Garuda - Garba Rujukan Digital

EKSPERIMENTASI PEMBELAJARAN MATEMATIKA MENGGUNAKAN PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DAN TIPE GROUP INVESTIGATION PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN KUADRAT DITINJAU DARI GAYA BELAJAR KOLB PADA SISWA SMA NEGERI KELAS X Harmini, Triana; Sujadi, Imam; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (267.9 KB)

Abstract:The objectives of this research were to determine: (1) which students had the better mathematics learning achievement, instructed with TAI, GI, or direct instruction;Â (2) which students had the better mathematics learning achievement, those with the converger, diverger, assimilator, or accommodator learning style; (3) in each learning style, which Â students had better mathematics learning achievement, instructed with TAI, GI, or direct instruction; (4) in each learning model, which students had a better mathematics learning achievement, those with the converger, diverger, assimilator, or accommodator learning style. This study was Â aquasi-experimental study with 3 x 4 factorial designs. Data analysis used unbalanced two-way ANAVA with a significance level of 5%. The study population was a tenth grade student of State SMA in Ponorogo in academic year of 2013/2014. Sampling was done by stratified cluster random sampling technique. The study sample consisted of students in 3 schools namely SMA Negeri 3 Ponorogo, SMA Negeri 1 Kauman, and SMA Negeri 1 Balong with a sample size of 275 students.. The results of the research are as follows. (1) The students instructed with TAI had learning achievement as good as GI, those with TAI had learning achievement better than those with direct instruction, while those GI had learning achievement as good as those with direct instruction. (2)The students with the converger learning style had learning achievement as good as those with the diverger learning style, the students with the converger learning style had learning achievement better than those with the assimilator and accommodator learning style, the students with the diverger, assimilator, and Â Â accommodator learning style had a same learning achievement. (3) In each learning style, the students mathematics learning achievement was in consistency with the result (1); (4) In each learning model, the students mathematics learning achievement was in consistency with the result (2).Â Keywords: TAI, GI, Direct Instruction, learning styles, and learning achievement

PENALARAN MATEMATIS SISWA DALAM PEMECAHAN MASALAH PADA MATERI POKOK FAKTORISASI BENTUK ALJABAR DI KELAS VIII SMP NEGERI 1 SURAKARTA Suprihatiningsih, Siti; Sujadi, Imam; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (224.925 KB)

Abstract: The purposes of this study were to describe: (1) the students with high-ability mathematical reasoning on problems solving of algebra factorization in eighth grade students of SMP Negeri 1 Surakarta, (2) the students withÂ moderate-ability mathematical reasoning in problem solving of algebra factorization of eighth grade students of SMP Negeri 1 Surakarta, (3) the students with low-ability mathematical reasoning in problem solving of the algebra factorization material in eighth grade students of SMP Negeri 1 Surakarta. This research was a qualitative case study type. The research subjects were taken from eighth grade students of SMP Negeri 1 Surakarta. The subjects amounted to 9 students consisting of 3 students with high ability, three students with moderate ability, and 3 students with low ability. The research data were in the form of written and oral data. Written data were obtained from the research subject test on written test instruments. The oral data obtained from the think aloud verbal conducted by researchers to the study subject. The techniques of analyzing the data were: (a) data reduction (b) presention of data (c) conclusion. The results showed that the students with high-ability reasoning mathematical were: (a) understand the problem, the students read the questions carefully and write down the information that is known of the problem and write down what was being asked of the problem; (b) present the mathematical expressions and perform calculations, students write a mathematical equation to calculate by used the operations of addition, subtraction and multiplication algebra fluently; (c) submit the notion and manipulation of mathematics, students write the answer to determine the length and width of the rice field by factoring and write down the factoring results that obtained; (d) drawn the conclusions, students write the length and width of the rice fields and multiplying the factoring results obtained to convince answers that obtained. The students with moderate-ability reasoning mathematical were: (a) understand the problem, students read the question after it write down the information that was known from the problem and write down what was being asked of the problem; (b) present the mathematical expressions and perform calculations, students write a mathematical equation to calculate by using the operations of addition, subtraction and multiplication algebra although this was used long time to write mathematical expressions and perform calculation, but students were get the expected rice fields wide. The students with low-ability mathematical reasoning were: understand the problem, students read again and again but still confused after it write down the information that was known from the problem and write down what was being asked of the problem. Keywords: mathematics, reasoning, problem solving

EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL KOOPERATIF TIPE NHT DAN TPS TERHADAP PRESTASI BELAJAR DAN MOTIVASI BERPRESTASI SISWA DITINJAU DARI KECERDASAN EMOSIONAL POKOK MATERI PERSAMAAN LINEAR SATU VARIABEL PADA SISWA SMP NEGERI DI KOTA SURAKARTA Aspriyani, Riski; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (270.73 KB)

Abstract: This research was aimed to know: (1) which gave achievement and motivation to do better, students who were subjected to cooperative models of NHT, TPS, or Conventional and students with high, medium, or low emotional intelligence; (2) on each model of learning and at each category of emotional intelligence which provided achievement and motivation to do better. The Â population was all the students ofÂ VII grade of Junior High Schools in Surakarta year of 2013/2014 and obtained a sample of Â 266 students. The instruments used was achievement test, motivation, and emotional intelligence questionnaire. Test requirements analysis included a multivariate normality and the variance-covariance homogeneity test. Balance test used a unbalanced one way multivariate and hypothesis testing used unbalanced two way multivariate. The results of research were: (1a) students subjected to NHT gave as good as the achievement of TPS but better than Conventional, and TPS provided a better achievement than Conventional. As well students subjected to NHT, TPS, and Conventional gave the same motivation, (1b) students with high emotional intelligence provided as good learning achievement as the students with moderate and low emotional intelligence. As well students who have high emotional intelligence gave better motivation than medium or low emotional intelligence but students with medium emotional intelligence provided as good Â motivation as the students with low emotional intelligence; (2ai) in each learning model, students with high, medium, and low emotional intelligence gave the same achievement, (2aii) in NHT model, students with high emotional intelligence gave as good as the motivation of students with medium emotional intelligence. As well students with high and medium emotional intelligence gave motivation better than low emotional intelligence, (2aiii) in TPS model, students with high emotional intelligence gave motivation better than medium and low emotional intelligence but students with medium emotional intelligence gave as good motivation as students with low emotional intelligence, (2aiv) in Conventional model, students with high, medium, and low emotional intelligence gave the same motivation, (2bi) in each category of emotional intelligence, NHT gave as good as the achievement of TPS, but NHT and TPS gave better achievement than Conventional, (2bii) at high emotional intelligence, students subjected to NHT gave as good as the motivation of TPS, but NHT and TPS better than Conventional, (2biii) at medium and low emotional intelligence, students subjected to NHT, TPS, and Conventional gave the same motivation.Keywords: NHT, TPS, emotional intelligence, learning achievement and achievement motivation

EKSPERIMENTASI MODEL PEMBELAJARAN THINK-PAIR-SHARE (TPS) DIMODIFIKASI DENGAN MIND MAPPING PADA MATERI KUBUS DAN BALOK DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA SMP NEGERI KELAS VIII Se-KABUPATEN PEMALANG TAHUN 2012/2013 Siwi, Julian Reza; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (203.062 KB)

Abstract: The objectives of this study were to find out on the topic of cube and cuboid: (1) which was better between TPS Modified Mind Mapping (TPSMod), TPS or Direct model that produce learning achievement; (2) which one had better learning achievement between students with high, medium or low categories of mathematics creativity learning; (3) at each category of mathematicsÂ creativity learning, which was better between TPSMod, TPS or Direct model that produce learning achievement; and (4) at each model, which one had better learning achievement between students with high, medium or low categories of mathematics creativity learning. This study was a quasi-experimental with 3Â´3 factorial design. The population was all of students in eigth grade of State Junior High School in Pemalang Regency on Academic Year 2012/2013. The samples were taken by using a stratified cluster random sampling technique. The samples was students in eight grade of SMP Negeri 1 Randudongkal, Moga and Pulosari. The instrument of this study were mathematics creativity learning questionnaire and learning achievement test. The questionnaire tryout included content validity, internal consistency and reliability, and the test tryout included content validity, difficulty level, discrimination power, and reliability. Before the experiment was done, the balance of prior knowledge was examined by using unbalanced one way anova test. The hypothesis test used unbalanced two ways anova. Test requirements included normality test used Lilliefors method and the homogeneity test used the Bartlett test. The results of the study were as follows: (1) the TPSMod model produce the learning achievement better than the TPS and direct learning, the TPS model give the same learning achievement as the direct learning; (2) the high and medium categories of mathematics creativity learning have the same learning achievement, and both of category of mathematics creativity learning have better learning achievement from low categories of mathematics creativity learning; (3) at each categories of mathematics creativity learning, theTPSMod model produce the learning achievement better than the TPS and direct learning, the TPS give the same learning achievement as the direct learning; and (4) at each models, the high and medium categories of mathematics creativity learning have the same learning achievement, and both of category of mathematics creativity learning have better learning achievement from low categories of mathematics creativity learning.Keywords: Learning Achievement, TPS Modified by Mind Mapping , Mathematics Creativity Learning

EKSPLORASI KONSTRUKSI PENGETAHUAN MATEMATIKA SISWA KELAS VIII SMP NEGERI 1 SURAKARTA MENGGUNAKAN TEORI ACTION, PROCESS, OBJECT, SCHEME (APOS) PADA MATERI POKOK FAKTORISASI BENTUK ALJABAR Zahid, Muh. Zuhair; Sujadi, Imam; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (411.666 KB)

Abstract: The objective of the this qualitative research was to describe and analyze the mathematical construction process of eighth graders of SMPN 1 Surakarta in the algebraic factoring topic based on the APOS Theory. The subjects of the research were the eighth graders of SMPN 1 Surakarta and have been selected by using purposive sampling with the following criteria: (1) the students have learning algebraic factoring before; (2) the students were able to communicate his thoughts orally and written; and (3) each students were in high, medium, and low ability group. Data retrieved with the think aloud method and taken by the researcher himself, assisted by two auxiliary instruments; algebraic factoring test and interview guides. The main data sources were the words and actions of students when they were being interview. Data was validated by using data triangulation, where data collection was conducted at two different times. Based on the findings and discussions, it can be concluded as follows. (1) In action stage, the students presented their knowledge orally, by using pictures, and in writing form. The students then subtracted the simple algebraic form by classifying the algebraic terms which have the same variables. In process stage, the students multiplied the binomial with FOIL method and classified the algebraic terms that have same variables mentally and in the written form. In object stage, the students factorized the trinomial procedurally. In schema stage, the subject explained that the factor when multiplied by another factor will produce the factored trinomial and linked the action, process, and object stage to formed a complete concept of algebraic factoring. (2) In process stage, there was a student who made mistakes that could be classified as âinvalid or incompatible distributionâ. In object stage, there was a student who did factorization in non-procedural way.Keywords: construction of mathematical knowledge, APOS theory, algebraic factoring

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN NUMBERED HEADS TOGETHER (NHT) PADA MATERI GARIS SINGGUNG LINGKARAN DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VIII SMP NEGERI SE-KOTA MADIUN TAHUN AJARAN 2013/2014 Sholikhah, Octarina Hidayatus; Budiyono, Budiyono; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (239.95 KB)

Abstract: The aims of this research were to know: (1) which one of the learning models gave a better achievement among NHT model, GI model, and direct model, (2) which one had a better achievement among the students with mathematic-logic intelligence, interpersonal intelligence, and linguistic intelligence, (3) at each of the learning models, which one had a better achievement among the students with mathematic-logic intelligence, interpersonal intelligence, and linguistic intelligence, (4) on each multiple intelligence, which one of the learning models gave a better achievement among NHT model, GI model, and direct model. The research used was quasi experimental research with 3Â´3 factorial design. The population of this research was all eighth grade students of Junior High School at Madiun city. The sample of this research was selected by stratified cluster random sampling technique. The sample consisted of 246 students from SMPN 4 Madiun, SMPN 6 Madiun, and SMPN 11 Madiun. The instruments used to collect the data were a questionnaire of multiple intelligences and learning mathematics achievement test. The data analysis technique used was unbalanced two ways analyze of variance. The result of the research are: (1) NHT model gave better achievement than GI model and direct model; GI model gave better achievement than direct model; (2) students with mathematic-logic intelligence had better achievement than those of students with interpersonal intelligence and linguistic intelligence; students with interpersonal intelligence had the same achievement as students with linguistic intelligence, (3) at NHT model, students with mathematic-logic intelligence,Â interpersonal intelligence, and linguistic intelligence had the same achievement; at GI model, students with mathematic-logic intelligence had the same achievement as students with interpersonal intelligence, students with mathematic-logic intelligence had better achievement than students with linguistic intelligence, students with interpersonal intelligence had the same achievement as students with linguistic intelligence; at direct model, students with mathematic-logic intelligence had better achievement than students with interpersonal intelligence, students with mathematic-logic intelligence had better achievement than students with linguistic intelligence, students with interpersonal intelligence had the same achievement as students with linguistic intelligence, (4) at mathematic-logic intelligence, NHT model gave the same achievement as GI model, NHT model gave better achievement than direct model, GI model gave the same achievement as direct model; at interpersonal intelligence, NHT model gave the same achievement as GI model, NHT model gave better achievement than direct model, GI model gave better achievement than direct model; at linguistic intelligence, NHT model gave better achievement than GI model, NHT model gave better achievement than direct model, GI model gave the same achievement as direct model.Keywords: GI , NHT , Multiple Intelligences

EKSPERIMENTASI MODEL PEMBELAJARAN TTW DAN NHT PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIS SISWA Rahmawati, Nurina Kurniasari; Budiyono, Budiyono; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (463.35 KB)

Abstract: The aim of the research was to find out the effect of learning models on mathematics achievement viewed from the student mathematics communications ability. The learning model compared were TTW (Think Talk Write), NHT (Numbered Head Together) and conventional. The type of the research was a quasi-experimental by 3 12Ãâ"> 3 factorial design. The population was the eight grade student of junior high school in Magelang regency on academic year 2013/2014. The sampling tecnique was stratified cluster random sampling. The size of the sampel was 298 students consisted of 100 students in the first experimental group, 99 students in second experimental group and 99 students in control group. The instruments used were mathematics achievement test and mathematics communication ability test. The data was analyzed using unbalanced two-way analysis of variance. The conclusions of the research were as follows. (1) TTW learning model gives better mathematics achievement than NHT and conventional learning model, and NHT learning model gives better mathematics achievement than conventional learning model. (2) The students with high mathematics communication ability have better mathematics achievement than the students with middle or low mathematics communication ability, the students with middle mathematics communication ability have better mathematics achievement than the students with low mathematics communication ability, (3) a. In the students with high and middle mathematics communication ability, TTW, Â NHT and conventional learning model give the same mathematics achievement, Â b. In the students with low mathematics communication ability, TTW and NHT learning model give the same mathematics achievement, but give better mathematics achievement than conventional learning model, also NHT and conventional learning model give the same mathematics achievement, (4) a. In the TTW and NHT learning model, students with high, middle and low mathematics communication ability have the same mathematics achievement, b. In the conventional learning model, students with high and middle mathematics communication ability have the same mathematics achievement, but have better mathematics achievement than students with low mathematics communication ability, and students with middle and low mathematics communication ability have the same mathematics achievement.Keywords: TTW, NHT, mathematics communication ability, mathematics achievement

EKSPERIMENTASI MODEL PENEMUAN TERBIMBING DAN MODEL PEMBELAJARAN BERBASIS MASALAH PADA POKOK BAHASAN TRIGONOMETRI DITINJAU DARI KREATIVITAS SISWA SMA SE-KOTA SALATIGA TAHUN PELAJARAN 2013/2014 Yulianti, Kristin; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (320.334 KB)

Abstract: The purposes of the research were to know: (1) which learning models - discovery learning, problem based learning and directÂ learning model - that will give the best learning mathematics result; (2) which level of students creativity- high, medium, or low- that will give te best mathematics learning result; (3) which learning models - discovery learning, problem based learning and direct learning model - that will give the best learning mathematics result in each creativity categories; (4) which level of students creativity- high, medium, or low- that will give the best mathematics learning resultÂ in each learning models. The research used a quasi-experimental designed by using two-way analysis of variance with unequal cell sizes. The population of this research are all X grade students of Senior High School in Salatiga 2013/2014. The sampling technique being used in this research was stratified cluster random sampling. The results show as follows. (1) Mathematics learning achievement using guided discovery model and problem based model show similar result which is better than using direct learning model. (2) Students with high level of creativity show better learning achievement than those of low level creativity. Students with high and mediumÂ level of creativity show the same learning achievement. Students with medium and low level of creativity show the same learning achievement. (3) On students with high level of creativity, guided discovery and problem based learning models show the same result, and guided discovery learning model results in better achievement compares to direct learning model. Problem based and direct learning model show the same learning achievement. On students with medium level of creativity, guided discovery, problem based and direct learning model show the same learning achievement. On students with low level of creativity, guided discovery, problem based and direct learning model show the same learning achievement. (4) In guided discovery model, students with high and medium level of creativity show the same learning achievement, however students with high level of creativity have better achievement than students with low level of creativity. Students with medium and low level of creativity show the same learning achievement. Using problem based learning model, students with high, medium and low level of creativity show the same achievement. In direct learning model, the result of the three creativity categories also show the same learning achievement.Keywords: guided discovery model, problem based learning model, creativity

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS DAN TEAM ASSISTED INDIVIDUALIZATION PADA MATERI GARIS DAN SUDUT DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VII SMP NEGERI SE-KABUPATEN MAGETAN TAHUN PELAJARAN 2013/2014 Annurwanda, Pradipta; Mardiyana, Mardiyana; Sari S, Dewi Retno
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (306.276 KB)

Abstract: This aim of the research was to know the effect of learning models on mathematics achievement viewed from the student emotional intelligences. The learning model compared were TGT, TAI and direct learning. The type of the research was a quasi-experimental. The population was all of student seventh grade of junior high school in Magetan regency on academic year 2013/2014. The sampling technique by using a stratified cluster random sampling. The size of the sample was 252 students with 85 students as experimental class I, 86 students as experimental class II, 81 students as control class. The data collections were taken by document, questionnaire and test method. Hypothesis testing was performed by using an unbalanced two way analysis of variance. The conclusions of Â the research were as follows: (1) TGT learning model give better mathematics achievement than TAI and direct learning model, TAI learning model give an equal mathematics achievement to direct learning model, (2) the high level emotional intelligence students have an equal mathematics achievement to the middle level emotional intelligence students, the high level emotional intelligence students have better mathematics achievement than the low level emotional intelligence students, the middle level emotional intelligence students have better mathematics achievement than the low level emotional intelligence students, (3) for the high level emotional intelligence students, TGT, TAI and direct learning models give the same mathematics achievement, for the middle level emotional intelligence students, TGT learning model give the same mathematics achievement as TAI and direct learning model, direct learning model give better mathematics achivement than TAI learning model, for the low level emotional intelligence students, TGT learning model give the same mathematics achievement as TAI learning model, TGT learning model give better mathematics achievement than direct learning model, TAI learning model give the same mathematics achievement as direct learning model, (4) on the TGT and TAI learning models, students in each level of emotional intelligence have the same mathematics achievement, for student with direct learning model, the high level emotional intelligence students have the same mathematics achievement as middle and low level emotional intelligence students, the middle level emotional intelligence students have better mathematics achievement than low level emotional intelligence students.Keywords: Teams Games Tournaments, Team Assisted Individualization, direct learning, emotional intelligence.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI DI KOTA MADIUN Kurniawati, Kiki Riska Ayu; Budiyono, Budiyono; Sari S, Dewi Retno
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (289.25 KB)

Abstract: The aims of this research were to find out the different effect of each categories of learning model, students interpersonal intelligence and their interaction towards students mathematics learning achievement on the subject of plane geometry. The research was quasi experimental with 3Ã3 factorial design. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. Sampling was done by stratified cluster random sampling technique. The sample of this research consisted of the students of SMP N 3 Madiun, SMPN 7 Madiun, and SMPN 10 Madiun. The sample consisted of 260 students. 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 that: (1) the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model; (2) students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; (3) on the cooperative learning model of Jigsaw type, NHT type and direct learning model, students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; and (4) on students interpersonal intelligence high, medium and low, the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model.Keywords:Â Jigsaw, NHT, interpersonal intelligence

Title

Found 26 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 26 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 26 Documents
Search