN 2 Semen in problem solving of mathematics. (2) Thinking process of camper students grade VII SMPN 2 Semen in problem solving of mathematics (3) Thinking process of quitter students grade VII SMPN 2 Semen in problem solving of mathematics. The thinking process in this research uses steps of Solso thinking, forming concept, logically, and taking decision. This research is qualitative descriptive research. The subjects in this research are taken by purposive sampling. The subjects of this research are 3 students from grade VII SMPN 2 Semen, they are 1 student of climber type, 1 student of campers type, and 1 student of quitters type. The data collection of this research uses polling and questionaire technic based on duties that is done for comparison material. The legality of data used in this research is triangulation time and using reference sufficience. The technic of data analysis used is Miles and Huberman concept, these are data reduction, giving data and getting conclution. The results of this research show that (1) the thinking process of climber students, in problem solving of mathematics on steps: (a) understanding the problem that have done: (i) forming concept, (ii) thinking logically, (iii) taking decision; (b) arranging the plan for problem solving by: (i) forming concept, (ii) thinking logically, (iii) taking decision. (c) doing the plan of problem solving by: (i) forming concept, (ii) thinking logically, (iii) taking decision. (d) recheck the result by: (i) forming concept, (ii) thinking logically, (iii) taking decision; (2) The thinking process of camper students in problem solving of mathematics on steps: (a) understanding the problem by: (i) forming concept, (ii) thinking logically, (iii) taking decision. (b) arranging the plan for problem solving by: (i) forming concept, (ii) thinking logically, (iii) not taking decision. (c) doing the plan for problem solving, by (i) forming concept, (ii) thinking logically, (iii) taking decision. (d) recheck the result by: (i) forming concept, (ii) thinking logically, (iii) not taking decision. (3) The thinking process of quitter students in problem solving of mathematics on steps: (a) understanding the problem by, (i) forming concept, (ii) not thinking logically, (iii) can’t take decision. (b) planning for problem soving: (i) not forming concept, (ii) thinking logically, (iii) can’t take decision, (c) can’t run for the probem solving. (d) not rechecking the problem solving.Keywords: thinking process, problem solving, Adversity Quotient (AQ)
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW YANG BERORIENTASI PADA PENEMUAN TERBIMBING DENGAN PENGGUNAAN ALAT PERAGA PADA MATERI BANGUN DATAR SEGI EMPAT DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIKA Djumaliningsih, Nosa Putri; Riyadi, Riyadi; Iswahyudi, Gatut
Journal of Mathematics and Mathematics Education Vol 2, No 2 (2012): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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ABSTRACT This research aims to find out: (1) which one providing better mathematics learning achievement, the learning using guided inquiry-oriented Jigsaw type of cooperative learning model, Jigsaw type of cooperative or conventional learning model in rectangular flat structure material, (2) which one having mathematics learning achievement, the student with high, medium, or low mathematics reasoning skill in rectangular flat structure material, (3) in each mathematics reasoning skill (high, medium, and low), which one providing better learning achievement between guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use, Jigsaw type of cooperative or conventional learning model in rectangular flat structure material, (4) in each learning model (guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use, Jigsaw type of cooperative or conventional), which one providing better mathematics learning achievement, the students with high, medium or low mathematics reasoning skill in rectangular flat structure material.This study belonged to a quasi-experimental research with a 3x3 factorial design taken place in VII grade of SMPN Ponorogo in second semester of 2011/2012 school year. The population of research was all VII graders of Junior High Schools in Ponorogo, consisting of 51 school. The sampling technique used was stratified cluster random sampling. The classification of school was made according to National Examination value in the school year of 2010/2011. The samples of research were 280 students from SMPN 2 Ponorogo for high classification, SMPN 6 Ponorogo for medium classification, SMPN 2 Babadan for low classification. The data of mathematic reasoning skill and learning achievement were collected using a multiple-choice test. Technique of analyzing data used was a two-way variance analysis with different cells.The conclusions of research were (1) there was an effect of learning model on the learning achievement (Fobs = 8.10 > F­table = 3), from inter-row mean comparative test, it could be found that the guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use (marginal mean of 74.0833) provided better achievement than Jigsaw type of cooperative did (marginal mean of 69.5652) and both of them provided better achievement than the conventional learning model did (marginal mean of 65); (2) there was an effect of student mathematics reasoning skill on the learning achievement (Fobs = 32.74 > F­table = 3), from inter-row mean comparative test, it could be found that the students with high reasoning skill (marginal mean of 74.8785) provided reasoning skill equaling to the students with medium reasoning skill did (marginal mean of 71.5506), and both of them provided better achievement than the students with low reasoning skill did (marginal mean of 60.8571); (3) in high reasoning skill, the guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use provided achievement equaling to the Jigsaw type of cooperative did and both of them provided achievement equaling to the conventional learning model did, while in medium and low reasoning skill, the three learning model provided the same learning achievement; (4) in the guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use, the students with high mathematics reasoning skill had mathematics learning achievement as same as those with medium mathematics reasoning skill had, and both of them had mathematics learning achievement as same as those with low mathematics reasoning skill had, while in Jigsaw type of cooperative and conventional learning model, the students with high mathematics reasoning skill had mathematics learning achievement as same as those with medium and low mathematics reasoning skill had.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN GROUP INVESTIGATION (GI) PADA PEMBELAJARAN DIMENSI TIGA SISWA KELAS X SMA NEGERI SE-KABUPATEN WONOGIRI DITINJAU DARI TINGKAT KECERDASAN EMOSIONAL TAHUN PELAJARAN 2012/2013 Tarmo, Tarmo; Riyadi, Riyadi; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 4, No 1 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The objectives of this research were to investigate: (1) which one providing better learning achievement, the Jigsaw learning model, GI or direct instruction; 2) which one having better learning achievement, the students with high, medium or low emotional quotient (EQ); 3) in each category of EQ, which one providing better learning achievement, the Jigsaw, GI or direct instruction; 4) in each type of the learning model, which one having better learning achievement, the students with high, medium or low EQ. This research was a quasi-experimental research using factorial design of 3x3. The population of the research were all students of the Public Senior High Schools in Wonogiri Regency. The samples were chosen by using stratified cluster random sampling. The samples of the research were tenth grade students of SMA N 1 Wonogiri, SMA N 2 Wonogiri, and SMA N 1 Sidoharjo. In collecting the data, the instruments used were test and questionnaire. The technique of analyzing the data was unbalanced two-ways Anova. The results of the research are as follows: (1) the Jigsaw  result in a better learning achievement than GI and direct instruction, the GI result in a better learning achievement than direct instruction; (2) the students with the high EQ result in a better learning achievement than the students with the medium or low EQ, the students with the medium EQ result in a better learning achievement than the students with the low EQ; (3) the students with the low EQ, the Jigsaw, GI and direct instruction have the same learning achievement; the students with the medium EQ, the Jigsaw and GI result in the same learning achievement, the GI learning model and direct instruction result in the same learning achievement and the Jigsaw result in a better learning achievement than direct instruction; the students with the high EQ the Jigsaw and GI result in the same learning achievement, and both result in a better learning achievement than the direct instruction; (4) in the Jigsaw and GI, the students with the low and medium EQ result in the same learning achievement, but students with the high EQ result in a better learning achievement than the students with the low or medium EQ, in the direct instruction, the students with the low, medium and high EQ result in the same learning achievement.Key words: learning model, Jigsaw, GI, emotional quotient.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN JIGSAW BERBANTU MEDIA FLASH PADAMATERI DIMENSI TIGA DITINJAU DARI GAYA BELAJAR SISWA KELAS XI SMK DI KABUPATEN SRAGEN TAHUN AJARAN 2015/2016 Kurniawati, Rina; Riyadi, Riyadi; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: This research was purposed to determine: (1) which one produced better mathematics learning achievement, cooperative learning model type Jigsawand Jigsaw Flash, or direct instruction; (2) which one had better mathematics learning achievement between students with visual learning style, those with auditory or those with kinesthetic learning style; (3) on each learning style, which one learning model that produced better mathematics learning achievement, cooperative learning model type Jigsawand Jigsaw Flash or direct instruction (4) on each learning model, which one student had better mathematics learning achievement , student who had visual learning style, those with auditory or those with kinesthetic learning style. This study was a quasi-experimental study with factorial 3x3 design. Population in this research were eleventh grade students of Vocational High School in Sragen. Sample collection were done by stratified cluster random sampling. Data collection were done by the method of documentation in order to test the balance of the population, the questionnaire were used to determine the students learning style and test were used to know the students achievement on material dimension three. Data analysis techniques used ANAVA two ways with unbalanced cells. The results of this study concluded as follows (1) cooperative learning model type Jigsaw Flash gave better mathematics learning achievement than cooperative learning type Jigsaw and direct instruction, cooperative learning type Jigsaw gave better mathematics learning achievement than direct instruction; (2) Students with kinesthetic learning style had better mathematics learning achievement than students with visual learning style and auditory learning style; students with visual learning style had better mathematics learning achievement than students with auditory learning style; (3) on each learning style, cooperative learning model type Jigsaw Flash gave better mathematics learning achievement than cooperative learning type Jigsaw and direct instruction, cooperative learning type Jigsaw gave better mathematics learning achievement than direct instruction; (4) on each learning model (Jigsaw, Jigsaw Flash, and direct instruction), students with kinesthetic learning style had better mathematics learning achievement than students with visual learning style and auditory learning style with visual learning style had better mathematics learning achievement than students with auditory learning style.Keywords: Learning Model, Jigsaw, Jigsaw Flash, Learning Style, learning achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW YANG DIMODIFIKASI DITINJAU DARI GAYA KOGNITIF SISWA KELAS VIII SMP NEGERI DI KABUPATEN GROBOGAN TAHUN 2010/2011 E.P.U, Moertiningsih; Riyadi, Riyadi; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 2, No 1 (2012): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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ABSTRAK             Tujuan penelitian ini adalah untuk mengetahui: (1) Apakah pembelajaran matematika dengan menggunakan model pembelajaran kooperatif tipe Jigsaw yang dimodifikasi memberikan prestasi yang lebih baik dibandingkan dengan model pembelajaran kooperatif tipe Jigsaw, dan keduanya lebih baik daripada pembelajaran konvensional. (2) Apakah siswa dengan gaya kognitif field independent mempunyai prestasi belajar matematika yang lebih baik daripada siswa dengan gaya kognitif field dependent. (3) Apakah penerapan model pembelajaran kooperatif tipe Jigsaw yang dimodifikasi memberikan prestasi yang lebih baik daripada model pembelajaran kooperatif tipe Jigsaw dan pembelajaran konvensional pada siswa dengan gaya kognitif field dependent maupun field independent.Penelitian ini merupakan penelitian eksperimental semu dengan desain eksperimen 32. Populasi penelitian ini adalah seluruh siswa kelas VIII (delapan) SMP Negeri di Grobogan semester dua tahun pelajaran 2010/2011. Pengambilan sampel dilakukan dengan stratified cluster random sampling. Sampel dalam penelitian ini berasal dari SMP Negeri 1 Purwodadi, SMP Negeri 2 Grobogan, dan SMP Negeri 6 Purwodadi yang berjumlah 307 siswa. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar matematika dan tes gaya kognitif siswa. Uji instrumen meliputi validitas isi instrumen tes dilakukan oleh validator dan uji reliabilitas instrumen tes menggunakan rumus KR-20. Uji keseimbangan menggunakan uji anava satu jalan dengan sel tak sama. Uji prasyarat meliputi uji normalitas dengan menggunakan metode uji Lilliefors dan uji homogenitas menggunakan metode Bartlett dengan statistik uji Chi Kuadrat. Uji hipotesis menggunakan uji anava 2 jalan dengan sel tak sama.Hasil analisis data dengan anava dua jalan sel tak sama menunjukkan (1) Terdapat perbedaan rataan antara model pembelajaran kooperatif tipe Jigsaw  yang dimodifikasi, tipe Jigsaw dan konvensional  terhadap prestasi belajar matematika (Fa = 26,749  > F0,05;2;301 = 3,026). (2) Terdapat pengaruh yang signifikan gaya kognitif siswa terhadap prestasi belajar matematika (Fb = 22,652 > F0,05;1;301 = 3,026). (3) Tidak terdapat interaksi antara model pembelajaran dengan gaya kognitif terhadap prestasi belajar matematika (Fab = 1,618 < F0,05;2;301 = 3,026).Berdasarkan uji hipotesis dan uji pasca anava diperoleh kesimpulan bahwa: (1) Pembelajaran matematika dengan menggunakan model pembelajaran kooperatif tipe Jigsaw yang dimodifikasi menghasilkan prestasi belajar yang lebih baik dibandingkan dengan pembelajaran kooperatif tipe Jigsaw, dan keduanya menghasilkan prestasi belajar yang lebih baik dibandingkan dengan menggunakan pembelajaran konvensional. (2) Siswa dengan gaya kognitif field independent mempunyai prestasi belajar lebih baik daripada siswa dengan gaya kognitif field dependent. (3) Pada siswa dengan gaya kognitif field independent maupun field dependent yang diberikan model pembelajaran kooperatif tipe Jigsaw yang dimodifikasi mempunyai prestasi belajar lebih baik dibandingkan dengan model pembelajaran kooperatif tipe Jigsaw dan keduanya lebih baik daripada pembelajaran konvensional. Kata kunci:  Jigsaw yang dimodifikasi, Jigsaw, Gaya Kognitif, Field Independent, Field Dependent.
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING DAN MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL KELAS VII SMP NEGERI SE-KABUPATEN BELITUNG Irnistisia, Firna; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The objective of this research was to investigate the effect of the  learning models on the learning achievement in mathematics viewed from students attitude toward mathematics. The learning models compared were the problem based learning (PBL) type, the cooperative learning model of the missouri mathematics  project (MMP) type, and the direct learning model. This research used the quasi experimental research. Its population was all of the students in Grade VII of State Junior Secondary Schools of Belitung regency in Academic Year 2014/2015. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 285 students. They were grouped into three classes, namely: 95 students in Experimental Class 1, 96 students in Experimental Class 2, and 94 students in Control Class. The instruments to gather the data were test of achievement in learning mathematics and the students attitude toward mathematics questionnaire. The proposed hypotheses of the research were analyzed by using the two way analysis of  variance with unbalanced cells. The results of the research were as follows. 1) The cooperative learning model of the PBL type results in a better learning achievement in Mathematics than the cooperative learning model of the MMP type  and  the  direct  learning  model,  the cooperative  learning  model of  the  MMP type results in a better learning achievement in Mathematics than the direct learning model. 2)  The  students  with  the high attitudes toward mathematics have a better learning achievement in mathematics than those with the moderate students attitudes toward mathematics and  those with  the low students attitudes toward mathematics, the students with the moderate attitudes toward mathematics have a better learning achievement in mathematics than those with the low students attitudes toward mathematics. 3) There was an interaction the aforementioned learning models and the categories students attitude toward mathematics on the learning achievement in mathematics of the students.Keywords: PBL, MMP, and students attitude toward mathematics.
PENALARAN MATEMATIS SISWA DALAM PEMECAHAN MASALAH ALJABAR DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT - FIELD INDEPENDENT Panglipur Yekti, Sherly Mayfana; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The research aims to describe the mathematical reasoning of students with Field Dependent (FI) and Field Independent (FD) cognitive style in solving algebra problems. Type of this research is descriptive qualitative. The cognitive styles of 32 students of class VIII H SMPN 2 Karanganyar were determined using Group Embedded Figures Test (GEFT). Each category of cognitive styles was taken three students with the high, medium, and low scores and were used as research subjects. Data was collected by interview based tasks. Validity of the data used time triangulation. Techniques of data analysis were done by: (1) classfying the data into Polya’s problem solving steps, (2) presenting the data in narrative text, and (3) concluding the students’ mathematical reasoning in each Polya’s problem solving steps. The results of this research showed that mathematical reasoning students with FD cognitive styles in algebra problem solving is: (1) able to identify the problem clearly and completely, (2) able to describe the conditions of the problem, (3) able to connect different elements of information but not perfect. While the mathematical reasoning students with FI cognitive styles in algebra problem solving is: (1) able to identify the problem clearly and completely, (2) able to describe the conditions of the problem, (3) able to connect different elements of information completely, (4) able to apply algebraic concepts that have been studied previously, and (5) able to make conjectures for problem solving strategies but incomplete.Keywords: Mathematical reasoning, algebra problems, cognitive styles
EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, PROBLEM SOLVING, DAN THINK PAIR SHARE (TPS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SELF REGULATED LEARNING Miatun, Asih; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self regulated learning. The learning model compared were discovery learning, problem solving, and TPS. The type of the research was a quasi-experimental research. The population were all students at the grade VIII of Junior High School in Boyolali regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusions were as follows. (1) Discovery learning model gave mathematics learning achievement better than problem solving and TPS learning model, problem solving and TPS learning model gave the same mathematics learning achievement. (2) Mathematics learning achievement of students with high self regulated learning was better than students with medium and low self regulated learning. Mathematics learning achievement of students with medium self regulated learning was better than students with low self regulated learning. (3) There was an interaction between learning models and the categories of self regulated learning towards the students mathematics learning achievement.Keywords: Discovery Learning, Problem Solving, Think Pair Share (TPS), self regulated learning.
PROSES INTEGRASI SIKAP SOSIAL DAN SPIRITUAL DALAM PEMBELAJARAN MATEMATIKA PADA SISWA KELAS VII SMP NEGERI DI KECAMATAN PURWODADI Asmarawati, Endah; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The purposes of this study were to describe: (1) how the teachers prepared learning activities to integrate social and spiritual attitude, (2) the integration of social and spiritual attitude in teaching and learning, (3) how teachers assessed the social and spiritual attitudes. Qualitative research was applied in this research.The subjects of the research were seventh grade mathematics teachers in Purwodadi Subdistrict and the subjects selection criteria were based on teachers who had followed the training curriculum in 2013 and recommended by the headmaster of the schools. The subjects are selected based on specific criteria by using  snowball sampling technique. Source of data derived from informants (teachers and students), documentation and learning process. The data collection technique was done by observation, interviews and documentation. Data analysis used Miles and Huberman’s concept that are data collection, data reduction, presenting the data, and drawing the conclusion. The validity of the data used source triangulation. The results of the study could be concluded as follows. (1) Preparation of learning activities to integrade spiritual attitude made by reviewing KI 1, choose the appropriate KD, making the indicator, developing the material, made the instrument to measure the spiritual attitude. While the preparation of learning activities that integrate social attitudes conducted by reviewing KI 2, choose the appropriate KD, making the indicator, developing the material, made the instrument to measure social attitudes. (2) Integration process of spiritual attitudes was conducted by the teachers in preliminary activities and in the core activities by providing motivation or encouragement, direction, and warning to students through a set of examples of Gods creation that is in their everyday lives. Spiritual attitudes developed by teachers were grateful and fear of God Almighty. Integration process of social attitudes conducted by teachers in preliminary activities, core activities and close activities with the teacher giving cover modelling, assignment, and referrals through examples of phenomena that exist in everyday life associated with the material set. Social attitudes developed by teachers were discipline, mutual help, caring, responsibility and tolerance. (3) The teachers made assessment of spiritual attitude in three ways: observation, journals and self-assessment. The teachers made assessment of social attitudes in three ways: observation, journals and peer assessment.Keywords: attitudes integration process, social attitudes, spiritual attitude, attitude assessment process.
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 : Jurnal Pembelajaran Matematika

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Abstract

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.
Co-Authors Abdul Aziz Hidayat Abdul Razak Abdul Razak Abi Fadila Achmad Ridwan, Achmad Adeyanto, Rizki Adi Wahyu Kuncara Ahmad Ahmad Ahmad Ahmad Ahmad Syawaludin Ahmad, Ahmad Aisyah Senja Mustika Aji Permana Putra Alfonsa Maria Sofia Hapsari Ali Fakhrudin Ali Fakhrudin, Ali Amiratih Siti Aisyah Andriawan Nurcahyo, Andriawan Anesa Surya Anggraheni Marsella Bella Astuti Anggreini, Dewi Anis Hanafiah Anita Dewi Utami Anna Setyowati Anna Setyowati Annisa Ayu Kuserawati Annisa Fatiah Ardiantoro, Gigih Ardiyani, Shila Majid Arifa Apriliana Arifa Apriliana, Arifa Arinta Rara Kirana Ariska Yuliana Putri Ariska Yuliana Putri Arsa’ad Kurniadi 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 Bayu Kurniawan, Sandra Berti Dyah Permatasari Broto Apriliyanto Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono, Budiyono Budiyono, Budiyono Burhan Mustaqim Chumdari Chumdari, Chumdari 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 Diari Indriati Dita Qondiyana Djumaliningsih, Nosa Putri Dwi Isna Wardani Dwi Yuni Pramugarini Dwiani Listya Kartika Dwiani Listya Kartika, Dwiani Listya Dyah Susilawati E.P.U, Moertiningsih Edi Irawan Edi Irawan Edi Irawan Edi Irawan Edi Irawan Eka Agustina Khairunnisa Eka Nur Azizah Eka Nur Azizah Endah Asmarawati, Endah Endah Wulantina, Endah Endang Sri Handayani ERLAN SISWANDI Erni Susanti Ersam Mahendrawan Evi Novitasari Farah Heniati Santosa Farah Heniati Santosa, Farah Heniati Fika Widya Pratama Firna Irnistisia Fitri Andika Nurussafa’at, Fitri Andika Fitri Andika Nurussafa’at Fitriani, Nur Syarifah Fransiska Januarti Gusman Gatut Iswahyudi Gesti Ayu Diah Asera Gigih Ardiantoro Gunarhadi Gunarhadi Gunarhadi Gunarhadi Gunarhadi Gunarhadi, Gunarhadi Guritno Ari Wibowo Guritno Ari Wibowo Hadi Mulyono Hadiyah Hadiyah Hadiyah Hadiyah Halimah Halimah Hanafiah, Anis Hapsari, Alfonsa Maria Sofia Hartono Hartono Hartono Hartono Hartono, Edy Hasan Mahfud Hasanah, A.K Uswatun Hendrayanto, Dhani Nur Hesa Resti Arumanda Hesti Yuni Ayu Lestari Hidayat Bahktiar Hidayat Bahktiar, Hidayat Hidayat, Edisut Taufik Hidayat, Edisut Taufik Hidayatulloh Hidayatulloh Hidayatulloh Hidayatulloh I.R. 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Triyanto . Triyanto . Triyanto Triyanto Triyanto, Triyanto Tunggu Biyarti Twiningsih, Anik Tyas, Wahyu Handining Ulfa Masamah Ulfa Masamah, Ulfa Ummi Rosyidah Ummi Rosyidah, Ummi V Kartikaningtyas Veronika Yusnita Andriani Prastika Via Yustitia Vita Purnamasari Vivi Fenty Anggraeny Vivi Fenty Anggraeny Wahyu Prihatiningrum Wahyu Prihatiningrum Wahyumiarti Wahyumiarti, Wahyumiarti Wardani Rahayu Wibowo, Sonny Ari Widodo Widodo Yekti Putri Kusumaningtyas Yekti Putri Kusumaningtyas Yogi Bagus Dwi Cahyono Yuliana Yuliana Yulianti Yulianti Yulianti Yulianti Yuniarti, Titik Zara Mertiana RZ Zara Mertiana RZ Zulfa, Faradina Nilam