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TINGKAT RESPON BERDASARKAN TAKSONOMI SOLO SISWA KELAS VIII YANG MENGALAMI MISKONSEPSI PADA TOPIK FAKTORISASI SUKU ALJABAR DI SMP NEGERI 5 KARANGANYAR PADA TAHUN PELAJARAN 2013/2014 Fauzi Mulyatna; Imam Sujadi; Tri Atmojo Kusmayadi
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The objectives of this research were to identify and to describe about misconceptions, and to find out the levels of response of VIII grade students of SMP N 5 Karanganyar experiencing misconceptions about factorization of the tribe in algebra based on SOLO taxonomy. This research was categorized as a qualitative research using a case study design which was only focused on one selected and comprehended phenomenon deeply, and neglecting other phenomena. This particular phenomenon was the response level based on SOLO taxonomy of VIII grade students of SMP N 5 Karanganyar experiencing misconceptions about factorization of the tribe in algebra. The subject of this research were VIII grade students of SMP N 5 Karanganyar. The criteria to choose the main subject of the research were that the students had learnt a topic about factorization of the tribe in algebra and the main subject were taken based on test results by using CRI technique and the teacher’s recomendation. The data in this research were in the form of the students’ written answer results in finishing the problem solving test. The result of those written answers became the first data analysis of the researcher. Those first data analysis were in the form of description about misconceptions experienced by the subject and the levels of the subject’s response based on SOLO taxonomy in each problem. Those first data analysis were also used as a guide to do interviews. The interviews were both to clarify the subject’s written answers and to strengthen the data finding of the first data analysis. Then the results of the subject’s written answers and the results of the data analysis from the interview were drew conclusions. The triangulation technique was used as the validity of the data in the planning of the learning process by using problem solving test which was later clarified by the interview. The results of this research are follows. 1) The misconceptions experienced by the subject: the misconception in the use of the equal sign symbol (=), the subject were mistaken in interpreting the instruction order from left to right and the equals sign symbol (=) was wrongly interpreted as implication (⇒) to show the name which represented value and calculation with different results; the misconception of the substraction in algebra, it was a procedural misconception in the use of distributive rules by neglecting the minus sign; the misconception of the multiplication in algebra, it was a procedural misconception in the use of distributive rules by doing multiplication only in the first set when working with multiplication formula in algebra. 2) The levels of the subject’s response experiencing misconceptions were on the levels of multi-structural, uni-structural and pre-structural level.Keywords: Misconception, response level, SOLO taxonomy

POLA PIKIR (MINDSET) GURU DALAM MENERAPKAN PENDEKATAN SAINTIFIK PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI GENDER Nunung Juwariah; Tri Atmojo Kusmayadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract: The aims of this research were to describe the mindset of female and male teachers in implementing the scientific approach to the study of mathematics. It was a qualitative research. The subjects were taken by purposive sampling. The subjects of this research were mathmatics teachers of class X SMAN 3 Madiun. The subject of the research as much as 2 teachers consisted of 1 male teacher and 1 female teacher.Data collection techniques in this research were interviews and observation. Techniques to validate the data source triangulation and time triangulation. The data analysis technique used was the concept of Miles and Huberman consisted of data reduction, data display, and conclusion. The research findings are as follows (1) the female teacher do not always apply a scientific approach. During observation process, female teacher used abstract mathematic object. During question activity female teacher had obstacles. To solve this obstacle, female teacher usually persuades students with statements. During experiment activity, female teacher created guidance question. During mobilization activity, female teacher provide questions that provoke and leads to mathematics concepts. During communication activity, female teacher using presentation although it require long time. (2) during observation male teacher used approach from learned students. during question activity, the male teacher of dividing students became some group then provide opportunitie for students to ask on a friend in the group. During mobilization activity, teacher must have perfected mathematical concepts which belongs to the students. During communication activity, male teacher asked the students to present the result of that has accured. Keywords: Mindset, scientific approach, gender.

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
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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.

PROSES BERPIKIR KREATIF SISWA CLIMBER DALAM PEMECAHAN MASALAH MATEMATIKA PADA MATERI PELUANG Indra Kurniawan; Tri Atmojo Kusmayadi; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
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Abstract: This study aimed to describe the process of creative thinking of students in XI grade IPA-2 SMA Negeri 1 Polanharjo that have AQ climber characteristic in the mathematics problem solving in quiet materials based on Wallas steps, they are: preparation, incubation, illumination and verification. The approach t used in this study is qualitative approach. The collecting data in this study used task based on interview method. The process of creative thinking of the climber student in the mathematics problem solving in probability materials, are: (1) in the preparation step, students were enthusiastically when they were given problem solving task. The students explain the case that they knowed and asked in complete and correct with some way, that were: (a) writing the steps and changing into examples, (b) just writing the steps, (c) just changing the case that known in examples; (2) in the incubation step, when the students are understanding probability of event, they: (a)are practising that probability, (b) focus to understand on the problem, (c) less focus to understand on the problem. Then students get an idea by making a complete diagram then multiply the possibilities of occuring on the first and second taking; (3) in the illumination step, student counts probability values are based on complete diagram to sum possibillity of the relevant probability. Students get the new way, that: (a) are the uncomplete diagram and probability formulas, (b) the uncomplete diagram, (c) probability formulas. Students explain the origin of the new way found. Students finish the problem with the new way; (4) in the verification step, students retest all the cases having done befound and corrected the obtained probability values using the old and new way, both of them get the same and correct result.Keywords: creative thinking, problem solving, and climber.

EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, SNOW BALLING, DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI GAYA BELAJAR SISWA SMP SWASTA DI KABUPATEN PONOROGO TAHUN PELAJARAN 2014/2015 Ahmad Husni Mubarok; Tri Atmojo Kusmayadi; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 4, No 4 (2016): Pembelajaran Matematika
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Abstract: The purpose of this research was to investigate the impact of the learning model toward student’s mathematics achievement seen from student’s learning style. The learning models compared were Discovery Learning, Snow Balling and Problem Based Learning using scientific approach (DL-S, SB-S, and PBL-S). This research was the quasi experimental with factorial design 3x3. The populations of this research was students at eight grade of private Junior High school in Ponorogo in the academic year of 2014/2015. The size of the sample was 336 students, consisted of 115 students in the first experimental group, 107 students in second experimental group and 114 students in third experimental group. The instruments consisted of learning achievement test and questionnaire of learning style. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. The results of the research were. (1) Learning achievement using DL-S learning model is better than that of SB-S, learning achievement using DL-S learning model is better than that of PBL-S, SB-S and PBL-S learning model have the same achievement. (2) Visual students have better mathematics achievement than auditory and kinesthetic students, auditory and kinesthetic students have the same achievement (3) In visual, auditory, and kinesthetics students, DL-S have better achievement than SB-S and PBL-S, SB-S and PBL-S have the same achievement. (4) In DL-S, SB-S, and PBLS, visual and auditory students have better achievement than kinesthetics students, auditory and kinesthetics students have the same achievement.Keywords: scientific approach, DL-S, SB-S, PBL-S learning, learning style, learning achievement

STUDI IMPLEMENTASI PENDIDIKAN KARAKTER PADA PEMBELAJARAN MATEMATIKA PADA KELAS CERDAS ISTIMEWA BAKAT ISTIMEWA (CIBI) SMP NEGERI 2 SURAKARTA Munawaroh Munawaroh; Tri Atmojo Kusmayadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: The objective of research was to describe the implementation of character education to mathematics learning, the constraints the teacher faced and the solution the teachers took to the constraints with the implementation of character education in mathematics learning in the gifted and talented class of SMP Negeri 2 Surakarta. This study was a descriptive qualitative research; the subject of researcher was one mathematics teacher and six students in the grade VII gifted and talented class. Techniques of validating data used were researcher persistence and time triangulation. Techniques of analyzing data used were (1) data reduction, (2) data display, and (3) conclusion drawing and verification. The results of research are as follows. 1) The process of character education implementation to learning was below. (a) The development of logical, critical, creative and innovative thinking character was conducted by means of assignment, directing the students to the correct answer and to make decision with debriefing. (b) The development of hard work character was conducted by means of group assignment. (c) The development of curiosity character was conducted by providing the example of material existing in real life. (d) The development of independency character was conducted by assigning the material reading to be discussed in the next meeting. (e) The development of self-confidence character was conducted by means of facilitating the students writing the result on the blackboard. 2) The constraints the teacher faced and the solutions the teacher took were as follows. (a) In the implementation of logical, critical, creative and innovative thinking character, the students monopolized actively the debriefing process so that the teacher should limit and provide other students the opportunity of asking question. (b) In the implementation of hard work character, not all students in the classroom had equal hard work ethos. The solutions taken were to play motivation video and to convince them about the ability they had, to display the students’ work, and to reward the students with the best performance. (c) In the implementation of curiosity character, the students who did not want to think too hard responded poorly to the stimulus given. In this case, the teacher could give reward in the form of mark (grade). (d) In the implementation of self-confidence character, the students with less self-confidence would select the easy assignment in presenting the group assignment, and they explained in very soft voice. The solutions taken were to give more mark to the students explaining group assignment, and to direct the students in the presentation. For teacher independency character, the teacher did not face a significant constraint.Keywords: Implementation, Character Education, Gifted and Talented Class.

PENGEMBANGAN BUKU ELEKTRONIK TRIGONOMETRI DENGAN MENGINTEGRASIKAN PENALARAN MATEMATIS, TEKNOLOGI, SEJARAH, DAN APLIKASI TRIGONOMETRI Ika Wulandari; Mardiyana Mardiyana; Tri Atmojo Kusmayadi
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract: This research aimed (1) to formulate the need of trigonometric book content, (2) to develop prototype into trigonometric electronic book, and (3) to find out the result of evaluation on the feasibility of electronic book developed for teachers’ candidates, teachers, and trigonometric instructors. A research and development method was used to provide a trigonometric electronic book. This method encompassed the following stages: (1) exploring: analyzing library study and case study, (2) developing: designing the product until it became a trigonometric electronic book, and (3) evaluating: studying the feasibility of trigonometric electronic book. The results were reveals as follows: 1) The identification of trigonometric content should pay attention to: (a) geometric reasoning and understanding such as: symbol, distance, pythagorean theorem, circle, triangle, angle, and pi concept, (b) function reasoning and understanding such as: representation (numeric, chart, symbolic/algebraic, verbal), and representation interrelationship, (c) trigonometric function reasoning and understanding such as: definitions of function based on unit circle, based on right triangle side ratio, multiple representation and property in trigonometric main function, (d) history and the chronology of trigonometric function inception, and (e) the application of trigonometric function in real world. 2) The development of prototype into trigonometric electronic book was conducted with the following procedures: (a) design analysis based on the identification of book content need, (b) the development of book content, (c) the alignment of illustration, chart, table, game, video and layout, (d) designing the application (.exe), electronic book pdf and html, 3) Expert judgment: material expert rated 4.07 (Good), media expert rated 4.03 (Good). The result of evaluation showed that: (a) in Trial I, the product users’ candidates rated 4.95 (Very Good) for material aspect and 4.8 (Very Good) for media aspect, (b) in Trial II, the product users’ candidates rated 4.79 (Very good) for material aspect, and 4.61 (Very Good) for media aspect. Considering the result of feasibility test of materials and media expert, trials I and II for feasibility test of users’ candidates, this trigonometric electronic book was feasible to be used as the handout for the students as teachers’ candidates, teachers, and trigonometric instructors.Keywords: trigonometric electronic book, mathematic reasoning, technology, history, and trigonometric application.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION, THINK-PAIR-SHARE, DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI EKSPONEN DAN LOGARITMA DITINJAU DARI KREATIVITAS SISWA KELAS X SMA NEGERI KABUPATEN PACITAN Suprapto Suprapto; Tri Atmojo Kusmayadi; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
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Abstract: The aim of this research was to know the influence of teaching and learning models with the scientific approach toward the students’ achievement in learning mathematics considered from the creativity of the students. Teaching and learning models to be compared were GI, TPS, and PBL. This research was chategorized as a quasi experimental research. The population was all students of grade X MIA public SMAs in Pacitan regency in the year 2014/2015. The sampling technique used was stratified cluster random sampling. The method of data collection were documentation, questionaire, and test. Hypothesis testing was performed using two-way analysis of variance with unequal cells. The conclusions of this research were as follows. 1. The students’ achievement in mathematics given GI-S model was better than those who were given TPS-S model, while the students’ achievement given GI-S was the same as those who were given PBL-S model, and the students’ achievement given TPS-S model was the same as those who were given PBL-S model; 2. The mathematics achievement of the students who had high level creativity was the same as those who had medium level creativity, while those who had high level creativity was better than those who had low level creativity, and the students with medium level gave the same achievement as those with low level creativity; 3. In high level creativity, the students’ achievement in learning mathematics using GI-S model was the same as those using TPS-S and PBL-S models. In medium level creativity, the students using GI-S model gave the same achievement as those using TPS-S and PBL-S models, but the students’ achievement using PBL-S model was better than using TPS-S model. In low level creativity, the students who learned mathematics using GI-S model gave the same achievement as those who used TPS-S and PBL-S models, and the students’ achievement using TPS-S model was the same as those using PBL-S model; 4. In learning mathematics using GI-S model, the students with high, medium, and low level creativity gave the same achivement. In using TPS-S model, the students with high, medium, and low level creativity gave the same achievement. In using PBL-S, the students with high level creativity had the same achievement as those who had medium and low level creativity, but the students with medium level creativity gave better achievement than those who had low level creativity.Keywords: Group Investigation (GI), Think Pair Share (TPS), Problem Based Learning (PBL), Scientific approach, Creativity

EKSPERIMENTASI MODEL PEMBELAJARAN THINK TALK WRITE DAN NUMBERED HEAD TOGETHER DENGAN PENDEKATAN SAINTIFIK DISERTAI STRATEGI PETA KONSEP PADA MATERI BILANGAN DITINJAU DARI GAYA BERPIKIR SISWA KELAS VII SMPN Se-KOTA METRO LAMPUNG TAHUN PELAJARAN 2014/2015 Nur Syarifah Fitriani; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract: This research aimed to know: (1) which one of the learning models with scientific approach gave a better achievement between TTW-Concept Mapping, NHT- Concept Mapping, or classical, (2) which one of the students with thinking style had a better achievement between students with concrete sequential, abstract sequential, concrete random, or abstract random, (3) at each of learning models with scientific approach, which one of the students with thinking style had a better achievement between students with sequential concrete, sequential abstract, concrete random, or abstract random, (4) at each thinking style, which one of learning models with scientific approach gave a better achievement between TTW-Concept Mapping, NHT- Concept Mapping, or classical. Population of the research was the seventh class students of Junior High School at Metro city on academic year 2014/2015. Instrument used to gather data were mathematics achievement test and thinking style questionnaire. Data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) TTW-CM gave better achievement than NHT-CM, NHT-CM gave better achievement than classical, 2) Students with concrete sequential had better achievement than students with abstract sequential, concrete random, and abstract random, students with abstract sequential gave the same achievement with concrete random, and abstract random, student with concrete random gave the same achievement with abstract random, 3) In each learning models, student with concrete sequential had better achievement than students with abstract sequential, concrete random, and abstract random. Students with abstract sequential had better achievement than students with concrete random, and abstract random, the student with concrete random gave the same achievement with abstract random, 4) In each of thinking style, students who was subject to TTW-CM models gave better achievement than NHT-CM, NHT-CM gave better achievement than classical.Keywords: Think Talk Write, Numbered Head Together, Thinking Style, Achievement.

ANALISIS PROSES PEMBELAJARAN MATEMATIKA PADA ANAK BERKEBUTUHAN KHUSUS (ABK) SLOW LEARNERS DI KELAS INKLUSI (Penelitian Dilakukan di SD Al Firdaus Surakarta) Fida Rahmantika Hadi; Tri Atmojo Kusmayadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
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Abstract: This research aims to find out: (1) the mathematics learning process in inclusive class includes readiness of teacher before learning process, implementation and evaluation and follow up; (2) the inhibiting factors encountered of slow learners child during mathematics learning process in inclusive class and the solution to them. It was a qualitative research. The subjects were taken by purposive sampling.The subjects of this research were mathematics teacherand special assistant teacher.Data collection techniques in this research were interviews and observation. Techniques to validate that the data triangulation time. The data analysis technique used was consisted of data reduction, data display, and conclusion. The results of this study were: (1) preparation of Lesson Plan has done after one basic competence finished and any Lesson Plan modified for slow learners child. Before learning proses began, specific media teachers has been prepared for slow learners child. In evaluation and follow-up stage, teachers planned follow-up activities in remedial learning, enrichment programs, counseling services for reguler students or special needs children with the help of a special assistant teacher. (2) Factors or the difficulties which have been slow learners child was difficult about mathematics concepts, beside of that also may lost interest in the task and refused to resume the task when they was bored. The teacher resolve problems by providing mathematical concepts step by step and intens, provide additional learning time, provide motivation and provide reward.Keywords: mathematics learning process, slow learners child, inclusive

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