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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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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DENGAN SCAFFOLDING BERBASIS MODUL PADA MATERI GEOMETRIDIMENSI TIGA DITINJAUDARI KEMANDIRIAN BELAJAR SISWA SMK KELAS XI DI KABUPATEN SRAGEN Hartono Hartono; Riyadi Riyadi; Imam Sujadi
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v5i2.10030

Abstract

Abstract: The purposes of this research were to investigate: (1) which learning models of  Team Assisted Individualization learning model  with scaffolding based on  module (TAI-S), Team Assisted Individualization learning model (TAI), or direct learning model (DL) results in a better learning achievement in the material of three-dimensional geometry; (2) which independence category of student learning, high, medium or low results in a better learning achievement on the material of three-dimensional geometry;  (3) in each category of student learning independence, which  learning models of the TAI-S, TAI, or DL model results in better  learning achievement  on the material of  three-dimensional geometry. This research used the quasi experimental method with the factorial design of 3x3. Its population was all the students in Grade XI of Vocational High Schools in Sragen regency. The samples of the research were taken by using the stratified random sampling technique. The data of the research were gathered through documentation, questionnaire, and test. The documentation was employed to investigate the scores of semester test in Mathematics of the students in Semester 1, Academic Year 2012/2013, and was used for balance test among the classes exposed to the TAI-S, TAI, and DL models. The questionnaire was used to find out the independence category of student learning. The test was used to know the students learning achievement in Mathematics with material of three-dimensional geometry. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the significance level of 5%. The results of the research are as follows: (1) the TAI-S learning model result in a better learning achievement than both the TAI and DL models. There are no any differences in the learning achievement of the students with the TAI learning  model and DL model. (2) the students with the high independence category result in better learning achievement than students with medium and low independence category. The students with medium independence category result in better learning achievement than students in low independence category (3) in each category of student learning independence, based on  the material of  three-dimensional geometry, the TAI-S learning model, TAI learning  model and DL  model do not have correlation between one and another.Keywords : TAI-S learning model, TAI learning model,     DL    learning.   Three Dimensional Geometry, Learning  Independence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW YANG DIMODIFIKASI DITINJAU DARI GAYA KOGNITIF SISWA KELAS VIII SMP NEGERI DI KABUPATEN GROBOGAN TAHUN 2010/2011 Moertiningsih E.P.U; Riyadi Riyadi; Budi Usodo
Journal of Mathematics and Mathematics Education Vol 2, No 1 (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.v2i1.9946

Abstract

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 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 Rina Kurniawati; Riyadi Riyadi; Imam Sujadi
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v7i1.20244

Abstract

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
PENALARAN MATEMATIS SISWA DALAM PEMECAHAN MASALAH ALJABAR DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT - FIELD INDEPENDENT Sherly Mayfana Panglipur Yekti; Tri Atmojo Kusmayadi; Riyadi Riyadi
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v6i2.10064

Abstract

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
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
EFEKTIVITAS MODEL PEMBELAJARAN TWO STAY TWO STRAY DENGAN TUTOR SEBAYA DALAM PEMBELAJARAN MATEMATIKA PADA MATERI BANGUN DATAR DITINJAU DARI KECERDASAN MAJEMUK PESERTA DIDIK KELAS VII SMP NEGERI DI KEBUMEN TAHUN PELAJARAN 2013/2014 Miftachudin Miftachudin; Budiyono Budiyono; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objective of this research was to know the effect of the learning models on the learning achievement of quadrangle viewed from the multiple inellegences of the students. The learning models compared were the cooperative learning models of the TSTS type with peer tutor, the cooperative learning models of the TSTS type, and the direct learning models. The kind of research is quasi-experimental research with factorial design 3x3. Population of this research is all students of State Junior High Schools in Kebumen. The sample of this research is 288 students which is 95 students in Experiment I class, 96 students in Experiment II class, and 97 students in controlled class. The hypothesis test uses two ways analysis of variance with unbalanced cells. The result of the research shows that: (1) TSTS learning model by peer tutor shows the higher achievement of students than cooperative learning model of TSTS. The cooperative learning model of TSTS results as good as the direct learning model, and TSTS learning model by peer tutor results higher achievement than the direct learning one, (2) students with logic-mathematic linguistic, and interpersonal intelligence have the same achievement among them, (3) at TSTS learning model by peer tutor, TSTS learning model, and direct learning model, students with logic-mathematic, linguistic, and interpersonal intelligence have the same result, (4) at students with logic-mathematic, linguistic, and interpersonal intelligence, TSTS learning model by peer tutor results higher achievement than TSTS cooperative learning model; TSTS cooperative learning model results as good as the result of direct learning model; and TSTS learning model by peer tutor results higher achievement than the direct learning model.Keywords: TSTS learning model by peer tutor, Two Stay Two Stray, achievement, intelligence
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

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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
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI RELASI DAN FUNGSI DITINJAU DARI KEMAMPUAN PENALARAN SISWA SMP NEGERI KELAS VIII DI KABUPATEN KARANGANYAR Abdul Razak; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research was to investigate the effect of learning model toward learning outcomes in mathematics viewed from the reasoning ability. The learning models of this research were cooperative learning model of the GI with scientific, the cooperative learning model of the TPS with scientific, and the classical learning with scientific.This research used the quasi experimental research method with the factorial design of 3 x 3. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Karanganyar. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 280 students. The instruments used to gather the data were test of learning outcomes in mathematics and test of reasoning ability. 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) The students instructed with GI with scientific had a better learning outcomes in mathematics than those instructed TPS with scientific and those instructed the classical learning with scientific. Furthermore, the students instructed TPS with scientific had a better learning outcomes in mathematics than those instructed the classical learning model with scientific. 2) The learning outcomes in mathematics of the students with the high and moderate reasoning ability had a better than that of the students with the low reasoning ability. In addition, the students with the high reasoning ability had the same learning outcomes in mathematics as the students with the moderate reasoning ability. 3) On model of the GI with scientific, the students with the high and low reasoning ability had the same learning outcomes in mathematics as the students with the moderate reasoning ability. Moreover, the students with the high reasoning ability had a better learning outcomes in mathematics than those the students with the low reasoning ability. On model of the TPS with scientific and the classical learning with scientific results in the same learning outcomes in each of reasoning ability. 4) The students with the high reasoning ability, GI with scientific and the classical learning with scientific results in the same learning outcomes in mathematics as TPS with scientific. Furthermore, GI with scientific results in a better learning outcomes in mathematics than the classical learning with scientific. The students with the moderate and low reasoning ability had the same learning outcomes in each of learning model.Keywords: GI with scientific, TPS with scientific, learning outcomes, reasoning ability.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN JIGSAW II PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KARANGANYAR TAHUN PELAJARAN 2013/2014 Ahmad Ahmad; Budi Usodo; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objectives of this research were to investigate: (1) which learning model of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning model results in a better learning achievement, (2) which students among the students with the high, moderate, and low spatial abilities have a better learning achievement, (3) in each of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning which students among the students with the high, moderate, and low spatial abilities have a better learning achievement, and (4) in each of the high, moderate, and low spatial abilities  which learning model of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning model results in a better learning achievement. This research used the quasi experimental research method with the factorial design of . Its population was all of the students of State Junior Secondary Schools of Karanganyar regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 285 students, and they were divided into three classes, namely: 96 in Experimental Class I, 95 in Experimental Class II, and 94 in Control Class.  The data of the research were gathered through test of spatial ability and test of learning achievement in Mathematics. The proposed hypotheses of the research were analyzed by using the two-way analysis of variance with unbalanced cells. The results of the research are as follows. 1) The cooperative learning model of the GI type results in a better learning achievement than the direct learning model, but results in the same good learning achievement in Mathematics as the Jigsaw II learning model, and the Jigsaw II learning model results in a better learning achievement than the direct learning model. 2). The students with the high spatial ability and those with the moderate spatial ability have a better learning achievement in Mathematics than those with the low spatial ability, but the students with the high spatial ability have the same good learning achievement in Mathematics as those with the moderate spatial ability. (3) in each of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning, students with the high spatial ability have the same good learning achievement in Mathematics as those with the moderate spatial ability, and both the students with the high spatial ability and those with the moderate spatial ability have a better learning achievement in Mathematics than those with the low spatial ability. 4) in each of the high, moderate, and low spatial abilities,  the Cooperative learning model of the GI type and the Jigsaw II learning model result in a better learning achievement in Mathematics than the direct learning model, but the cooperative learning model of the GI type results in the same good learning achievement as the Jigsaw II learning model.Keywords: Group Investigation (GI), Jigsaw II, learning achievement, and spatial ability.
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN OPEN-ENDED PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENTS (AQ) SISWA SMA NEGERI DI KOTA MATARAM Eka Nur Azizah; Budi Usodo; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract:The objectives of this research are to investigate: (1) which of the cooperative learning model of NHT type with open-ended approach, the cooperative learning models of NHTtype, and the model of conventional results in a better learning achievement in mathematics of the students; (2) which of the types of climbers, the campers, and the quittersresults in a better learning achievement in mathematics; (3) for each category of AQ of the students, which one results in better achievement in mathematics, cooperative learning model of NHT type with open-ended approach, the cooperative learning model of NHTtype, and the model of conventional; and (4) for each learning model, which one results in better achievement in mathematics, students who have climbers type, campers, or quitters.The type of this research was a quasi-experimental with research design which used factorial 3 x 3.The population of this research was the first grade (Class Ten) of Senior High Schools in Mataram. The sample of this research was 9 classes consisted of 3 experimental classes I, 3 experimental classes II, and 3 control classes. This research used stratified cluster random sampling technique.The results of the research are as follows: (1) the cooperative learning models of NHT type with open-ended approach results in a better students’ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better students’ mathematics learning achievement than the model of conventional; (2) students’ mathematics learning achievementwith the climbers type of learning gives the same mathematics achievement as the campers type, students’ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and students’ mathematics learning achievement with the climbers type of learning results in a better achievement than the learning achievement of the students with the quitters type; (3) for each category of AQ of the students (climbers, campers, and quitters), cooperative learning model of NHT type with open-ended approach results in a better students’ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better students’ mathematics learning achievement than conventional type; (4) for each learning model (NHT type with open-ended approach, NHT type, and conventional), students’ mathematics learning achievement with the climbers type of learning gives the same mathematics achievement as the campers type, and students’ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and students’ mathematics learning achievement with the climbers type of learning results in a better achievement than students’ mathematics learning achievement with the quitters type.Keywords: Learning model,NHT, open-ended approach, conventional, mathematic’s learning achievement.
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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Ismail Sriyanto Maghfiroh Yanuarti Maghfiroh Yanuarti Mania Roswitha Mania Roswitha Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana, Mardiyana Matsuri Matsuri Matsuri Matsuri, Matsuri Maya Novita Sari Merrydian, Siska Miftachudin Miftachudin Miftachudin, Miftachudin Moertiningsih E.P.U Mufarrihah, Iftitaahul Muhamad Ismail Sriyanto Muhammad Gazali Muhammad Gazali Muhammad Ismail Sriyanto Muhammad Ismail Sriyanto Muhammad Ismail Sriyanto Muhammad Ismail Sriyanto Muhammad Syarif Hidayatussalam Mulyadi Mulyadi Mulyadi Mulyadi Mulyaningrum Lestari, Mulyaningrum Mustika, Aisyah Senja Najmul Laila Nia Apriyanti Niendya Ashiefa Parahita Nina Nurmasari Nina Nurmasari Nindya Ashiefa Parahita Ningroom, Rita Arfi Astuti Nok Yeni Heryaningsih Nok Yeni Heryaningsih, Nok Yeni Noor Hidayati Noor Hidayati Nosa Putri Djumaliningsih Novita Dwi Ashohib Noviyanti, Ika Nurma Nur Ainsah H. Saleh Nur Insani Nur Syarifah Fitriani Nuraini Muhassanah Nurudin, M. Nurul Amalia K W Nurul Amalia K W Nyoto Nyoto Nyoto Nyoto, Nyoto Oka Tamaraningtyas Patrisius Afrisno Udil, Patrisius Afrisno Peduk Rintayati Prabowo, Haniftia Haqqiendini Pratama, Riska Widya Pratiwi, Rani Prestanti Hayuningtyas Priyogo, Adi Puji Ayuni Puji Ayuni Rany Widyastuti Rejeki, Suprapti Rima Aksen Cahdriyana Rima Aksen Cahdriyana Rina Kurniawati Rini, Indah Mustika Rintayati, Peduk Riska Widya Pratama Riswandha, Septian Henry Rizki Adeyanto Rizqi Aditya Nugraha Rosyida, Entyka Mayhasti S Retnowati S Siswanto S Subanti Sajidan Sajidan Samsi Suryanjani Sandra Bayu Kurniawan Saputri, Alinggi Nindi Saputri, Dwi Yuniasih Saputri, Rose Andriyani Selvi Marcellia Septi Triyani Septi Triyani Sherly Mayfana Panglipur Yekti Shila Majid Ardiyani Shila Majid Ardiyani Sigit Pamungkas Sigit Pamungkas Sigit Rimbatmojo Siswanto Siswanto Siswanto Siswanto Siti Kamsiyati Siti Kamsiyati Siti Kamsiyati Siti Kamsiyati Siti Komsatun Sonny Ari Wibowo Sri Hartati Ningsih Sri Hartati Ningsih Sri Mardani Sri Marmoah Sri Subanti Sri Yamtinah Sriyati, Sriyati Sudiyanto Sudiyanto Sudiyanto Sudiyanto Sudiyanto Sugeng Priyanto, Sugeng Sugihardjo Sugihardjo Sugihardjo Sugihardjo Sujadi, Imam Sujadi, Imam Sukarmin Sulaiman Sulaiman Sumanah Sumanah Sumanah Sumanah Suprapti Rejeki Susilawati, Dyah Syarifah, Triana Jamilatus T A Kusmayadi T Dwi Hastuti Tambunan, Rifka Paulina Tanti Listiani Tanti Listiani, Tanti Tarmo Tarmo Tarmo, Tarmo Titik Yuniarti Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Tri Silaningsih Tri Silaningsih Triana Jamilatus Syarifah Triyanto . 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