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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
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Energy Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Physics Public Health Social Sciences Other

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EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION DAN RECIPROCAL TEACHING PADA MATERI BANGUN RUANG DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN WONOGIRI TAHUN PELAJARAN 2013/2014 Mahendrawan, Ersam; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: This research aimed to know: (1) which one of the learning models gave a better achievement between problem based instruction, reciprocal teaching, or conventional, (2) which one of the students with types of learning style had a better achievement between students with visual, auditory, or kinesthetic, (3) at each learning style types, which one of the learning models gave a better achievement between problem based instruction, reciprocal teaching, or conventional, (4) at each the learning models, which one of the students with types of learning style had a better achievement between students with visual, auditory, or kinesthetic. The population of the research was the eighth class students of Junior High School at Wonogiri regency on academic year 2013/2014 and the sample was students from SMP Negeri 1 Slogohimo, SMP Negeri 1 Jatipurno and SMP Negeri 4 Jatisrono which was taken by using stratified cluster random sampling technique. This was a quasi-experimental research with a 3x3 factorial design. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) Problem based instruction gave better achievement than reciprocal teaching, conventional gave the same achievement as problem based instruction and reciprocal teaching, 2) The students with visual had better achievement than the students with auditory and kinesthetic, the students with auditory had better achievement than students with kinesthetic, 3) At the students with visual, reciprocal teaching gave the same achievement as problem based instruction and conventional, problem based instruction gave better achievement than conventional. At the students with auditory, problem based instruction gave better achievement than reciprocal teaching, conventional gave better achievement than reciprocal teaching and gave the same achievement as problem based instruction. At the students with kinesthetic, problem based instruction gave the same achievement as reciprocal teaching and conventional, 4) In reciprocal teaching, the students with visual had better achievement than the students with auditory, the students with kinesthetic had the same achievement as the students with visual and auditory. In problem based instruction, the students with visual had the same achievement as the students with auditory and had better achievement than the students with kinesthetic, the students with auditory had better achievement than the students with kinesthetic. In conventional model, the students with visual had the same achievement as the students with auditory and kinesthetic.Keywords: Problem Based Instruction, Reciprocal Teaching, Learning Style, Achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN TGT DENGAN PENDEKATAN KONTEKSTUAL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF MATEMATIKA SISWA DITINJAU DARI KECERDASAN MAJEMUK Fadila, Abi; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) whose learning achievement and affective aspect of Mathematics are better between the students with the cooperative learning model of the STAD type with contextual approach and those with the cooperative learning model of the TGT type with contextual approach; (2) whose learning achievement and affective aspect of Mathematics are better among the students with mathematical logical intelligence, visual intelligence, kinesthetic intelligence, and interpersonal intelligence; and (3) whether or not there is an interaction in each category of the cooperative learning models and the intelligence types on the learning achievement and affective aspect of Mathematics. This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools of Sukoharjo regency in Academic Year 2012/2013. The samples of the research consisted of 141 students, and they were taken by using the stratified cluster random sampling. The data of the research were gathered through test of learning achievement and questionnaire affective aspect. The proposed hypotheses of the research were tested by using a two-way MANOVA with unbalance cells at the significance level of 5%. The results of the research are as follows 1) The learning achievement in Mathematics of the students of the TGT with contextual approach is better than that STAD with contextual approach, but the affective aspect of Mathematics of the students with TGT with contextual approach is as good as that STAD with contextual approach; 2) The learning achievement in Mathematics of the students with the mathematical logical intelligence is as good as those of the students with the kinesthetic intelligence, interpersonal intelligence but better than visual intelligence, the learning achievement in Mathematics of the students with the kinesthetic intelligence is better than interpersonal intelligence. The affective aspect of Mathematics of the students with the mathematical logical intelligence is as good as that of the students with the kinesthetic intelligence, but better than visual intelligence and interpersonal intelligence, and the affective aspect of Mathematics of the students with the visual intelligence is as good as that of the students with the interpersonal intelligence. 3) There is no any interaction of effect of the cooperative learning models and the multiple intelligences on the learning achievement in Mathematics and the affective aspect of Mathematics.Keywords: STAD, TGT, multiple intelligences, learning achievement, and affective aspect.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR SHARE DENGAN PENDEKATAN KONTEKSTUAL PADA MATERI LOGARITMA DITINJAU DARI KECERDASAN MATEMATIS LOGIS SISWA KELAS X PADA SEKOLAH MENENGAH ATAS DI KABUPATEN CILACAP TAHUN PELAJARAN 2012/2013 Biyarti, Tunggu; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract : The purpose of this research were to know: (1) which of learning model gave a better learning mathematics result, learning model Think Pair Share (TPS), Think Pair Share with contextual approachment (TPSPK) or direct learning; (2) for each level of student’s logical mathematical intellegence, which of learning model gave a better learning mathematics result, learning model TPS, TPSPK or direct learning (PL). This research was quasi experimental research with 3 x 3 factorial design. The population in this research was senior high school students grade X in Cilacap. Sample was taken using stratified cluster random sampling technique. Study sample were the students of SMA Negeri 1 Binangun, SMA Negeri 1 Kroya and SMA Negeri Adipala. Instruments used to gather data were logical mathematical intellegence test and mathematics learning result test on the subject of logarithm. Both instruments were tested first before they were used. The test method included content validity, power, difficulty level and reliability. Testing of hypothesis used unbalanced two-ways analysis of variance using significance level of. Before doing the hypothesis test, the pre-condition test for variance analysis was done. The pre-condition test included population normality test using Lillieforce method and population variance homogeneity test using Bartlett method. Balance test toward mathematics initial ability data using unbalanced one-way analysis of variance. Based on hypothesis test, the conclusion were as follows: (1) learning models of TPS and TPSPK gave equally good results in learning mathematics, but learning model of TPS gave learning mathematics result better than direct learning one, while learning models of TPSPK and direct learning one gave equally good results in learning mathematics; (2) for each level of student’s logical mathematical intellegence, the three learning models, TPS, TPSPK and direct learning one gave equally good results in learning mathematics.Keyword: TPS, Contextual Approachment, Logical Mathematical Intellegence, Learning Mathematics Result.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN GUIDED DISCOVERY LEARNING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI LOCUS OF CONTROL Widodo, Widodo; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
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Abstract: The aims of the research were to determine the effect of learning models on learning achievement viewed from the students locus of control (LOC). The learning models compared were Jigsaw by using Guided Discovery Learning (GDL), jigsaw and direct learning. The type of this research were aquasi-experimental research with the factorial design 3x3. The population were the students of the VIII class of SMP Negeri Ponorogo Regency in the academic year of 2013/2014. The samples of the research consisted of 263 students and were taken through stratified cluster random sampling. The proposed hypothesis of the research were tested by using the two-way analysis of variance with unbalanced cells. The conclusions of this research were as follows. (1) Jigsaw-GDL provided better learning achievement than jigsaw and direct instruction, while jigsaw provided better learning achievement than direct instruction, (2) the students with high LOC had better learning achievement than medium and low LOC, students with medium LOC had better learning achievement than low LOC, (3) in students with high LOC, the use of jigsaw-GDL provided learning achievement as good as jigsaw, the use of Jigsaw provided learning achievement as good as direct instruction, the use of Jigsaw-GDL provided the better learning achievement than direct instruction, in students with medium and low LOC, there were no difference in learning achievement in each learning model, (4) in Jigsaw-GDL learning model, there were no difference in learning achievement between students with high LOC and medium LOC, and both of them had better learning achievement than students with low LOC, in Jigsaw and direct learning model, there were no difference in learning achievement in each level of LOC.Keywords:  Jigsaw-GDL, Jigsaw,  Locus of Control, and Learning Achievement
PROSES INTEGRASI SIKAP DALAM PEMBELAJARAN MATEMATIKA SMP BERDASARKAN KURIKULUM 2013 (Studi Kasus pada Proses Pembelajaran Kelas VII SMP Al Azhar Syifa Budi Solo Semester Ganjil Tahun Pelajaran 2013/2014) Sulaiman, Sulaiman; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract: The objective of this research was to describe the integration process and attitude assessment done by the teacher in mathematics learning process at seventh grade of SMP Al Azhar Syifa Budi Solo. This qualitative research was a case study. The subjects of this research were a teacher and three seventh grade students of SMP Al Azhar Syifa Budi Solo. The data of integration process was in the form of activity within mathematics learning process supported by the subjects’ statement. Data analyzing process began by assessing all data available in the recorder, which includes the learning process and interview. There were three steps in analyzing the data: data reduction, data presentation, and drawing conclusion. Information of attitude assessment was in the form of information gathering activity conducted by the teacher to the students. The data were obtained from the transcription of recorded interview and learning process. Validation techniques used were perseverance maintenance and time triangulation. The results of this research are as follows: 1) Integration process of attitude in mathematics learning at seventh grade of SMP Al Azhar Budi Syifa Solo based on Curriculum 2013. During observation learning process, the teacher asks the students to observe objects and events in daily life related to mathematics learning topic. During question and answer learning process, the teacher gives questions to the students and provides them chance to ask questions. During information gathering process, the students were asked to discuss a certain concept, to read a book and to discuss it, to examine, to explain, and to solve a problem. During associating learning process, the teacher asks the students to analyze, to associate, and to define in details the learning topic. Lastly, during communicating learning process, the teacher helps the students to summarize the material comprehensively. 2) Process of attitude assessment during mathematics learning at seventh grade of SMP Al Azhar Syifa Budi Solo are: the process of curiosity assessment was conducted by the teacher when the students solved the problems related to the materials; the process of responsibility assessment was conducted by the teacher when the students solved the problems and when the students present the result of their discussion in front of the class. The assessment of curiosity and responsibility were conducted by giving checklist mark on the attitude observation sheet.Key Words: integration process of attitude, attitude assessment process, curiosity,responsibility, curriculum 2013
EKSPERIMENTASI MODEL PEMBELAJARAN TWO STAY TWO STRAY (TSTS) DAN LEARNING CYCLE 5E (LC5E) PADA MATERI TRIGONOMETRI DITINJAU DARI AKTIVITAS BELAJAR SISWA SMA/MA NEGERI DI KABUPATEN KARANGANYAR Nurcahyo, Andriawan; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract: The objectives of research was to determine the effect of learning models on  learning achievement viewed from the students learning activities. The learning models compared were two stray two stay (TSTS), learning cycle 5E (LC5E) and direct learning. This research method was quasi – experimental using the factorial design 3x3. The Population of this research was all students in the tenth grade of High School / MA in Karanganyar in the academic year of 2013/2014. The Sampling was done by stratified cluster random sampling. The total samples in this research were 340 students (113 students for TSTS class, 113 students for LC5E class and 114 students for direct learning model). The proposed hypothesis of the research were tested by using the two-way analysis of variance with unbalanced cells. The conclusions of this research were as follow: (1) cooperative learning model TSTS, LC5E and direct learning model have the same achievement in  trigonometry. (2) students having high learning activities of mathematics study have the same achievement with those having medium learning activities, students having high learning activities of mathematics have better achievement than those having low learning activities, and students having medium learning activities have the same achievement with those having low learning activities in the trigonometry. (3) In the category of learning activities, students having high, medium and low, learning model TSTS, LC5E and direct learning model, have the same achievement in trigonometry. (4) In the learning model  TSTS and LC5E, students having high, medium and low learning activities have the same achievement trigonometry. For direct learning model, students having high learning activities have the same achievement with those having low learning actvities, students having high learning activities have better achievement than those having low learning activities, and students having medium learning activities have the same achievement with those having low learning activities.Keywords: TSTS, LC5E, Students Learning Activities and Learning Achievement  
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SQUARE DENGAN METODE QUESTION STUDENT HAVE DAN THINK TALK WRITE PADA POKOK BAHASAN BANGUN RUANG DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SLEMAN TP 2013/2014 Asy’ari, Asy’ari; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
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Abstract: The objektive of this research was to investigate the effect of the learning models on the learning achievement in mathematics viewed from learning independence of the students. The learning models compared were the TPSq learning model with the question student have method, the TTW learning model, and the conventional learning model. This study was a quasi-experimental study with a 3×3 factorial design. The study population was all of grade VIII students of State Junior Secondary School in Sleman regency. Sampling was done by stratified cluster random sampling. The samples in this study amounted to 262 students with the details of 87 students for experiment 1 and 87 for experiments 2 and 88 for the control class. The data collected instrument used mathematics achievement tests and a questionnaire of student’s learning  independence. Based on the hypothesis testing can be concluded as follows. (1) The learning achievement of the students treated with TPSq learning model  with the question student have method was as good as that of  those with the TTW learning model. In addition, students’ learning achievement treated by TPSq model with question student have method and TTW better than students treated by conventional learning model. (2) Students’ learning achievement which has high learning independence had better achievement than students who have moderate and low independence. In addition, students who have moderate learning independence had better achievement than students who have low learning independence. (3) In the TPSq learning model with the question student have method, TTW and conventional learning model, the students’ learning achievement who have high learning independence had better achievement than moderate and low learning independence, in addition the students’ learning achievement who have moderate learning independence had better achievement than students who have low learning independence. (4) In the learning independence category of high, moderate or low, the learning achievement of the students treated with TPSq learning model with the question student have method and TTW learning model was equally good. In addition, students’ learning achievement treated by TPSq  learning model with the question student have method and TTW learning model had better achievement than students treated by conventional learning model.Keywords: Think Pair Square (TPSq), Question Student Have, Think Talk Write (TTW), and Student’s Learning Independence.
EKSPERIMENTASI MODEL PEMBELAJARAN TWO STAY TWO STRAY (TS-TS) DAN THINK-PAIR-SHARE (TPS) DENGAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK (PMR) DITINJAU DARI AKTIVITAS BELAJAR MATEMATIKA Pramugarini, Dwi Yuni; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: This research was aimed to find out: (1) which one gave better mathematics learning achievement, learning model TS-TS with Realistic Mathematics Education (RME) approach, TPS with RME approach or conventional learning; (2) which one had better mathematics learning achievement, students having high, medium or low mathematics learning activity; (3) in each students’ levels of mathematics learning activity which one gave better mathematics learning achievement, learning model TS-TS with RME approach, TPS with RME approach or conventional learning; (4) in each learning model, the levels of mathematics learning activity which one had better mathematics learning achievement, students having high, medium or low mathematics learning activity. The research was a quasi experimental research with 3x3 factorial design. The population of research was all students of Junior High School (SMP) in Karanganyar. The samples were chosen by using stratified cluster random sampling. The samples were 288 students. Pre-requisite tests were used Lilliefors method for normality test and Bartlett method for homogeneity test. After examining the data, it showed that the data had same variance and they were in normal distribution. Prior knowledge data was examined by using one-way analysis of variance with unbalanced cells. It showed that three populations had balance in prior knowledge. Meanwhile, the technique of analyzing the data was two-ways analysis of variance with unbalanced cells. The conclusions of this research showed as follows. (1) Learning model TS-TS with RME approach provided better mathematics learning achievement than TPS with RME approach and conventional learning, learning model TPS with RME provided better mathematics learning achievement than conventional learning. (2) The students having high mathematics learning activity had better mathematics learning achievement than the students having medium and low mathematics learning activity. The students having medium mathematics learning activity had better mathematics learning achievement than the students having low mathematics learning activity. (3) In each category of mathematics learning activity, learning model TS-TS with RME approach was better than learning model TPS with RME approach and conventional learning, learning model TPS with RME approach was better than conventional learning. (4) In each learning model, learning achievement of students with high mathematics learning activity was better than learning achievement of students with medium and low mathematics learning activity, learning achievement of students with medium mathematics learning activity was better than the learning achievement of students with low mathematics learning activity.Keywords: TS-TS with RME approach, TPS with RME approach, mathematics learning activity, mathematics learning achievement.
EFEKTIFITAS MODEL PEMBELAJARAN KOOPERATIF JIGSAW II DANTEAMS-GAMES-TOURNAMENTS (TGT) PADA MATERI BARISAN DAN DERET DITINJAU DARI TIPE KEPRIBADIAN SISWA SMK KELAS X DI KABUPATEN KLATEN Mirati, Luthfiana; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
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Abstract: The objectives of this research were to find out on  the topic of Sequences and Series: (1) which had better learning achievement among cooperative learning Jigsaw II, cooperative learning TGT or a direct learning; (2) which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students; (3) at each personality types, which had better learning achievement among Jigsaw II, TGT or direct learning, and (4) at each learning models, which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students. This research was a quasi-experimental with 3×4 factorial design. The population was all students in tenth grade of vocational schools technology, health, and agriculture in Klaten Regency on Academic Years 2012/2013. Sampling was done by stratified cluster random sampling technique. The total of sample was 233 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could  be concluded as follows: (1) TGT had better learning achievement than Jigsaw II and direct learning, Jigsaw II had better learning achievement than direct learning; (2) there were no any differences in the learning achievement in mathematics of the students with melancholies, phlegmatic, sanguine or choleric personality types; (3) in each personality types, the cooperative learning model TGT had better than cooperative learning Jigsaw II, and both result had better learning achievement in mathematics than the direct learning model; (4) in each learning model, the students with melancholies, phlegmatic, sanguine or choleric personality types have the same learning achievement.Keywords: Melancholies, Choleric, Phlegmatic, Sanguine, TGT, Jigsaw II and Direct learning.
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK (PMR) DAN OPEN ENDED PADA MATERI SEGITIGA DAN SEGIEMPAT DITINJAU DARI GAYA KOGNITIF SISWA KELAS VII SMP NEGERI SE-KABUPATEN PACITAN Putra, Aji Permana; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to find out on  the topic of circumference and area of triangles and quadrangles: (1) which one produce better learning achievement among Realistic Mathematics Education (RME) approach, open ended approach or a mechanistic approach; (2) which had better learning achievement between field dependent cognitive style students or field independent cognitive style students; (3) at each cognitive styles, which was better learning achievement among RME approach, open ended approach or mechanistic approach, and (4) at each learning approach, which had better learning achievement between field dependent cognitive style students or field independent cognitive style students. This research was a quasi-experimental with 3×2 factorial design. The population was all students in seventh grade of state Junior High School in Pacitan Regency on Academic Years 2012/2013. Sampling was done by stratified cluster random sampling technique. The total of sample was 238 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could  be concluded that: (1) RME approach produce better learning achievement than open ended approach and mechanistic approach, open ended approach produce better learning achievement than mechanistic approach; (2) the field independent cognitive style students have a better learning achievement than field dependent cognitive style students; (3) at each of cognitive styles, RME approach produce better learning achievement than open ended approach and mechanistic approach, open ended approach produce better learning achievement than mechanistic approach; (4) at each learning approach, field independent cognitive style students have better learning achievement than field dependent cognitive style students.Keywords: Field Dependent, Field Independent, Mechanistic, Open Ended, Realistic Mathematics Education (RME).
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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