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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE PAIR CHECKS (PC) DAN TIPE TEAMS ASSISTED INDIVIDUALIZATION (TAI) PADA MATERI PELUANG DITINJAU DARI GAYA BELAJAR SISWA KELAS XI IPS SMA DI KOTA SURAKARTA TAHUN PELAJARAN 2013 / 2014 Veronica Sri Wigiyanti; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract: The objective of research was to find out: (1) which learning model influenced better student learning achievement among Pair Checks (PC), Teams Assisted Individualization (TAI) or Student Teams Achievement Divisions (STAD), (3) which students had better mathematics learning achievement among those with auditory, visual, or kinesthetic mathematics learning style, (3) in each learning style (auditory, visual, or kinesthetic), which one influenced better mathematics learning achievement in Teams Assisted Individualization (TAI) or Student Teams Achievement Divisions (STAD), (4) in each learning model (Teams Assisted Individualization [TAI] and Student Teams Achievement Divisions [STAD]), which one influenced better mathematics learning achievement towards the students with auditory, visual, or kinesthetic learning style. This study was a quasi experimental research using 2 independent variables (learning model and students’ learning style) and 1 dependent variable (mathematics learning achievement). The data collection was conducted using documentation, test, and questionnaire. Technique of analyzing data used was a 3x3 two-way ANAVA with unbalanced cells. The samples of the research were taken by using the combination of stratified random and cluster random sampling techniques. The result of research showed that: (1) the students given PC learning model had better learning achievement than those given TAI model, those given PC had better learning achievement than those given STAD, while those given TAI and STAD models had equal good learning achievement; (2) the students with auditory and visual learning styles had equal good learning achievement, those with auditory had better learning achievement than those with kinesthetic, and those with visual had better learning achievement than those with kinesthetic; (3) in each learning model, the students with auditory and visual learning styles had equal good learning achievement, those with auditory had better learning achievement than those with kinesthetic, and those with visual had better learning achievement than those with kinesthetic, (4) in each learning style, the students given PC learning model had better learning achievement than those given TAI model, those given PC had better learning achievement than those given STAD, while those given TAI and STAD models had equal good learning achievement.Keywords: Pair Checks, Team Assisted Individualization, and Student Teams Achievement Divisions

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN MATEMATIKA REALISTIK (PMR) DITINJAU DARI KECERDASAN INTERPERSONAL SISWA SMP SE-KABUPATEN GROBOGAN TAHUN PELAJARAN 2012/2013 Achmad Nurrofiq; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on learning achievement viewed from students’ interpersonal intelligence. The learning models compared were cooperative learning model Numbered Heads Together (NHT) with Realistic Mathematics Approach (RMA) approach, Think Pair Share (TPS) with Realistic Mathematics Approach (RMA) and direct learning. This research was a quasi-experimental research using factorial design of 3x3. The population of the research was all students of the Junior High Schools in Grobogan regency. The samples of the research were seven grade students of SMP Negeri 2 Purwodadi, SMP Negeri 2 Grobogan and SMP Negeri 7 Purwodadi in Grobogan regency (88 students for for first experimental class, 96 students for second experimental class, and 92 students for control class). The samples were chosen by using stratified cluster random sampling. In collecting the data, the instruments used were multiple-choice test of learning achievement in mathematics and student interpersonal intelligence questionnaire. The technique of analyzing the data was unbalanced two-ways Anova. The results of the research are as follows: (1) the cooperative learning model NHT with RMA give better achievement in mathematics than cooperative learning model TPS with RMA, and both result in a better learning achievement in mathematics than the direct learning model; (2) there are no any differences in the learning achievement in mathematics of the students with high, medium or low interpersonal intelligence; (3) in each interpersonal intelligence, the cooperative learning model NHT with RMA give better achievement in mathematics than cooperative learning model TPS with RMA, and both result in a better learning achievement in Mathematics than the direct learning model; (4) in each learning model, the students with high, medium and low interpersonal intelligence have the same learning achievement in mathematics.Keywords: NHT, TPS, RMA, interpersonal intelligence, learning achievement in mathematics

EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL), DISCOVERY LEARNING (DL), DAN PROBLEM POSSING (PP) DITINJAU DARI KECERDASAN MAJEMUK SISWA PADA MATERI KUBUS DAN BALOK SMP NEGERI KABUPATEN DEMAK Shanti Indah Lestari; Budiyono Budiyono; Isnandar Slamet
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
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Abstract: The objective of this research is to investigate the effect of learning models on the learning achievement in mathematics viewed from the multiple intelligences. The learning models compared were the PBL, DL, and PP models. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Demak. The samples of research were taken by using the stratified cluster random sampling technique. 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 students instructed with the PBL model have a better learning achievement in Mathematics than those instructed with the DL and PP models, and the students instructed with the DL model results in a better learning achievement in Mathematics than those instructed with the PP model. 2) The students with the logical-mathematical intelligence have a better learning achievement in Mathematics than those with the visual and interpersonal intelligences, and the students with the visual intelligence have a better learning achievement in Mathematics than those with the interpersonal intelligence. 3) In the students with the logical-mathematical and visual intelligences, the PBL model results in the same learning achievement in Mathematics as the DL, the DL model results in the same learning achievement in Mathematics as the PP model, and the PBL model results in the same learning achievement in Mathematics as the PP model. In the students with the interpersonal intelligence, the PBL model results in the same learning achievement in Mathematics as the DL, the DL model results in the same learning achievement in Mathematics as the PP model, but the PBL model results in a better learning achievement in Mathematics than the PP model. 4) In the PBL, DL , and PP models, the students with the logical-mathematical intelligence have the same learning achievement in Mathematics as those with the visual intelligence, the students with the visual intelligence have the same learning achievement in Mathematics as those with the interpersonal intelligence, and the students with the logical-mathematical intelligence have the same learning achievement in Mathematics as those with the interpersonal intelligence.Keywords: Problem Based Learning (PBL), Discovery Learning (DL), Problem Possing (PP) and Multiple Intelligences.

EKSPERIMENTASI MODEL PEMBELAJARAN THINK TALK WRITE (TTW) DAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VII SMP NEGERI SE-KABUPATEN BLORA Zuhdha Basofi Nugroho; Budiyono Budiyono; Sri Subanti
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 the learning models on learning achievement viewed from the logical mathematical intelligence of the students. This research was a quasi-experimental research with a 3x3 factorial design. The population of the research was the seven class students of Junior High School at Blora regency on academic year 2014/2015 and the samples were students from SMP Negeri 2 Blora, SMP Negeri 1 Ngawen, and SMP Negeri 1 Japah which was taken by using stratified cluster random sampling technique. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) TTW with scientific approach gave better achievement than TPS, and classical with scientific approach TPS with scientific approach gave better achievement than classical with scientific approach. 2) The students with high logical matematical intelligence better achievement than the students with medium and low logical matematical intelligence. The students with medium logical matematical intelligence better achievement than the students with low logical matematical intelligence. 3) At the students with high and medium logical matematical intelligence, TTW, TPS, and classical with scientific approach gave the same achievement. At the students with low logical matematical intelligence TTW and TPS with scientific approach gave the same achievement, TTW and TPS with scientific approach gave better achievement than classical scientific learning model. 4) In TTW with scientific approach, students with high and medium logical matematical intelligence had the same achievement, students with medium and low logical matematical intelligence had the same achievement, and students with high logical matematical intelligence had better achievement than students with low logical matematical intelligence. In TPS with scientific approach students with high logical matematical intelligence had better achievement than students with medium and low logical matematical intelligence, and students with medium and low logical matematical intelligence had the same achievement. In classical with scientific approach, students with high and medium logical matematical intelligence had the same achievement, students with high and medium logical matematical intelligence had better achievement than students with low logical matematical intelligence.Keywords: Think Pair Share, Think Talk Write, Classical learning model, Scientific Approach, Logical Matematical Intelligence, Achievement.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS (TGT) DENGAN METODE DISCOVERY PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SMP NEGERI DI KABUPATEN ROKAN HULU TAHUN PELAJARAN 2013/2014 Nurrahmawati Nurrahmawati; Budiyono Budiyono; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
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Abstract: The purpose of this study are to determine the effect of the learning models on the learning achievement in Mathematics viewed from the spatial intelligence of the students. The learning models compared were the cooperative learning model of the TGT type with discovery method, the cooperative learning model of the TGT type, and the direct instruction model. The type of this study was a quasi-experimental study with a 3x3 factorial design. The study population was all grade VIII students of Junior High School in Rokan Hulu Regency. Instruments used for data collection were mathematics achievement test and spatial intelligence test. Based on the hypothesis, the results could be concluded as follows. (1) Students who were treated with the Teams Games Tournaments (TGT) cooperative learning model with discovery method had better learning achievement than students treated by TGT models and direct instruction model. In addition, students who were treated with the TGT model gave the same achievement with students treated by direct instruction model. (2) Students with high spatial intelligence had better learning achievement than the students with middle and low spatial intelligence. In addition, students who had middle spatial intelligence have better learning achievement than students who had low spatial intelligence. (3) In the spatial intelligence category of high, middle and low, the students’ learning achievement treated Teams Games Tournaments (TGT) cooperative learning model with discovery method was better than the students treated by TGT and direct instruction models. In addition, students treated by TGT model gave the same learning achievement with students treated by direct instruction model. (4) In the Teams Games Tournaments (TGT) cooperative learning model with discovery method, TGT model and direct instruction model, the students who had high spatial intelligence had better learning achievement than middle and low spatial intelligence. In addition, the students who had middle spatial intelligence had better learning achievement than students who had low spatial intelligence.Keywords: Teams Games Tournaments (TGT), Disccovery Method, Spatial Intelligence.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE PAIRS CHECK (PC), THINK PAIR SHARE (TPS), DAN PROBLEM BASED LEARNING (PBL) PADA MATERI KUBUS DAN BALOK DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Suci Irawati; Budiyono Budiyono; Isnandar Slamet
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
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Abstract: This study aimed at determining the effect of learning models on the learning achievement in Mathematics viewed from the students’ Learning Style. The learning models compared were learning model Pairs Check (PC), Think Pair Share (TPS) and Problem Based Learning (PBL). This research was a quasi-experimental research with 3×3 factorial design. The population of research was all grade VIII students of Junior High School (SMP) in Surakarta. The samples were chosen by using stratified cluster random sampling. The instruments used were achievement test and questionnaire of learning styles. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The results of research showed as follows. (1) The PC resulted better learning achievement than the TPS and PBL. TPS resulted learning achievement as good as PBL, (2) The students having visual learning style resulted better learning achievement than did those having auditorial learning style. The students having visual learning style resulted better learning achievement than those having kinesthetic learning style. The students having auditorial learning style resulted better learning achievement than those having kinesthetic learning style. (3) At the students having visual learning style, PC resulted better learning achievement than that TPS and PBL, TPS and PBL resulted the same learning achievement. At the students having auditorial learning style, PC and TPS resulted the same learning achievement, PC resulted better learning achievement than that PBL, TPS resulted better learning achievement than that PBL. At the students having auditorial learning style, PC, TPS and PBL resulted the same learning achievement, (4) In PC, the students having visual learning style resulted learning achievement as good as those having auditorial learning style, the students having visual learning style resulted better learning achievement than did those having auditorial learning style, The students having auditorial learning style resulted learning achievement as good as those having kinestetik learning style. In TPS and PBL, The students having visual learning style resulted learning achievement as good as those having auditorial and kinestetik learning style.Keywords : Pairs Check (PC), Think Pair Share (TPS), Problem Based Learning (PBL), Learning Style.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN GUIDE NOTE TAKING (GNT) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN SISWA KELAS VIII SMP NEGERI DI KOTA SURAKARTA TAHUN AJARAN 2013 / 2014 Ajeng Novalin Wija Pratiwi; Budiyono Budiyono; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract : The study aimed to know: 1) which learning model of the cooperative learning model of the Jigsaw-GNT, the cooperative learning model of the Jigsaw, and the direct learning model results in a better learning achievement in Mathematics; (2) which students of the students with the high reasoning ability, the students with the moderate reasoning ability, and the students with the low reasoning ability have a better learning achievement in Mathematics; (4) in each category of the reasoning abilities, which learning model of the cooperative learning model of the Jigsaw-GNT, the cooperative learning model of the Jigsaw, and the direct learning model results in a better learning achievement in Mathematics; and (3) in each learning model, which students of the students with the high reasoning ability, the students with the moderate reasoning ability, and the students with the low reasoning ability have a better learning achievement in Mathematics. This study was a quasi-experimental study with a 3 x 3 factorial design. The study population was all of grade VIII students of Junior High School in Surakarta. Sampling was done by stratified cluster random sampling. The instruments employed to gather the data of the research were test of learning achievement in Mathematics and test of reasoning ability. The data were analyzed using unbalanced two ways ANOVA. From the analysis, it was concluded as follows 1) The cooperative learning of Jigsaw-GNT have a better learning achievement in Mathematics than those instructed with the cooperative learning model of the Jigsaw and those instructed with the direct learning model; the cooperative learning model of the Jigsaw high results in a better learning achievement in Mathematics than the direct learning model, 2) The students with the reasoning ability is better than that of the students with the moderate reasoning ability and that of the students with the low reasoning ability; the students with the moderate reasoning ability have the same good learning achievement in Mathematics as those with the low reasoning ability, 4) In each category of the reasoning abilities, the students instructed with the cooperative learning model of the Jigsaw-GNT have a better learning achievement in Mathematics than those instructed with the cooperative learning model of the Jigsaw and those instructed with the direct learning model, and the students instructed with the cooperative learning model of the Jigsaw have a better learning achievement in Mathematics than those instructed with the direct learning model, 3) In each learning model, the learning achievement in Mathematics of the students with the high reasoning ability is better than that of the students with the moderate reasoning ability and that of the students with the low reasoning ability, and the learning achievement in Mathematics of the students with the moderate reasoning ability is the same as that of the students with the low reasoning ability.Keywords: Jigsaw, Guided Note Taking (GNT), direct learning, reasoning ability, and learning achievement in Mathematics.

IMPLEMENTASI PEMBELAJARAN KOOPERATIF MODEL THINK PAIR SHARE DAN LEARNING TOGETHER DENGAN PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK DITINJAU DARI MINAT BELAJAR SISWA Mardodo Mardodo; Budiyono Budiyono; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract: The objective of research was to find out: (1) which ones having better achievement, the students using TPS (Think Pair Share) learning model with RMA, LT (Learning Together) learning model with RMA or Direct Instruction, (2) Viewed from students’ interest, high, middle, and low, which ones having better achievement, the students using TPS (Think Pair Share) learning model with RMA or LT (Learning Together) learning model with RMA or Direct Instruction, and (3) students’ achievement viewed from students’ interest on each learning model. The type of the research was a quasi-experimental research. The population of research was all VIII graders of Public Junior High schools in Karanganyar Regency consisting of 75 schools. The sample was taken using cluster random sampling. The size of the sample was 261 students consisted of 87 students in the first experimental group, 87 students in the second experimental group and 87 students in the control group. Collecting data has been done through multiple choice test to know students’ achievement and questionnaire to know students interest in learning. Data analysis technique used two-way analysis of variance with unbalanced cells. The conclusions of research as follows: (1) TPS with RMA provided learning achievement better than LT with RMA and Direct Instruction, and LT with RMA provided learning achievement better than the Direct Instruction. (2) Viewed from students’ interest, in the high interest, TPS with RMA provided learning achievement as LT with RMA did, also LT with RMA provided learning achievement as Direct Instruction did, but TPS with RMA provided learning achievement better than Direct Instruction did. In the midlle and low interest, all learning models provided the same learning achievement. (3) In TPS with RMA, the students with high interest had better achievement than those with middle and low interest. Meanwhile, in both LT with RMA and In Direct Instruction, the students with three categories of interest had the same learning achievement.Keywords: TPS with Realistic Mathematics Approach (RMA), LT with RMA, Interest Learning, Students Achievement on mathematics.

PENGEMBANGAN MODEL PEMBELAJARAN TPS BERBASIS AfL MELALUI PENILAIAN TEMAN SEJAWAT UNTUK PEMBELAJARAN MATEMATIKA PADA POKOK BAHASAN SISTEM PERSAMAAN LINEAR DUA VARIABEL DI SMP/MTS SE-KABUPATEN MAGELANG TAHUN PELAJARAN 2013/2014 Putra Adi Wibowo; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: The objectives of the research were to find out: (1) how the process and the product of an AfL-based TPS learning model development were through peer assessment, (2) which learning model provided better learning outcome, the AfL-based TPS through peer assessment or the TPS one, (3) which students had better learning outcome, those with high, those with moderate or those with low learning independency, (4) in each learning model, which students had better learning outcome, those with high, those with moderate or those with low learning independency, and (5) in each category of learning independency, which learning model provided better learning outcome, the AfL-based TPS through peer assessment or the TPS one. This research was divided into two stages. The first one was learning model development belonging to research and development research. This stage included material collection, model prototype designing, model tryout, and model establishment. The tryout was conducted in four learning. The second was model effectiveness test belonging to a quasi-experimental research with a 2x3 research design. The population was the first semester VIII graders of SMP/MTs (Junior High Schools/Islamic Junior High Schools) throughout Magelang Regency in the school year of 2013/2014. The sampling technique used in this research was stratified cluster random sampling. The sample of research consisted of 138 students: 68 for the experiment 1 class and 70 for the experiment 2 class. Considering the result of hypothesis testing, the following conclusions could be drawn. (1) The AfL-based TPS learning model through peer assessment could be applied at SMP/MTs level in Magelang Regency. (2) The learning outcome of the students treated with AfL-based TPS learning model through peer assessment was better than that of those treated with the TPS one. (3) The learning outcome of students with high learning independency was better than that of those with moderate and low one. The learning outcome of the students with moderate learning independency was as good as that of those with low one. (4) In both the AfL-based TPS learning model through peer assessment and the TPS, the learning outcome of students with high learning independency was better than that of those with moderate and low one, but that of the students with moderate learning independency was as good as that of those with low one. (5) In high, moderate, and low categories of learning independency, the learning outcome of the students treated with AfL-based TPS learning model through peer assessment was better than that of those treated with the TPS one.Keywords: Think Pair Share (TPS), Assessment for Learning (AfL), Peer Assessment, Student Learning Independency.

EKSPERIMENTASI MODEL PEMBELAJARAN MATEMATIKA PROBLEM POSING DENGAN TEKNIK LEARNING CELL PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI GAYA KOGNITIF SISWA PADA SISWA SMP KELAS VIII DI KABUPATEN SUKOHARJO Supriyanti Supriyanti; Budiyono Budiyono; Gatut Iswahyudi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
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Abstract: This research was aimed at searching and finding: 1) the most effective mathematics learning model among three models, including problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model, 2) more effective student’s cognitive style of field independent and field dependent, 3) more effective student’s cognitive style of field independent and field dependent on each model, and 4) the most effective mathematical learning model among three models, including problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model on each student’s cognitive style. This type of the research was a quasy-experimental research. The population was all students of grade VIII of state junior high school in Sukoharjo regency in 2013/2014. The size of the samples was 302 students consisted of 102 students in the first experimental group, 101 students in the second experimental group, and 99 students in control group. The data instruments used were documents of student’s early achievement, cognitive style questionnaire, and mathematics achievement test. The data was analyzed using analysis of variance. The conclusions of the research were as follows. (1) Problem posing mathematics learning model with learning cell technique is more effective than problem posing model without learning cell technique; problem posing mathematics learning model with learning cell technique is more effective than direct learning model; and problem posing learning model without learning cell technique is more effective than direct learning model, (2) Students having field independent cognitive style have greater achievement than those having field dependent cognitive style, (3) Dealing with problem posing model with learning cell technique, students having field independent cognitive style and field dependent cognitive style have the same achievement; dealing with problem posing learning model without learning cell technique, students having field independent cognitive style have greater achievement than those having field dependent cognitive style; and dealing with direct learning model, students having field independent cognitive style have greater achievement than those having field dependent cognitive style, and (4) To students having field independent cognitive style, problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model give the same student’s achievement; to students having field dependent cognitive style, problem posing model with learning cell technique gives higher student’s achievement than problem posing model without learning cell technique and direct learning model, and problem posing model without learning cell technique gives higher student’s achievement than direct learning model.Key Words: problem posing, learning cell, cognitive style, achievement

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