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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER DAN THINK PAIR SHARE DENGAN QUANTUM LEARNING DITINJAU DARI KECERDASAN MATEMATIS LOGIS SISWA SMP SE-KABUPATEN MAGELANG TAHUN PELAJARAN 2014/2015 Tanti Listiani; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The purpose of this study was to determine the effect of learning models on learning achievement viewed from the logical mathematical intelligence of the students. The learning models compared were the cooperative learning model of the Numbered Heads Together (NHT) type modified with Quantum Learning and scientific approach, Think Pair Share (TPS) type with Quantum Learning and scientific approach, and classical model with scientific approach. The type of this study was a quasi-experimental research with a 3×3 factorial design. The population was all of students on grade VIII of Junior High Schools in Magelang Regency in academic year 2014/2015. The data was analyzed by using two way analysis of variance with unbalanced cells. Based on the hypothesis, the results of the study could be summarized as follows. (1) NHT-Quantum Learning gave better achievement than TPS-Quantum Learning and classical model, TPS-Quantum Learning had same achievement as classical model. (2) Students with high logical mathematical intelligence gave better achievement than middle and low logical mathematical intelligence, students who had middle logical mathematical intelligence gave better achievement than those who had low logical mathematical intelligence. (3) In each category of the logical mathematical intelligence, NHT-Quantum Learning gave better achievement than TPS-Quantum Learning and classical model, TPS-Quantum Learning had same achievement as classical model. (4) In each of the learning models, the students who had high logical mathematical intelligence got better achievement than middle and low logical mathematical intelligence, the students who had middle logical mathematical intelligence got better achievement than those who had low logical mathematical intelligence.Keywords: Numbered Heads Together, Think Pair Share, Classical, Quantum Learning, Logical Mathematical Intelligence.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN GROUP INVESTIGATION (GI) PADA MATERI SEGITIGA DAN SEGIEMPAT DITINJAU DARI ADVERSITY QUOTIENT (AQ) SMP NEGERI SE-KABUPATEN TULANG BAWANG BARAT Irma Ayuwanti; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
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Abstract: The objectives of the research were to find out: (1) which one providing better mathematics learning achievement, NHT, GI or direct learning model, (2) which one having better mathematics learning achievement, students with climbers, campers or quitters AQ, (3) in each learning models (NHT, GI and direct) which one providing better mathematics learning achievement, climbers, campers or quitters AQ, (4) in each student AQ (climbers, campers, and quitters) which one providing better mathematics learning achievement, NHT, GI or direct learning model.This study was a quasi-experimental research. The research design used was a 3x3 factorial design. The population of research was all VII graders of Junior High Schools throughout West Tulang Bawang Regency in the school year of 2014/2015. Meanwhile the sample was taken using stratified cluster random sampling. The sample consisted of 281 students: 93 students for experiment I class, 93 for experiment II class and 95 for control class. The instruments used to collect the data were learning AQ questionnaire and mathematics learning achievement test. From the result of research, it could be concluded as follows: (1) NHT learning model provided mathematics learning achievement better than GI learning model and direct learning model, GI learning model provided mathematics learning achievement better than direct learning model. (2) The learning achievement of the students with climbers AQ was better than that of those with campers and quitters AQ, and the learning achievement of the students with campers AQ was better than that of those with quitters AQ. (3) In NHT learning model, students with climbers and campers AQ had the same achievement, students with climbers and campers AQ had better achievement than students with quitters AQ; qqqin GI learning model, students with climbers and campers AQ had the same achievement, students with climbers AQ categories had better achievement than students with quitters AQ, students with campers and quitters AQ had the same achievement; in direct learning model, students with climbers, campers and quitters AQ had the same achievement. (4) In climbers AQ, NHT learning modelqqq gave the same achievement as GI learning model, NHT learning model gave better achievement than in direct learning model, GI learning model gave the same achievement as direct learning model; in campers AQ, NHT learning model gave the same achievement as GI learning model, NHT learning model gave better achievement than in direct learning model, GI learning model gave the same achievement as direct learning model; in quitters AQ, NHT, GI and direct learning model gave the same achievement. Keywords: NHT, GI, Direct Learning, and Adversity Quotient (AQ).

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TEAMS GAMES TOURNAMENT, NUMBERED HEAD TOGETHER DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI DAN FAKTORISASI BENTUK ALJABAR DITINJAU DARI AKTIVITAS BELAJAR SISWA Asip Cakra Buana; Tri Atmojo Kusmayadi; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
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Abstract: The aim of this research is to determine the influence of learning models using scientific approach with the students achievement viewed from the student activities. The learning models compared are TGT, NHT, and PBL. This research is a quasi experimental research. The population is all students of eight grade of state Junior High School in Bojonegoro Regency in the academic year of 2014/2015. The samples are 300 students. The methods of data collection are documentation, questionaire, and test. The technique of data analysis used is two ways analysis of variance with unbalanced cells. Based on the result of data analysis, it can be concluded that : (1) The students’ learning achievement by using cooperative learning model TGT, NHT, and PBL with the scientific approach had the same learning achievement. (2) The students’ learning achievement of students with high learning activity had better learning achievement than students with medium and low learning activity, while students with medium and low learning activity had the same result. (3) For category high, medium, and low learning activities, the learning achievement of students who were given by cooperative learning model TGT, NHT, and PBL with scientific approach had the same result. (4.a) For category cooperative learning model TGT and PBL with scientific approach, the students’ learning achievement with high, medium and low learning activities had the same learning achievement. (4.b) For category cooperative learning model NHT with scientific approach the students’ learning achievement with high learning activity had better learning achievement than medium and low learning activities. For students having medium and low learning activities had the same learning achievement.Keywords: Team Games Tournament (TGT), Numbered Head Together (NHT), Problem Based Learning (PBL), Learning Activity.

EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DAN MODEL GROUP INVESTIGATION (GI) DALAM PEMBELAJARAN MATEMATIKA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SIKAP PERCAYA DIRI SISWA KELAS VIII SMP SE-KABUPATEN MADIUN TAHUN PELAJARAN 2013/2014 Ubayu Wahyuning Awi Gangga; Tri Atmojo Kusmayadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
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Abstract: This research was arranged to determine: (1) which one gave better achievement between PBL, GI or direct learning; (2) which one have better achievement between high, medium or low self confidence students; (3) for each self confidence categories, which one gave better achievement between PBL, GI or direct learning; (4) for each learning model, which one have better achievement between high, medium or low self confidence students. The type of the research was a quasi-experimental research. The population was the students of junior high school in Madiun regency on academic year 2013/2014. The size of the sample was 235 students consisted of 77 students in the first experimental group, 79 students in the second experimental group and 79 students in the control group. The instruments used were documentation, questionnaire, and mathematics achievement test. The data was analyzed using unbalanced two way analysis of variance. The conclusions of the research were as follows. (1) The model of GI learning gave better achievement in studying mathematics than PBL and direct learning, PBL gave better achievement in studying mathematics than direct learning; (2) The students who have high self confidence have a better achievement than the students who have medium and low self confidence, but the students who have medium self confidence have the same achievement as the students who have low self confidence; (3) On the students with high self confidence, the PBL and GI gave the same achievement, but PBL and GI gave better achievement than direct learning, while on the students with medium and low self confidence, the PBL, GI and direct learning gave the same achievement; (4) On the PBL, high self confidence students have better achievement than low self confidence students, but have the same achievement as medium self confidence students, and medium self confidence students have the same achievement as low self confidence students. While on GI and direct learning, the three categories of self confidence students have the same achievement.Keywords: Problem Based Learning (PBL), Group Investigation (GI), Direct Learning, Self Confidence.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) BERBANTUAN SOFTWARE CABRI 3D DITINJAU DARI GAYA BELAJAR SISWA Fredi Ganda Putra; Tri Atmojo Kusmayadi; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
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Abstract: The objective of this research was to investigate the effect of the learning models on learning achievement viewed from the learning style of the students. The learning models compared were the cooperative learning model of the TGT type by using Cabri 3D, the cooperative learning model of the TGT type, and the direct learning model. The type of the research was a quasi-experimental research. Its population was all of the students in grade VIII of State Junior Secondary Schools of Metro City in academic year 2013/2014. The size of the sample was 278 students consisted of 90 in experimental class 1, 95 in experimental class 2, and 93 in control class. The instruments used were mathematics achievement test on the learning material of polyhedron and questionnaire of learning style. The data was analyzed by using two way analysis of variance with unbalanced cells. The conclusions of the research were as follows. (1) The cooperative learning model of the TGT type by using Cabri 3D resulted in a better learning achievement than the cooperative learning model of the TGT type and the direct learning model, the cooperative learning model of the TGT type resulted in a better learning achievement than the direct learning model. (2) The students with the visual learning style had the same learning achievement as those with the kinesthetic learning style, and both of the group had a better learning achievement than those with the auditory learning style. (3) In each category of the learning style, the cooperative learning model of the TGT type by using Cabri 3D resulted in a better learning achievement than the cooperative learning model of the TGT type and the direct learning model, the cooperative learning model of the TGT type resulted in a better learning achievement than the direct learning model. (4) In each of the learning models, the students with the visual learning style had the same learning achievement as those with the kinesthetic learning style, and both of the group had a better learning achievement than those with the auditory learning style.Keywords: TGT , Cabri 3D, Learning Style.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) BERBANTU MEDIA AUDIO-VISUAL DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI SEGIEMPAT Setiawan Wicaksono; Tri Atmojo Kusmayadi; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
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Abstract. The objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the mathematical communication of the students. The learning models compared were the cooperative learning model of the TGT type with audio-visual media, the cooperative learning model of the TGT type, and the direct learning model. This research was the quasi experimental. Its population was all of the students in Grade VII of State Junior Secondary Schools of Pati regency in Academic Year 2013/2014. The taken samples used technique stratified cluster random samples consisted of 283 students, consisted 3 class, namely 97 students in Experimental Class I, 94 students in Experimental Class II, and 92 students in Control Class. The instruments to gather the data were test of achievement in Mathematics on the learning material of Quadrangle, and test of mathematical communication. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalanced cells. The results of the research were as follows: 1) The TGT type with audio-visual media results in a better learning achievement than the TGT type and the direct learning model, and the TGT provided a better learning achievement of direct learning model, 2) The students with the high mathematical communication was a better learning achievement than those with the moderate and low mathematical communication, while the students with moderate mathematical communication was the same learning achievement as those with the low mathematical communication, 3) a) In the students with the high mathematical communication, the TGT type with audio-visual media results in the same learning achievement as the cooperative learning model of the TGT type, the TGT type with audio-visual media or the TGT type results in a better learning achievement than the direct learning model, 3) b) the category of moderate and low mathematical communication, the TGT type with audio-visual media provided equal learning performance both with models the TGT type and direct learning model, 4) a) In the TGT type with audio-visual media, students who was a high mathematical communication was the same learning achievement as those with the moderate mathematical communication, the students with the moderate mathematical communication was the same learning achievement as those with the low mathematical communication, and students who with the high mathematical communication was a better learning achievement than those with the low mathematical communication, 4) b) In the TGT type, students with the high mathematical communication was a better learning achievement than those with the moderate or low mathematical communication, and students with the moderate mathematical communication was the same learning achievement as those with the low mathematical communication, 4) c) In the direct learning model, students with the high mathematical communication was the same learning achievement as those with the moderate or low mathematical communication.Keywords: TGT, audio-visual media, and mathematical communication

ANALISIS PROSES SCAFFOLDING PADA PEMBELAJARAN MATEMATIKA DI KELAS VIII SMP NEGERI 4 KARANGANYAR Wahyu Nofiansyah; Imam Sujadi; Tri Atmojo Kusmayadi
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract: This research was aimed to describe scaffolding process in mathematics learning in the learning material of straight line equation at grade VIII Junior High School Number 4 in Karanganyar Regency in the Academic Year of 2013/2014 for conceptual and procedural knowledge. This research was a descriptive qualitative research. The main subject of this research was a mathematics teacher grade VIII Junior High School Number 4 in Karanganyar Regency. Meanwhile, the minor subject in this research was students getting scaffolding from teachers in the learning process. The selection of research subject was by purpossive sampling technique. In this research, researcher used passive participation observation and not structured interview recorded by using handycam. In this research, the data validity technique was triangulation technique. The result of research showed as follows. 1) The scaffolding process of learning activities in the learning material of straight line equation for conceptual knowledge given by teacher was to keep students on task, and provide clear direction and reduce students confusion. It was scaffolding process given often by teachers. While the scaffolding process given occasionally by teachers was presenting the conducting questions, clarifies expectations and incorporates assessment, and presented the information clearly. 2) The scaffolding process of learning activities in the learning material of straight line equation for procedural knowledge given by teachers was to present the information clearly and present the conducting questions. It was scaffolding process given often by teachers. While the scaffolding process given occasionally by teachers was directed students against reference, keeps students on task, involved student’s participation, provides clear direction and reduces students’ confusion, and clarifies expectations and incorporates assessment.Keywords: scaffolding, conceptual knowledge, procedural knowledge

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE DENGAN EVERYONE IS A TEACHER HERE DAN THINK PAIR SHARE PADA MATERI KPK DAN FPB DITINJAU DARI MOTIVASI BELAJAR SISWA Nur Anida Laila; Tri Atmojo Kusmayadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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Abstract: The aims of this research were to determine: (1) which had better learning achievement among students taught by using learning model Think Pair Share with Everyone is a Teacher Here (TPS with ETH), Think Pair Share (TPS), or direct instruction, (2) which had better learning achievement, students with motivation level of high, medium, or low (3) at each of the learning model, which had better learning achievement, students with motivation level of high, medium, or low, (4) at each of the motivation level, which had better learning achievement among students who taught by using learning model TPS with ETH with TPS, or direct intruction. Based on the test hypothesis, it could be concluded as follows. (1) Cooperative learning model TPS with ETH produces learning achievement better than the model of TPS and direct learning. TPS learning produces better achievement than direct learning models. (2) The mathematics learning achievement of students with high motivation is better than those with moderate and low motivation. The mathematics learning achievement of students with moderate motivation is better than those with low motivation. (3) At the TPS with ETH learning and direct instruction, the mathematics learning achievement of students with high motivation is as same as those with moderate motivation. Similarly, mathematics learning achievement of students with moderate motivation is as same as those with low motivation. While in the case of the TPS learning, the learning achievement of students with high motivation is as same as those with moderate motivation. Similarly, the mathematics achievement of students with the moderate motivation is the same as students with low motivation. However, the mathematics achievement of students with high motivation is better than thoese with low motivation. (4) For students with high and moderate motivation, the learning achievement of students taught with TPS learning with ETH is the same as those with those taught with merely TPS and direct learning. In the other hand TPS with ETH gives good impsct to the learning achievement than direct learning. On the case of student’s low motivation TPS with ETH shows that the use two of the method gives good impact in the same with the student treated with TPS or direct learning.Keywords: TPS with ETH, TPS, direct learning, and Student’s Learning Motivation

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN TEAMS GAMES TOURNAMENT (TGT) PADA MATERI KUBUS DAN BALOK DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIKA PESERTA DIDIK SMP NEGERI KELAS VIII SE-KOTA METRO Ummi Rosyidah; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
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Abstract: The objectives of the research were to find out: (1) which one providing better mathematics learning achievement the cooperative learning model of the jigsaw type, TGT or direct learning model, (2) in the student mathematical reasoning abilities, which one having better mathematics learning achievement, the students with the high, moderate or low mathematical reasoning abilities, (3) in each learning models (jigsaw, TGT or direct learning model) which one providing better mathematics learning achievement, the students with the high, moderate or low mathematical reasoning abilities, (4) in each student mathematical reasoning abilities (high, moderate, or low) which one providing better mathematics learning achievement, the cooperative learning model of the jigsaw type, TGT, and the direct learning model. This research used the quasi experimental research. Its population was all of the students in Grade VIII of State Junior Secondary Schools in Metro City. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 243 students. The instruments to collect the data were test of Mathematics learning achievement and test of achievement in mathematical reasoning abilities. Technique of analyzing data that used was unbalanced two way analysis of variance. The results of the research were as follows. 1) The cooperative learning model of the jigsaw type results better Mathematics learning achievement than the cooperative learning model of the TGT type and the direct learning model, the cooperative learning model of the TGT type results better learning achievement in Mathematics than the direct learning model. 2) The students with the high mathematical reasoning abilities have better learning achievement in Mathematics than those with the moderate mathematical reasoning abilities and those with the low mathematical reasoning abilities, the students with the moderate mathematical reasoning abilities have better learning achievement in Mathematics than those with the low mathematical reasoning abilities. 3) In the cooperative learning model of the jigsaw type and TGT, the students with the high mathematical reasoning abilities have same achievement in Mathematics as those with the moderate mathematical reasoning abilities and those with the low mathematical reasoning abilities. In the direct learning model, the students with the high mathematical reasoning abilities have better learning achievement in Mathematics than those with the low mathematical reasoning abilities. 4) In each of the mathematical reasoning abilities of students which are high and moderate, the cooperative learning model of the jigsaw type results same learning achievement in Mathematics as the cooperative learning model of the TGT type and the direct learning model. In addition, in the low mathematical reasoning abilities, the cooperative learning model of the jigsaw type results better learning achievement in Mathematics than the direct learning model.Keywords: Jigsaw, TGT, Direct Learning, and Mathematical Reasoning Abilities

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN MAJEMUK SISWA SMP NEGERI KELAS VIII SEKOTA MADIUN Lingga Nico Pradana; Tri Atmojo Kusmayadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models viewed from the student multiply intellegence. The learning models compared were NHT-CTL, NHT and direct instruction. This research was a quasi experimental with the factorial design of 3x4. The population of this research was all students class VIII in SMP Negeri at Madiun City. The sampling technique using a stratified cluster random sampling. Samples in this research were 266 students with 91 students as experimental class I, 88 students as experimental class II and 87 students as control class. Data collection methods used documentation, tests and questionnaires method. Hypothesis testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypothesis testing were concluded that: (1) NHT-CTL learning model gave better achievement than NHT learning model and direct instruction, while NHT learning model and direct instruction gave the same achievement, (2) students with type linguistic, logical-mathematical, interpersonal, and spatial had the same achievement, (3) on each type of multiple intelligences, NHT-CTL learning model gave better achievement than NHT learning model and direct instruction, while NHT learning model and direct instruction gave the same achievement, (4) on each models of learning, learning achievement of students with linguistic, logical-mathematical, interpersonal, and spatial had the same achievement.Keywords: cooperative learning NHT, CTL approaches, multiple intelligences, learning achievement

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