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EKSPERIMENTASI MODEL PEMBELAJARAN TEAMS ASSITED INDIVIDUALIZATION (TAI) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN KONTEKSTUAL PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL DITINJAUDARI KREATIVITAS BELAJAR SISWA Kurnia Awalia; Budiyono Budiyono; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 4, No 4 (2016): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from students learning creativity. The learning models compared were TAI with contextual approach, NHT with contextual approach, and direct instruction with contextual approach. The type of the research was a quasi-experimental research. The populations were all students of Junior High School in Gemolong subdistrict. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 1 Gemolong, SMPN 2 Gemolong, and SMP Muh 9 Gemolong. The instruments used were mathematics achievement tests and creativity questionnaire. The data was analyzed using unbalanced two-ways anova. The conclusions were as follows. (1) TAI with contextual approach gives better mathematics achievement than NHT with contextual approach, TAI with contextual approach gives better mathematics achievement than direct instruction with contextual approach, NHT and direct instruction with contextual approach have the same mathematics achievement. (2) For students with high and medium learning creativity have the same mathematics achievement. Mathematics achievement of students who have high and medium learning creativity was better than students who have low learning creativity. (3) For students who have high learning creativity, all learning models gives the same mathematics achievement. (4) For students who have medium learning creativity, all learning models gives the same mathematics achievement. (5) For students who have low learning creativity, TAI and NHT with contextual approach gives the same mathematics achievement. NHT and direct instruction with contextual approach gives the same mathematics achievement. TAI with contextual approach gives better mathematics achievement than direct instruction with contextual approach.Keywords: TAI, NHT, contextual approach, learning achievement, learning creativity.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN ASSESSMENT FOR LEARNING (AfL) TERHADAP PRESTASI BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI SEGIEMPAT DITINJAU DARI GAYA KOGNITIF SISWA Habibi Ratu Perwira Negara; Budiyono Budiyono; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
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Abstract: This research aim to find out the effect of the learning models on achievement and mathematics communication ability viewed from cognitive style. The learning models compared were the cooperative learning of TPS type with AfL, cooperative learning of TPS type, and the direct learning mode. The research was quasi experimental. The population was all students of grade VII State Junior High School in Surakarta City. Sampling was done by stratified cluster random sampling technique. The hypothesis test used unbalanced two ways multivariat analysis of variance. The results of the research were as follows. (1) The cooperative learning model of TPS type with AfL gives better achievement and mathematics communication ability than the cooperative learning model of TPS type and the direct learning model, and the cooperative learning model of TPS type gives better achievement and mathematics communication ability than the direct learning model. (2) Students with the FI cognitive style had better achievement than students with the FD cognitive style, while students with the FI cognitive style had the same mathematics communication ability as students with the FD cognitive style. (3) On FD cognitive style and FI cognitive style, the cooperative learning model of TPS type with AfL gives a better achievement than the cooperative learning model of TPS type and the direct learning model, and the cooperative learning model of TPS type gives a better achievement than the direct learning model. On FD cognitive style, the cooperative learning model of TPS type with AfL, the cooperative learning model of TPS type, and the direct learning model gives the same mathematics communication ability. On FI cognitive style, the cooperative learning model of TPS type with AfL gives the same mathematics communication ability as the cooperative learning model of TPS type, and the cooperative learning model of TPS type with AfL and the cooperative learning model of TPS type gives a better mathematics communication ability than the direct learning model. (4) On the cooperative learning model of TPS type with AfL, the cooperative learning model of TPS type and the direct learning model, students with the FI cognitive style had better achievement than students with the FD cognitive style. On the cooperative learning model of TPS type with AfL, the cooperative learning model of TPS type and the direct learning model, students with the FI cognitive style and FD cognitive style had the same mathematics communication ability.Keywords: TPS, AfL, cognitive style, mathematics achievement, mathematics communication ability.

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 Triana Harmini; Imam Sujadi; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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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; (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 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 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 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). Keywords: TAI, GI, Direct Instruction, learning styles, and learning achievement

STRATEGI GURU DALAM MEMBELAJARKAN MATEMATIKA PADA MATERI LINGKARAN KEPADA ANAK TUNAGRAHITA (Studi Kasus pada Siswa Kelas VIII SLB Muhammadiyah Cepu) Anita Dewi Utami; Imam Sujadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
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Abstract: The aim of this study was to describe teacher’s strategy in teaching mathematics on the topic of circle to intellectual disability students in SLB Muhammadiyah Cepu. The subject of this study was classroom mathematics teacher and all students of eighth grade of SLB Muhammadiyah Cepu. The data of this study was teacher’s strategy in teaching mathematics on the topic of circle taken from the result of recording transcription of teaching and learning process through two observations. The data validity technique used in this study was member check, a process of data checking taken by the researcher from the subject of the study to examine the possibilities of different assumptions. The result reveal that in opening activity (pre-activity) and closing activity (post-activity), teacher implemented movement and rhythm strategy by asking the students to sing circle song. While in the main activity, teacher’s strategy in teaching mathematics on the topic of circle was dealing with conceptual knowledge by implementing Bruner’s learning theory at enactive stage, it is by introducing the concept of the form of circle with some learning media to students. Then, the teacher’s strategy in teaching mathematics on the topic of circle which deals with procedural knowledge was by implementating guided discovery model, it is by guiding the students to do activity to count the circle’s circumference by using thread. But, because of the limitation of the mentally handicapped students’ intellectuality, the guided discovery model which was implemented by the teacher was firstly by giving some examples to the students, then asking the students to practice to find the circle’s circumference from the length of the thread by the students themselves.Keywords: teacher’s strategy, conceptual knowledge, procedural knowledge, mathematics teaching learning, student with intellectual disability.

PENGEMBANGAN MEDIA PEMBELAJARAN MATEMATIKA BERBANTUAN KOMPUTER DENGAN LECTORA AUTHORING TOOLS PADA MATERI BANGUN RUANG SISI DATAR KELAS VIII SMP/MTS Kintoko Kintoko; Imam Sujadi; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: This research is aimed to: 1) describe the Lectora Authoring Tools (LAT)-based learning media application product design for computer-based Mathematics learning with the topic on geometry; 2) find out which media helped for better learning achievements: a Lectora Authoring Tools (LAT)-based learning or without employing any media.This research is a Research and Development model (R & D). The development was done by referring to the 4-D model found by Thiagarajan which were then modified into 3-D consisting of ‘defining’, ‘designing’, and ‘developing’. The product evaluation was done by the learning material expert covering the following aspects, namely the learning material completeness, learning material quality, linguistic quality, and visual quality, then, the learning media expert evaluated the following aspects, namely the readability, the image quality, the compatibility, the audio quality, the layout, and the animation. There were four teachers and four peers evaluated the content and display aspects. The subjects of the tryout were Grade VIII students in SMP PGRI Kasihan Bantul: 15 students for the limited tryout and 30 others for the field tryout. The data were collected through questionnaires, observation sheets, and learning achievement tests The equilibrium test was conducted using t-test, with α = 0.05, thereby it could be concluded that the experimental and control groups were in equilibrium. The prerequisite test included normality one using Liliefors test and homogeneity test using Bartlett method. With α = 0.05, it could be concluded that the sample derived from the homogeneous and normally distributed population..The research findings show that: 1) the media produced were in the form of Compact Disk (CD) as well as the Exe extension media which can be run in all computer operating system. This media was developed by employing Thiagarajan’s development model which consisted of ‘defining’, ‘designing’, and ‘developing’, whereas, the computer-assisted Mathematics learning media by employing the Lectora Authoring Tools (LAT) development resulted in better learning quality based on the validity, practicality, and effectiveness aspects. Those aspects showed a very good learning outcome as the developed learning media were able to display a learning material with easily understood animation graphics; 2) learning by employing the Lectora media presented higher achievements than those without it. It was proven by the mean value of the LAT This is evidenced by the results of hypothesis testing indicated on achievement tests of two classes, the value of test t = 2.236 with a t-table value = 1.960, while for DK = {t | t <-1960 or t> 1.960} tcount DK Thus, the means H0 is rejected so it can be concluded achievement test results in the experimental class with the control group there was a difference class-based learning as much as 77.78, which was better than that without the LAT with the mean value of 72.38.Keywords: developments, learning media, geometry, Lectora Authoring Tools software, concept mastery, achievements

EKSPERIMENTASI MODEL PEMBELAJARAN kOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) PADA MATERI POKOK TRIGONOMETRI DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMK DI KOTA MADIUN TAHUN PELAJARAN 2013/2014 Eva Tri Wahyuni; Budiyono Budiyono; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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Abstract: The aims of the research were to find out: (1) which produces better mathematics learning achievement among cooperative learning model Numbered Heads Together (NHT), Think Pair Share (TPS), or direct instruction model; (2) which have better learning achievement, students who have high emotional intelligence, medium, or low; (3) which gives a better learning achievement at each level of emotional intelligence, cooperative learning model Numbered Heads Together (NHT), Think Pair Share (TPS), or direct instruction model; (4) which have a better learning achievement at each learning model, students who have the emotional intelligence high, medium, or low. This research was a quasi-experimental research which designed a 3x3 factorial. The population of the research was all students at eleventh grade high school vocational and engineering technology group in Madiun city on academic year 2013/2014. The samples of the research were 264 respondents consisting of 87 students by using cooperative learning model Numbered Heads Together (NHT), 89 students by using cooperative learning model Think Pair Share (TPS), and 88 students by using direct instruction model. Analysis of the data used two-way analysis of variance. Based on the results of this research, it can be concluded: (1) the cooperative learning model NHT produces the same mathematics learning achievement as TPS, whereas NHT and TPS produce mathematics learning achievement better than the direct instruction model; (2) the students with high, medium and low emotional intelligence have the same learning achievement; (3) the emotional intelligence of each, NHT produces the same mathematics learning achievement as TPS, whereas NHT and TPS produce mathematics learning achievement better than the direct instruction; (4) the learning model of each, students with high, medium and low emotional intelligence have the same learning achievement. Keywords: NHT, TPS, Emotional Intelligence, Trigonometry.

PROSES BERPIKIR KRITIS SISWA KELAS XI FARMASI SMK CITRA MEDIKA SRAGEN DALAM PEMECAHAN MASALAH MATEMATIKA Dwi Retnowati; Imam Sujadi; Sri Subanti
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The aims of this research was to describe the critical thinking process of the students in Grade XI pharmacy of SMK Citra Medika Sragen who have the high, moderate, and low abilities in each stage of clarification, analysis and solving strategy in solving mathematics problem. This research used qualitative case study approach. The results of research are the critical thinking process of the students as follows (1) The students with the high initial ability in mathematics: (a) clarification, they mention the information which they know and ask question by using their own language; (b) analysis, the students identify the necessary information. They formulate the step of problem solving and explain it confidently. It is proven when they illustrate the reason logically about the necessary information, using inequalities symbol, and non-negative condition. The students use their prior knowledge, after that, they draw a conclusion by returning the final result to the problem context; (c) solving strategy, they evaluate their work to re-calculate and that find another problem solving alternative at last; (2) The students the moderate initial ability in mathematics: (a) clarification, they mention the information which they know and ask question by using their own language; (b) analysis, the students identify the necessary information to reread the problem. They formulate the solving problem step precisely. They use their prior knowledge to draw the conclusion by returning the final result to the problem context; (c) solving strategy, the students evaluate their work by seeing it; (3) The students with the low initial ability in mathematics: (a) clarification, they mention the information which they know and question it after reading it for few times and they need of question stimulus; (b) analysis, the students identify the necessary information to reread the problem, and, again, they need a question stimulus. They takes long time in formulating the problem solving. They draw the conclusion by returning the final result to the problem context; (c) solving strategy, the students commit the evaluation by seeing their work from the beginning to the end.Keywords: Critical Thinking Process, Mathematics Problem Solving, and Initial Ability in Mathematics.

PROSES METAKOGNISI DALAM PEMECAHAN MASALAH MATEMATIKA PADA SISWA KELAS XI DI SMA NEGERI BANYUMAS Dwiani Listya Kartika; Riyadi Riyadi; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract : The purposes of this research were to describe: (1) metacognition process in mathematical problem solving linear programming subject matter of grade XI students with high academic ability in Banyumas State Senior High School, (2) metacognition process in mathematical problem solving linear programming subject of grade XI students with medium academic ability in Banyumas State Senior High School, and (3) metacognition process in mathematical problem solving linear programming subject matter of grade XI students with low academic ability in Banyumas State Senior High School. This research was a qualitative descriptive research and the subjects were grade XI students of Banyumas State Senior High School in academic year 2014/2015. The subjects were selected based on specific criteria by using snowball sampling technique. Data was collected by using interview based on problem solving tasks and validity of the data was done by using time triangulation. Data validity was used to determine the metacognition process in mathematical problem solving from each research subject in each component metacognition process. The components were arranging the strategy or action plan, controlling or monitoring the actions, and evaluating the action. Results showed that students with high, medium, and low academic ability realized their thinking process by identifying the information of the problem when arranged the action plan. However, there are students with low academic ability can not recall their prior knowledge previously required. They also can not make the plan solutions are used. The plans solution are knowing the concepts that will be used and estimating the time required to complete it. Furthermore, when monitored the actions, all of subjects from high, medium, and low academic ability had tried to realize their thinking process when explained the problem solving procedures by verifying and clarifying the results of their written work and identifying the strategies while expressing the reason of the strategies are used. The students with high and medium academic ability developed their plan action solutions prepared in accordance with the plan. However, there are students with low academic ability who have not been able to develop all plans prepared solution according to their plans. Furthermore, only students with high academic ability who are able to evaluate or assess the results of their written work properly despite there are some students with low academic ability who can do it too.Keywords: Metacognition Process, Mathematical Problem Solving, Academic Ability

ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA PADA MATERI VOLUME PRISMA DENGAN FONG’S SHCEMATIC MODEL FOR ERROR ANALYSIS DITINJAU DARI GAYA KOGNITIF SISWA Fitri Andika Nurussafa’at; Imam Sujadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract: This study aims to find out students’ error in solving stories problems on prism volume using fong’s shcematic model for error analysis viewed from the students’ cognitive style. This study was conducted in SMP IT Ibnu abbas Klaten in the academic year of 2013/2014. This study is a qualitative study. The technique used in selecting the research subjects was purposive sample. The subjects used in this study were 6 students taken from grade VIII. The result is: (1) the errors experienced by students with field dependent type is more dominant than operational errors, and mathematical themes errors, (2) the errors experienced by students with field independent type is more dominant than language errors, (3) the factors that caused students with field dependent type to make mistakes in solving prism volume word problems based were: the inadvertence on reading the problems, the forgetfulness, in a hurry to finish, the effect of the previous mistakes, and the lack of understanding on the sequence of solving the problems, (4) the factors that caused students with field independent type to make mistakes in solving prism volume problems based were: the assumption that the symbol (=) might be replaced with the symbol (:), the desire to quickly finish the problems, in a hurry in solving the problems, the habit of incomplete problems writing, the effect of the previous mistakes, the lack of the steps mastery of solving the given problems.Keywords: Error analysis, Prism Volume, Fong’s Shcematic Model For Error Analysis, Cognitive style.

EKSPERIMENTASI MODEL LEARNING CYCLE 7E DENGAN PROBLEM POSING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI DI KABUPATEN MESUJI LAMPUNG Agus Setiawan; Budiyono Budiyono; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
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Abstract: The objective of this research was investigate the effect of learning models on mathematics achievement viewed from the mathematics learning Creativities. This research used the quasi experimental research with the factorial design of 3 x 3. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Mesuji regency. The samples were State Junior Secondary School 1 of East Mesuji, State Junior Secondary School 1 of Way Serdang and State Junior Secondary School 1 of Simpang Pematang The instruments used to gather the data of the research were test of learning achievement in Mathematics and questionnaire of Mathematics learning creativity of the students The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research are as follows: 1) The students instructed with the Learning Cycle 7E model with the problem posing have a better learning achievement in Mathematics than those instructed with the Learning Cycle 7E model and the direct learning model. In addition, the students instructed with the Learning Cycle 7E model have a better learning achievement in Mathematics than those instructed with the direct learning model. 2) The students with the high Mathematics learning creativity have a better learning achievement in Mathematics than those with the moderate and low Mathematics learning creativities, and the students with the moderate Mathematics learning creativity have a better learning achievement in Mathematics than those with the low Mathematics learning creativity. 3) In the Learning Cycle 7E model with problem-posing, the Learning Cycle 7E model, and the direct learning model, the learning achievement in Mathematics of the students with the high Mathematics learning creativity is better than those of the students with the moderate and low Mathematics learning creativities. And the learning achievement of the students with the moderate Mathematics learning creativity is better than that of the students with the low Mathematics learning creativity. 4) In the high, moderate, and low Mathematics learning creativities, the students instructed with the Learning Cycle 7E model with problem-posing have a better learning achievement in Mathematics than those instructed with the Learning Cycle 7E model and the direct learning model, and the students instructed with the Learning Cycle 7E model have a better learning achievement in Mathematics than those instructed with the direct learning model.Keywords: Learning Cycle 7E, problem posing, and Mathematics learning creativity

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