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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 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 International Journal of Social Learning (IJSL) Jurnal Riset dan Inovasi Pembelajaran TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Kalam Cendekia: Jurnal Ilmiah Kependidikan 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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Analisis kesulitan menyelesaikan soal cerita materi fpb dan kpk kelas iv sekolah dasar ditinjau dari gaya kognitif Nur Insani; Riyadi Riyadi; Siti Kamsiyati
Didaktika Dwija Indria Vol 9, No 6 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i6.51421

Abstract

This study aims to determine the difficulties in solving the story problem material of HCF and LCM in students of  class IV MI Syafaat Muhammadiyah with a cognitive style field dependent and field independent. The research method used is qualitative with a case study approach. subjects were selected by purposive sampling, obtained 6 research subjects based on the results of the GEFT test. Data collection techniques in this study used the test, interview, and  documentation  methods. The analytical framework was developed based on Newman’s error category. The results of the analysis  obtained five  error types, namely (1) reading errors, (2) comprehension errors, (3) transformation errors, (4) process skills errors, (5) encoding errors. From the results of the analysis, it was found that the difficulty of students in solving story problems was (a) lack of comprehension of the problem posed, (b inability to translate the problem into mathematical form), (c) lack of strategy knowledge, (d) inability to use the correct mathematics. The difficulties that most often occur to students are difficulties in applying the HCF and LCM concepts and difficulties in carrying out mathematical arithmetic operations.
Profil kesalahan peserta didik sekolah dasar dalam menyelesaikan soal cerita matematika materi penaksiran Nur Ainsah H. Saleh; Riyadi Riyadi; Siti Kamsiyati
Didaktika Dwija Indria Vol 9, No 3 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i3.49141

Abstract

Tujuan penelitian ini adalah untuk mengkaji macam-macam kesalahan peserta didik dalam penyediaan materi cerita, dan untuk mengkaji faktor-faktor yang mendasari kesalahan peserta didik dalam menyelesaikan materi nilai cerita siswa kelas IV SD Negeri Karangasem angkatan 2020. / 2021. Studi tersebut menggunakan pendekatan kualitatif . Studi tersebut akan mendeskripsikan kesalahan anak didik yang menyelesaikan cerita bahan. Teknik data adalah tes, wawancara, dan dokumentasi. Uji validitas data adalah triangulasi teknik dan triangulasi sumber. Subjek penelitian ini adalah siswa kelas IV SDN Karangasem, sembilan dari 30 peserta didik. Subjek diambil dengan pemilihan tiga kelompok nilai. Analisis data menggunakan model interavtive.Penelitian yang mengarah pada kesalahan yang dilakukan oleh siswa kelas IV Karangasem yaitu kesalahan kesalahan kesalahan, kesalahan kesalahan, kesalahan kesalahan dan kesalahan enconding. Persentase kesalahan terbesar yang dilakukan siswa dari kesalahan kesalahan kesalahan adalah 66,67%, kesalahan membaca yang dilakukan siswa adalah kesalahan membaca sebesar 17,78%. Faktor yang mendasari kesalahan hitung peserta didik dalam soal cerita adalah sangat teliti dalam mengambil informasi tentang cerita, tidak tahu apa yang diketahui dan ditanyakan serta lupa menulisnya, kesalahpahaman dalam perhitungan komputasi dan langkah-langkah solutif dalam menulisnya, ketidaksesuaian pada akhirnya, kesalahan unit pada jawaban dan tidak ditemukan kebenaran.kesalahan proses keterampilan dan kesalahan enconding. Persentase kesalahan terbesar yang dilakukan siswa dari kesalahan kesalahan kesalahan adalah 66,67%, kesalahan membaca yang dilakukan siswa adalah kesalahan membaca sebesar 17,78%. Faktor yang mendasari kesalahan hitung peserta didik dalam soal cerita adalah sangat teliti dalam mengambil informasi tentang cerita, tidak tahu apa yang diketahui dan ditanyakan serta lupa menulisnya, kesalahpahaman dalam perhitungan komputasi dan langkah-langkah solutif dalam menulisnya, ketidaksesuaian pada akhirnya, kesalahan unit pada jawaban dan tidak ditemukan kebenaran. kesalahan proses keterampilan dan kesalahan enconding.Persentase kesalahan terbesar yang dilakukan siswa dari kesalahan kesalahan kesalahan adalah 66,67%, kesalahan membaca yang dilakukan siswa adalah kesalahan membaca sebesar 17,78%. Faktor yang mendasari kesalahan hitung peserta didik dalam soal cerita adalah sangat teliti dalam mengambil informasi tentang cerita, tidak tahu apa yang diketahui dan ditanyakan serta lupa menulisnya, kesalahpahaman dalam perhitungan komputasi dan langkah-langkah solutif dalam menulisnya, ketidaksesuaian pada akhirnya, kesalahan unit pada jawaban dan tidak ditemukan kebenaran.  
Problem Based Learning and Guided Inquiry Learning Model on Critical Thinking Ability Suprapti Rejeki; Riyadi Riyadi; Siswanto Siswanto
International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 1, March 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v5i1.19939

Abstract

This research aims to determine the distinction in students' critical thinking abilities who were taught by using the problem-based learning, guided inquiry learning, and conventional learning models. The population is all grade VIII students of public junior high schools in Bantul district in the 2019/2020 academic year. This study used stratified cluster random sampling to select 3 classes in each school. The pre-requisite test used was the balance test, normality test, and homogeneity test. The data collection technique used was a critical thinking ability test. The analysis technique of this research was two-way ANOVA with different cells. The results showed that the problem-based learning model had a significant positive effect on the critical thinking abilities compared to conventional learning. Meanwhile, there is no significant difference between students taught by problem-based learning and by guided inquiry learning, and between the guided inquiry learning and conventional learning, either.
Regression of Discovery Learning Model and PBL Perspective Realistic Mathematics Education (RME) in Algebraic Materials Diana Tri Purnamasari; Riyadi Riyadi; Sri Subanti
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 5, No 1 (2022): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v5i1.4371

Abstract

The benefit of this research is to overcome student learning problems in algebraic material. The low learning achievement of students with the average national exam is low below the minimum completeness of graduation, this is influenced by one factor, namely conventional learning models or methods that do not support mathematics learning. Based on this, an alternative learning model is needed that can provide an understanding of student achievement abilities. In this case the Model of Discovery Learning and PBL with the Realistic Mathematics Education (RME) perspective. This study aims to determine the Regression Model of Discovery Learning and PBL from the Realistic Mathematics Education (RME) Perspective on Algebraic Materials. This study was conducted in Surakarta Junior High School with the subject of class VIII students. This type of research is an experiment with a 3x3 factorial design with a random sampling technique, each of which is taught using the discovery model and PBL perspective Realistic Mathematics Education (RME). The data was collected using a test, while the data analysis technique used inferential analysis of two-way ANOVA through prerequisite, balance, hypothesis, and further tests. The conclusion is that the problem-based learning model is better than discovery learning and direct learning. Problem-based learning Students who have low, medium, and high initial abilities who are treated with the Problem Based Learning model with the Realistic Mathematics Education approach have better mathematics learning achievements than the Discovery Learning model and the direct learning model. Students who have moderate initial abilities who are treated with the Problem Based Learning model with a Realistic Mathematics Education approach have better mathematics learning achievements than the Discovery Learning model and direct learning model, while students who receive the Discovery Learning model treatment have the same mathematics learning achievement with a direct learning model on the material of a two-variable linear equation system.
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 Nosa Putri Djumaliningsih; Riyadi Riyadi; Gatut Iswahyudi
Journal of Mathematics and Mathematics Education Vol 2, No 2 (2012): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v2i2.9962

Abstract

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.
ANALISIS PROSES PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) MATEMATIKA DENGAN PENDEKATAN ILMIAH (SCIENTIFIC APPROACH ) DI SMA NEGERI 1 JOGOROGO KELAS X TAHUN PELAJARAN 2013 / 2014 KABUPATEN NGAWI Arum Dwi Rahmawati Dwi Rahmawati; Riyadi Riyadi; Sri Subanti
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v4i2.9980

Abstract

Abstract: The purpose of this research was to describe the planning, implementation process of learning undertaken by teachers of mathematics and constraints experienced during the process of mathematical problem-based learning with a scientific approach in class X SMAN 1 Jogorogo. This research was a qualitative study. These subject are taken using purposive sampling. The subjects of this study were the teacher math in class X. Data collection techniques in this study were documentation, interviews and observations. Techniques to validate that the data source triangulation and triangulation time. The data analysis technique used was the concept of Miles and Huberman consists of data reduction, data display, and conclusion. The results showed that the planning process of mathematical problem-based learning with a scientific approach was not maximal yet, seen in the preparation of lesson plans which teachers only see examples of other schools and only see a reference to the syllabus. Implementation of the learning process is done the math teacher in class X SMAN 1 Jogorogo was not maximal yet. Visible in the indicator 5M on core activities are observing, asking, gather information, and communicate their associates have not done all. In observing the activities of students had no difficulty, however, go into the next phase indicator and students are still difficulties in doing so. In the event of  problem making students ask questions, lack of motivation and imagination. Collect information on the activities of students also have difficulty in learning resources are used only for math books grade students associate X. At this stage also looks still difficulty in processing information, although sometimes the teacher has given direction that the students tried to process the information that has been obtained. At that last stage  quite well in communicating the results, good enough student responses revealed the results even though the teacher had to call one of the students without first. Overcoming the problems found in the process of mathematical problem-based learning with a scientific approach to teacher always gives motivation at any stage of learning and trying to develop a problem-based learning with a scientific approach. Keywords: PBL, Scientific Approach
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DAN STUDENT TEAMS ACHIEVEMENT DIVISION BERBANTUAN MEDIA GEOGEBRA PADA MATERI PROGRAM LINEAR DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS XII IPA SMA NEGERI SE-KABUPATEN KUDUS Puji Ayuni; Mardiyana Mardiyana; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACT: The objectives of this research were to investigate: (1) which learning model of the Geogebra-based TGT type, the Geogebra-based STAD type, and direct learning model results in a better learning achievement in the topic of Linear Program; (2) which students of those with the high learning creativity, those with the medium learning creativity, and those with the low learning creativity have a better learning achievement in the topic of Linear Program; (3) in each learning model, which students of those with the high learning creativity, those with the medium learning creativity, and those with the low learning creativity have a better learning achievement in the topic of Linear Program; (4) in each learning creativity, which learning model of the Geogebra-based TGT type, the Geogebra-based STAD type, and direct learning model results in a better learning achievement in the topic of discussion of Linear Program. This research used the quasi experimental research method with the factorial design of 3 x 3. The population of the research was all of the students in Grade XII of the Natural Science Program of Senior Secondary Schools of Kudus regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling. The samples consisted of three schools, namely: Senior Secondary School 1, Senior Secondary School 2, and Senior Secondary School 1 of Mejobo. The data of the research were analyzed by using the two-way analysis of variance (ANAVA) with unbalanced cells.The results of the analysis show that: (1) the Geogebra-based TGT type results in the same learning achievement in the topic of Linear Program as the Geogebra type-based STAD type, but the two former types result in a better learning achievement in the topic of Linear Program than the direct learning model; (2) the students with the high learning creativity have a better learning achievement in the topic of Linear Program than those with the medium learning creativity and those with the low learning creativity, and those with the medium learning creativity have a better learning achievement in the topic of Linear Program than those with the low learning creativity; (3) in the three learning models, the students with the high learning creativity have a better learning achievement in the topic of Linear Program than those with the medium learning creativity and those with the low learning creativity, and those with the medium learning creativity have a better learning achievement in the topic of discussion of Linear Program than those with the low learning creativity; and (4) the students with the high, medium and low learning creativity,  the Geogebra-based TGT type results in the same learning achievement in the topic of Linear Program as the Geogebra type-based STAD type, but the two former types result in a better learning achievement in the topic of Linear Program than the direct learning modelKeywords: TGT, STAD and Geogebra
REPRESENTASI MATEMATIS SISWA KELAS VII DI SMP N 9 YOGYAKARTA DALAM MEMBANGUN KONSEP SISTEM PERSAMAAN LINEAR DUA VARIABEL Rima Aksen Cahdriyana; Imam Sujadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The purpose of this study was to describe the preference of using of mathematical representations form of the seventh grade students of SMP 9 Yogyakarta who have high ability in developing the concept of a Systems of Linear Equations in Two Variables (SLETV) and describing the characteristics of the use of such mathematical representations form. This research was categorized as a qualitative case study approach. The subjects of this study were 6 (six) students of seventh grade of SMP Negeri 9 Yogyakarta who have high ability. Data in this study were the use of mathematical representation forms in developing concepts of SLETV that obtained from observation and interview-based tasks. The data were analyzed into three categories of SLETV developing concepts: 1) stating SLETV definition and SLETV’s solution definition; 2) using the concept SLETV in everyday life; and 3) solving the problem of SLETV. The use of students’ mathematical representation that includes a symbolic representation, a verbal representation, and a visual representation were be seen by each category. The validity of the data being used in this study was triangulation time, through the first observational data and task-based interview, and the second observational data and task-based interviews. The same consistent data were categorized as valid data that illustrate the use of students’ mathematical representation in developing  concepts of SLETV. The results of this study are as follows. 1) The preference of the use of students’ representation forms in stating SLETV definition and solution sets by using verbal representation. Characteristics of using this representation are by mentioning SLETV’ characteristics (for SLETV definition), and by mentioning the characteristics SLETV solution (for solution sets); 2) Preference of the use of students representation forms in using SLETV concept in the daily life is by using symbolic representation. The characteristics of the use of representation are: a) by changing the description of the conditions that are known to be an equation form; b) by making a conjecture to find the right answer; c) by clarifying the rightness of the conjecture that has been made to determine the correct answer; d) by performing algebra arithmetic operations, and arithmetic operations to determine the right answer. 3) The preference of the use of students’ representation forms in finishing SLETV problem is by using  symbolic representation. The characteristics of using this representation are: a) by changing the shape that was known as an equation form; b) by manipulating the form of the equations that have been made to get the right answer easier; c) by making a conjecture to find the right answer; d) by clarifying the rightness of the conjecture that has been made to determine the correct answer; e) by doing algebra arithmetic operations and arithmetic operations to determine the right answer.Keywords : Developing  of concepts, Systems of Linear Equations in Two Variables (SLETV), mathematical representation.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP/MTs DI KABUPATEN SRAGEN Nyoto Nyoto; Budi Usodo; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The objectives of this research were to investigate: (1) which one had a better mathematics achievement, students instructed with the cooperative learning of Think Pair Share (TPS) type with Realistic Mathematics Education (RME) approach, the cooperative learning of TPS type, or the direct learning model; (2) which one had a better mathematics achievement, students who had visual learning style, auditorial learning style, or kinesthetic learning style; (3) on each type of learning model, which one had a better mathematics achievement, students who had visual learning style, auditorial learning style, or kinesthetic learning style; (4) on each learning style, which one had a better mathematics achievement, students instructed with the cooperative learning of TPS type with Realistic Mathematics Education approach, the cooperative learning of TPS type, or the direct learning model. This research was quasi experimental with 3×3 factorial design. The population was all students of the grade VIII State Junior High Schools/Islamic State Junior Secondary School in Sragen Regency. Sampling was done by stratified cluster random sampling technique. The sample consisted of 308 students. The instrument used to collect data was mathematics achievement test and questionnaire of students learning style. Balance test used unbalanced one way analysis of variance. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded as follows. (1) Students intructed with the cooperative learning model of TPS type with RME approach had the same mathematics achievement as students intructed with the cooperative learning model of TPS type. Students intructed with the cooperative learning model of TPS type with RME approach and the cooperative learning model of TPS type had better mathematics achievement than students intructed with the direct learning model. (2) Students with visual learning style had the same mathematics achievement as students with auditorial learning style. Students with visual learning style had better mathematics achievement than student with kinesthetic learning style, and students with auditorial learning style had the same mathematics achievement as students with kinesthetic learning style. (3) On the cooperative learning model of TPS type with RME approach, the cooperative learning model of TPS type, and the direct learning model, students with visual learning style had the same mathematics achievement as students with auditorial learning style. Students with visual learning style had better mathematics achievement than student with kinesthetic learning style, and students with auditorial learning style had the same mathematics achievement as students with kinesthetic learning style. (4) On students with visual learning style, auditorial learning style, and kinesthetic learning style, students intructed with the cooperative learning model of TPS type with RME approach had the same mathematics achievement as students intructed with the cooperative learning model of TPS type. Students intructed with the cooperative learning model of TPS type with RME approach and the cooperative learning model of TPS type had better mathematics achievement than students intructed with the direct learning model.Keywords: TPS, RME, students learning style
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN KOOPERATIF JIGSAW DAN TEAMS GAMES TOURNAMENT (TGT) DITINJAU DARI KECERDASAN INTRAPERSONAL SISWA Noor Hidayati; Mardiyana Mardiyana; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract. The aims of the research were to determine: (1) which one has better learning achievement, Jigsaw learning model, TGT, or conventional, (2) which one has better learning achievement, students with high, middle or low intrapersonal, (3) based on learning model, which one has better learning achievement, students with high, middle, or low intrapersonal intelligence, (4) based on intrapersonal intelligence, which one has better learning achievement, Jigsaw learning model, TGT, or conventional. The type of the research was a quasi-experimental research with  a 3 x 3 factorial design. The population was XI science  students  of Senior High School in Kudus regency on academic year 2013/2014. Sampling was done by stratified cluster random sampling. The size of the sample were 277 students consisted of 95 students in the first experimental group, 87 students in the second and 95 for the control class. The instruments used were mathematics  achievement test and  intrapersonal intelligence questionnaire. The hypotheses testing used unbalanced two ways ANOVA. Based on hypothesis testing, it can be concluded as follow. (1) Student learning achievement  treated by TGT  is better than Jigsaw  and conventional, and Jigsaw model is better than conventional, (2) Learning achievement of students who have high intrapersonal intelligence is better than students who have middle and low intrapersonal intelligence, and students who have middle intrapersonal intelligence is better than students who have low intrapersonal intelligence, (3) Based on  all types of learning models,    students who have high intrapersonal intelligence have better learning achievement than students who have middle and low intrapersonal intelligence, and students who have  middle intrapersonal intelligence have better learning achievement than student  who have low intrapersonal intelligence. (4)  For high intrapersonal intelligence, students learning achievement treated by TGT is better than Jigsaw, for both learning models,  Jigsaw  and conventional have the same learning achievement. For middle intrapersonal intelligence, students learning achievement treated by TGT  is better than conventional, while both learning models,  Jigsaw and conventional have the same learning achievement. For low intrapersonal intelligence,  conventional and TGT are better than Jigsaw, while both learning models, TGT and conventional have the same learning achievement.Keywords: Jigsaw, TGT,  intrapersonal intelligence, learning 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 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 Dhani Nur Hendrayanto 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 Elisabet Dyah Kusuma Endah Asmarawati, Endah Endah Wulantina, Endah Endang Sri Handayani ERLAN SISWANDI Erni Susanti Ernie Novriyanti Ersam Mahendrawan Evi Novitasari Faradina Nilam Zulfa 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 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 Hasanah, A.K Uswatun 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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Triyanto . Triyanto . Triyanto, Triyanto Tunggu Biyarti Twiningsih, Anik Tyas, Wahyu Handining Ulfa Masamah, Ulfa Ummi Rosyidah, Ummi V Kartikaningtyas Veronika Yusnita Andriani Prastika Via Yustitia Vita Purnamasari Vivi Fenty Anggraeny Wahyu Prihatiningrum Wahyumiarti Wahyumiarti, Wahyumiarti Wardani Rahayu Wibowo, Sonny Ari Widodo Widodo Yekti Putri Kusumaningtyas Yogi Bagus Dwi Cahyono Yuliana Yuliana Yulianti Yulianti Yulianti Yulianti Yuniarti, Titik Zara Mertiana RZ