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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) DAN TIPE ROUNDTABLE DISERTAI DENGAN ASSESSMENT FOR LEARNING (AFL) MELALUI PEER-ASSESSMENT PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA Hr, Bq Malikah; Budiyono, Budiyono; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The purposes of the research were to determine: (1) which learning models that produces better mathematics achievement, TSTS-AfL (TSTS type accompanied by AfL through peer-assessment), R-AfL (roundtable type accompanied by AfL through peer-assessment), or CL (classical learning); (2) which students that have better mathematics achievement, students with climbers type, campers, or quitters; (3) in each type of AQ, which of the tree learning models that produces better mathematics achievement; (4) in each learning model, which of the tree types students that have better mathematics achievement. The research was a quasi-experimental research, with a factorial design 3x3. The population was all students of State Senior High School in East Lombok of 2014/2015. The sample obtained was 347 students. Instruments in the research were mathematics learning achievement test and AQ questionnaire. The data was analyzed using two-way analysis of variance with unequal cells. The results of the research indicated as follows: (1) TSTS-AfL produces better mathematics achievement than R-AfL and CL, R-AfL produces better mathematics achievement than CL; (2) Students with climbers type have better mathematics achievement than campers and quitters, students with campers type have better mathematics achievement than quitters; (3) For the students with climbers and quitters type, the use of TSTS-AfL produces mathematics achievement as well as R-AfL and better than CL, R-AfL produces mathematics achievement as well as CL. For the students with campers type, the use of Â Â Â TSTS-AfL produces mathematics achievement as well as R-AfL and better than CL, R-AfL produces better mathematics achievement than CL; (4) OfÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â TSTS-AfL, students with climbers type have mathematics achievement as well as with campers and better than quitters, campers type have achievement as well as quitters. Of R-AfL, students with climbers type have mathematics achievement as well as campers and better than quitters, and campers type have better mathematics achievement then quitters. Of CL, all of the type had the same mathematics achievement.Keywords: Cooperative learning model of TSTS type, Roundtable type, Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Peer-assessment, Adversity quotient and Mathematics achievement

EKSPERIMENTASI MODEL PROBLEM BASED LEARNING DAN DISCOVERY LEARNING PADA MATERI PERBANDINGAN DAN SKALA DITINJAU DARI SIKAP PESERTA TERHADAP MATEMATIKA DIDIK KELAS VII SMP KABUPATEN KLATEN TAHUN PELAJARAN 2013/2014 Rahayu, Puji; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstrack: The aims of this research were to determine: (1) the better studentsâ achievement in learning by using Problem Based Learning (PBL), Discovery Learning (DL) or direct learning models (2) the better studentsâ achievement among the students who have positive, neutral or negative attitude (3) the better studentsâ achievement in each category attitude, in learning by using PBL, DL or direct learning models (4) the better studentsâ achievement in each learning model, among the students who have positive, neutral or negative attitude. This research used a quasi-experimental research with the population of seventh grade students of Junior High Schools in Klaten Regency which have implemented curriculum 2013 in the Academic Year 2013/2014. The sampling technique used stratified cluster random sampling and three schools selected namely SMPN 1 Delanggu, SMPN 1 Prambanan and SMPN 2 Wedi. Â Two-way variance analysis was used to test the hypothesis, followed by scheffeâ technique. Considering the result of analysis, the following conclusion could be drawn. (1) The studentsâ achievement who learnt by using DL was better than PBL and direct learning models. The studentsâ achievement who learnt by using PBL were similar to direct learning models. (2) The studentsâ achievement with positive attitude was better than neutral and negative attitude. The studentsâ achievement with neutral attitude was better than negative attitude. (3) In the positive and neutral attitude, the studentsâ achievement who learnt by using PBL, DL and direct learning models were similar. In the negative attitude, the studentsâ achievement who learnt by using DL model were better than PBL and direct learning models and the studentsâ achievement who learnt by using PBL and direct models were similar. (4) In learning by using PBL, the studentsâ achievement with positive attitude were better than negative one, the positive and neutral attitude ware similar and the neutral and negative attitude were similar too. In learning by using DL, the studentâs achievement with positive, neutral and negative attitude were similar. In learning by using direct learning, the studentsâ achievement with positive attitude were better than the negative one, the positive and neutral attitude were similar and the neutral and negative attitude were similar too.Keywords: Problem Based Learning, Discovery Learning, studentsâ Attitude, achievement of mathematics.

KATEGORI BERPIKIR KREATIF SISWA KELAS VII SMP NEGERI 1 SURAKARTA DALAM MENYELESAIKAN MASALAH MATEMATIKA PADA MATERI POKOK HIMPUNAN Masruroh, Rahmawati; Sujadi, Imam; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The purpose of this research was to describe the fluency, flexibility, and novelty of seventh grade students of SMP Negeri 1 Surakarta who have the high, moderate, and low mathematics ability to solve the mathematics problem on the topic of union. This research was qualitative research. The subjects were taken from seventh grade student of SMP NegeriÂ 1 Surakarta. The subjects were 9Â students; 3 students with high ability, 3 students with moderate ability, and 3Â students with low ability. Data were collected through think aloud method in which students were asked to express what he thought orally. The main data sources were the words and actions of students while being interviewed. Data was validated using data triangulation where data collection was conducted at two different time. The research results showed thatÂ the students with the high, moderate, and low mathematics ability had different characteristics in fluency, flexibility and novelty.Keywords: fluency, flexibility, novelty, problems solving.

EKSPERIMENTASI MODEL PEMBELAJARAN GROUP INVESTIGATION (GI) YANG DIMODIFIKASI PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN PACITAN TAHUN PELAJARAN 2013/2014 Sasomo, Budi; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This aim of the research was to know the effect of learning models on mathematics achievement viewed from the student learning independency. The learning model compared were modified GI, GI and direct learning. This researchÂ was a quasi experimental with the factorial design of 3x4. The population of this research was all students class VIII in SMP Negeri in Pacitan regency. The sampling technique used was stratified cluster random sampling. Hypotheses testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypotheses testing, it were concluded that: 1) modified GI learning model give better achievement than GI and direct learning, while GI learning model and direct learning gave the same achievement. 2) Students with independent type have better achievement than students with individualistic type, conscientious type and self-conscious type, students with individualistic type have better achievement than students with conscientious type and self-conscious type, students with conscientious type and self-conscious type have the same achievement. 3) For all of learning independency type, modified GI learning model give better achievement than GI learning model and direct learning, GI learning model and direct learning give the same achievement. Â 4) For all of learning models,Â students with independent type, individualistic type, conscientious type and self-conscious type have the same achievement.Keywords: Modified Group Investigation (GI), student learning independency.Â

EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL), DISCOVERY LEARNING (DL), DAN COOPERATIVE LEARNING (CL) DITINJAU DARI KECERDASAN INTERPERSONAL SISWA Sari, Berti Okta; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) which learning model of the PBL, DL, and CL models results in a better achievement in mathematics; (2) which students of the students with high, moderate, and low interpersonal intelligences have a better learning achievement in mathematics; (3) in each interpersonal intelligence, which learning model of the PBL, DL, and CL models results in a better achievement in mathematics; and (4) in each learning model, which students of the students with high, moderate, and low interpersonal intelligences have a better learning achievement in mathematics. 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 Bengkulu Selatan Regency, Bengkulu Province in Academic Year 2014/2015. The samples of research were taken by using the stratified cluster random sampling technique. The balance test of research used the one-way analysis of variance with unbalanced cells. The pre-requisite test of ANAVA used Lillieforsâs normality test, Bartlettâs homogeneity test. The proposed hypotheses of research were tested by using the two-way analysis of variance with unbalanced cells. The results of research are as follows: 1) the PBL model results in a better learning achievement in mathematics than the DL and CL models, and the DL model results in a better learning achievement in mathematics than the CL model; 2) the students with the high interpersonal intelligence have a better learning achievement in mathematics than those with the moderate and low interpersonal intelligences, and the students with the moderate interpersonal intelligence have a better learning achievement in Mathematics than those with the low interpersonal intelligence; 3) in each interpersonal intelligence level, the PBL model results in a better learning achievement in mathematics than the DL and CL models, and the DL model results in a better learning achievement in mathematics than the CL model; 4) in each learning model, the students with the high interpersonal intelligence have a better learning achievement in mathematics than those with the moderate and low interpersonal intelligences, and the students with the moderate interpersonal intelligence have a better learning achievement in mathematics than those with the low interpersonal intelligence.Keywords:Â Problem-based learning, discovery learning, cooperative learning, interpersonal intelligence, learning achievement in Mathematics

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SCIENTIFIC PADA MATERI FUNGSI DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI DI KABUPATEN KARANGANYAR Putra, Hendry; Budiyono, Budiyono; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research was to investigate the effect of learning model (LM) toward learning outcomes (LO) in mathematics viewed from the learning styles (LS). The learning models of this research were cooperative LM of the NHT with Scientific, the cooperative LM 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 instruments used to gather the data were test of LO in Mathematics and questionnaire of LS. 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 NHT had a better LO in Mathematics than those instructed TPS and those instructed the classical learning. Furthermore, the students instructed TPS had a better LO in Mathematics than those instructed the classical learning. 2) the LO in Mathematics of the students with the auditory LS was better than that of the students with the visual LS and that of the students with the kinesthetic LS. In addition, the LO in Mathematics of the students with the visual LS was better than that of the students with the kinesthetic LS. 3) on model of the NHT, the students with the visual LS had the same LO in Mathematics as the students with the auditory LS. Moreover, the students with the visual and auditory LS had a better LO in Mathematics than those the students with the kinesthetic LS. On model of the TPS and the classical learning results in the same LO in each of LS. 4) the students with the visual and auditory LS, NHT and the classical learning results in the same LO in Mathematics as TPS. Furthermore, NHT results in a better LO in Mathematics than the classical learning. The students with the kinesthetic LS had the same LO in each of LM.Keywords: NHT with Scientific, TPS with Scientific, learning outcomes, learning styles.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBER HEAD TOGETHER (NHT), JIGSAW II DAN THINK PAIR SHARE (TPS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP NEGERI DI KABUPATEN SUKOHARJO Novalia, Stefy Erlinda; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The purpose of this study was to determine the effect of learning models on studentâs mathematics achievement viewed from emotional quotient. The learning models compared were learning model of the Numbered Heads Together (NHT), Jigsaw II, and TPS. This research was a quasi-experimental research. The population of the research was all of the eighth grade students of the State Junior High School in Sukoharjo. The instrumentsused to collect data were mathematics achievement and emotional quotient questionnaire. Technique of analyzing data that used was unbalanced two ways analysis of variance. From the research, it can be concluded as follows. (1) Learning by using cooperative learning model of Jigsaw II and NHT gave better mathematics learning achievement than learning by using cooperative learning model of TPS, learning by using cooperative learning model of NHT gave better mathematics learning achievement than learning by using cooperative learning model of TPS. (2) Students who have high emotional quotient gave better mathematics learning achievement than students who have middle and low emotional quotient, students who have middle emotional quotient gave better mathematics learning achievement than students who have low emotional quotient, (3) On the cooperative learning model of Jigsaw II, students who have high and middle emotional quotient gave better mathematics learning achievement with the students who have low emotional quotient. On the cooperative learning model of NHT, students who have high emotional quotient gave better mathematics learning achievement with the students who have low emotional quotient. On the cooperative learning model of TPS, students who have high, middle and low emotional quotient gave the same mathematics learning achievement. (4) On the high emotional quotient, using cooperative learning model of learning by Jigsaw II, NHT and TPS gave the same mathematics learning achievement. On the middle emotional quotient, using cooperative learning model of learning by Jigsaw II gave better mathematics learning achievement with learning by using cooperative learning model of TPS. On the low emotional quotient, using cooperative learning model of learning by Jigsaw II, NHT and TPS gave the same mathematics learning achievement.Keywords: Cooperative learning model, Jigsaw II, NHT, TPS, mathematics learning achievement, emotional quotient.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE DENGAN PENDEKATAN ILMIAH PADA POKOK BAHASAN LIMIT FUNGSI DITINJAU DARI ADVERSITY QUOTIENT PESERTA DIDIK SMA NEGERI KABUPATEN BANYUMAS TAHUN PELAJARAN 2013/2014 Ariyani, Dian Ratna; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
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Abstract : The purposes of the Â research Â were Â to Â know: Â (1) Â which Â learning Â modelsÂ -think pair share cooperative learning model with scientific approach (TPS SA), think pair share cooperative learning (TPS), and direct learning model (DL)-that will give the best learning mathematics result; Â (2) Â which level of students adversity Â quotient Â (AQ) -quitter, camper, and climber-that will give the best mathematics learning result; (3) which learning models -TPS SA, TPS, and DL- that will give the best learning mathematics result at categories AQ; (4) which level of students AQ -quitter, camper and climber- that will give the best learning mathematics result at categories learning models. The research used a quasi-experimental designed with population was all students of eleventh grade science in Banyumas in the academic year 2013/2014. The technique sampling was stratified cluster random sampling. The instrument used to collect the data was a questionnaire of AQ and math achievement tests. Hypothesis test used two way analysis of variance with unequal cells. Based on the analysis we concluded: (1) TPS SA provided a better learning achievement than only TPS and direct learning, TPS provided a better learning achievement than direct learning; (2) climber students had a better learning achievement than camper and quitter, camper had a better learning achievement than a quitter; (3) for climber students, TPS SA, TPS, andÂ direct learning provided the same good learning performance, for camper students, TPS SA provided a better learning achievement than TPS and direct learning, TPS provided a better learning achievement than direct learning, for quitter students, TPS SA, TPS, andÂ direct learning provided the same good learning performance; (4) in TPS SA, climber students had an academic achievement as good as camper students, climber students had a better learning achievement than quitter students, camper students had a better learning achievement than quitter students, in TPS, climber students had a better learning achievement than quitter and camper, camper students had a better learning achievement than quitter, in direct learning, climber students had a better learning achievement than quitter and camper, camper students had academic achievement as good as quitter.Keywords: CooperativeÂ Learning,Â ScientificÂ Approach,Â ThinkÂ PairÂ ShareÂ with scientific approach, Adversity Quotient (AQ).

PENGEMBANGAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PERMAINAN LETâS BE CREATIVE (LBC) PADA MATERI BANGUN RUANG SISI DATAR KELAS VIII SMP IT NUR HIDAYAH SURAKARTA Lailatul F, Isna Nur; Mardiyana, Mardiyana; Sari S, Dewi Retno
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The aims of this study are: (1) to describe the process of jigsaw model with LBC game in polyhedra (cubes, cuboids, prisms and pyramids) learning materials at VIII grade of high school students. (2) to get the result of jigsaw model with LBC game are valid, practical use in learning, and effectively use in learning. The discussion in this study using a model of the development of four D Thiagarajan (4D) includes; definition phase (define), stage design (design), stage of development (develop), and the deployment phase (disseminate). The results of this developmental study are: (1) a valid model of jigsaw with LBC game which applied in polyhedra (cubes, cuboids, prisms and pyramids) learning materials of VIII grade Junior High School with an average score rate is 3,55 and include in very good criteria. (2) a practical model of jigsaw with LBC game with a practical implementative average score rate (before implementation) is 3,44 and include in very good criteria and the teacher stated that jigsaw model with LBC game can be implemented in the classroom. (3) an effective model of jigsaw with LBC game to be implemented in the classroom. The effectiveness of the model according to the creativity in solving the mathematic problem which treated with jigsaw model with LBC game is better than jigsaw model only, the assessment by the observer when the teaching and learning process using jigsaw model with LBC game is 3,1375 include in good criteria with reliability rate 87,83%. Studentsâ respond toward the model is adequate with total average rate 2,793 and include in adequate category. The teacher also gives positive statements that jigsaw model with LBC game is good, the students being active and LBC game attracts all of the students. According to the discussion result, it can be concluded that jigsaw model with LBC game fulfil the criteria validity, practicality, and effectivity.Keywords: Jigsaw model development with LBC game, creativity.

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
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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

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