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EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DAN MODEL KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) PADA MATERI DIMENSI TIGA DITINJAU DARI KEMAMPUAN BERPIKIR KREATIF SISWA (KBK) Nanda Noor Fadjrin; Budiyono Budiyono; Dewi Retno Sari Saputro
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract. The objective of this research was to investigate the effect of the learning models on achievement viewed from creative thinking abilities (CTA) of the students. The learning models compared were PBL, TGT and direct instruction (DI). The type of the research was quasi-experimental research with 3x3 factorial design. The population of this research was the students in grade X senior high school in Purbalingga on academic year of 2014/2015. The size of the sample was 277 students, which was taken by using stratified cluster random sampling technique. The instruments used for data collection were creative thinking test and achievement test. The hypothesis test used unbalanced two ways analysis of variance. The results of the research were as follows. (1) PBL gave better achievement than TGT and DI. TGT gave better achievement than DI. (2) The students with high and medium CTA had better achievement than the students with low CTA. The students with medium CTA had better achievement than the students with low CTA. (3) In PBL, the students with high CTA had better achievement than medium and low CTA, the students with medium and low had the same achievement. In TGT, the students with high and medium CTA had the same achievement, the students with high CTA had better achievement than low CTA, the students with medium and low CTA had the same achievement. In DI, the students with high, medium and low CTA had the same achievement. (4) At the students with high CTA, PBL and TGT gave the same achievement. PBL and TGT gave better achievement than DI. At the students with medium CTA, PBL and TGT gave the same achievement, PBL gave better achievement than DI, TGT and DI gave the same achievement. The students with low CTA, PBL, TGT and DI gave the same achievement.Keywords: Problem Based Learning, Teams Games Tournamnet, Direct Instruction, Creative Thinking Abilities , Achievement.

EKSPERIMENTASI MODEL PEMBELAJARAN SURVEY, QUESTION, READ, RECITE, REVIEW (SQ3R) DAN SURVEY, QUESTION, READ, REFLECT, RECITE, REVIEW (SQ4R) DITINJAU DARI JENIS KELAMIN DAN GAYA BELAJAR Septi Wulandari; Budiyono Budiyono; Gatut Iswahyudi
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The aims of the research was to determine the effect of learning models on mathematics learning achievement viewed from gender and the student learning styles. The learning models compared were SQ3R, SQ4R, and direct instruction. This was a quasi experimental research using 3x2x3 factorial designs. The hypotheses testing used three ways ANOVA with unbalance cell. This research concludes that: (1) SQ4R learning provided better mathematics learning achievement than SQ3R and direct instruction, while direct instruction provided better mathematics learning achievement than SQ3R; (2) girls had better mathematics learning achievement than boys; (3) the students with visual, auditory, and kinesthetic learning style, there was no difference in mathematics learning achievement; (4a) boys taught with SQ4R had better mathematics learning achievement than SQ3R and direct instruction, boys taught with SQ3R had mathematics learning achievement as good as direct instruction; (4b) girls taught with SQ4R and direct instruction had better mathematics learning achievement than SQ3R. Girls taught with SQ4R had mathematics learning achievement as good as direct instruction; (5a) the students with visual learning style who were taught SQ4R had better mathematics learning achievement than SQ3R. the students with visual learning style who were taught SQ4R had mathematics learning achievement as good as direct instruction, while students with visual learning style who were taught SQ3R provided mathematics learning achievement as good as direct instruction; (5b) the students with auditory learning style who were taught SQ4R had better mathematics learning achievement than SQ3R and direct instruction. Students with auditory learning style who were taught SQ3R had mathematics learning achievement as good as direct instruction; (5c) the students with kinesthetic learning style who were taught SQ4R had better mathematics learning achievement than SQ3R. Students with kinesthetic learning style who were taught SQ3R had mathematics learning achievement as good as direct instruction. Students with kinesthetic learning style who were taught SQ4R had mathematics learning achievement as good as direct instruction; (6) in the model of learning SQ3R, SQ4R, and direct instruction, not only boys but also girls with visual learning style had mathematics learning achievement as good as they with auditory, and kinesthetic learning styles.Keywords: SQ3R, SQ4R, Gender, Learning Style, Mathematics Learning Achievement

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR DITINJAU DARI GAYA BELAJAR SISWA SMP KELAS VIII DI KABUPATEN KARANGANYAR Apri Winar Cahyani; Budiyono Budiyono; Budi Usodo
Jurnal Pembelajaran Matematika Vol 4, No 4 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of this research was to know the effect of learning models on mathematics achievement viewed from the learning style. The learning models compared were Numbered Heads Together, Problem Based Learning, and classical with saintific approach (NHT, PBL, Classical). This research was a quasi experimental with the factorial design of 3×3. The population of this research was all of students in second grade of Junior High Schools of Karanganyar regency in academic year 2014/2015. The samples of the research consisted of 245 students and were gathered through stratified cluster random sampling. The instruments consisted of pre test, test of learning achievement and learning style questionnaire. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. Based on the results of hypotheses testing, it were concluded as follows. 1) NHT and PBL learning models gave the same mathematics achievement. Both learning models give a better mathematics learning achievement than classical model. 2) Students with visual and auditory learning style have better mathematics achievement than students with kinesthetic ones. On the other hand, students with visual and auditory learning style have equal mathematics learning achievement. 3) On all learning models, cooperative learning NHT type, problem based learning, and classical models, students with visual learning style have an equal mathematics learning achievement with auditory. Both learning style have a better mathematics learning achievement than kinesthetic ones, (4) On all visual, auditory and kinesthetic learning style, cooperative learning with NHT type gives an equal mathematics learning achievement with PBL. Both learning models give a better mathematics learning achievement than classical model.Keywords: Numbered Heads Together, Problem Based Learning, learning style, Scientific Mathematics learning achievement

EKSPERIMENTASI MODEL PEMBELAJARAN TTW DAN TPS PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIS SISWA Arie Purwa Kusuma; Budiyono Budiyono; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the reasoning abilities of the students. The models compared were the cooperative learning model of the Think Talk Write (TTW) type, the Think Pair Share (TPS) type, and the conventional learning model. 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 Wonosobo regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. They consisted of 278 students, and were divided into three classes, namely: 93 in Experiment Class 1, 93 in Experiment Class 2, and 92 in Control Class. The instruments employed to gather the data of the research were test of learning achievement in Mathematics and test of mathematical reasoning ability. The data of the research were analyzed by using the two-way analysis of variance with unbalanced cells. The results of the research are as follows. 1) The cooperative learning model of the TTW type results in a better learning achievement in Mathematics than the cooperative learning model of the TPS type and the conventional learning model, and the cooperative learning model of the TPS type results in a better learning achievement in Mathematics than the conventional learning model. Such results indicate the same result for each category of the mathematical reasoning abilities. 2) The students with the high mathematical reasoning have a better learning achievement in Mathematics than those with the moderate and low mathematical reasoning abilities, and the students with the moderate reasoning ability have a better learning achievement in Mathematics than those with the low mathematical reasoning ability. Such results signify the same result for each category of the learning models.Keywords: TTW, TPS, mathematics reasoning ability, mathematics achievement

EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING , PROBLEM BASED LEARNING, DAN THINK-TALK-WRITE DENGAN PENDEKATAN SAINTIFIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA Umi Supraptinah; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
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Abstract: The aims of this research were to find out: (1) which one that gives better mathematical problem solving abilities, among learning models of discovery learning (DL), problem based learning (PBL), or think-talk-write (TTW) using scientific approach, (2) which one has better mathematical problem solving abilities, the students having high, medium, or low self regulated learning, (3) in each learning model, which one has better mathematical problem solving abilities, the students having high, medium, or low self regulated learning, (4) in each category of self regulated learning, which one that gives better mathematical problem solving abilities, among learning models of DL, PBL, or TTW using scientific approach. This research was in quasi experimental. The population were all students of grade VIII State Junior High School in Sragen Regency on the second semester of 2014/2015 academic years. The samples were chosen by using stratified cluster random sampling and then selected 296 students. The instruments used for data collection were a questionnaire for self regulated learning of student and mathematical problem solving ability test in the form of essay. Hypothesis testing using two-way ANOVA with unbalanced cells, with a significance level of 5%. The results of research showed as follows. (1) PBL model using scientific approach to provide mathematical problem solving abilities is better than DL and TTW models using scientific approaches, while DL model is better than TTW model; (2) Students with high self regulated learning have mathematical problem solving abilities better than medium or low self regulated learning, while students with medium and low self regulated learning have the same mathematical problem-solving ability; (3) In the DL, PBL, and TTW models using scientific approach, students with high, medium, or low self regulated learning have the same mathematical problem-solving ability; (4) For students with high self regulated learning, the use of DL and PBL models provide the same mathematical problem-solving ability, the DL and TTW models provide the same mathematical problem-solving ability, but PBL model is better than TTW model, for students with medium self regulated learning, PBL model provides mathematical problem-solving ability better than DL and TTW models, while DL and TTW models provide the same mathematical problem-solving ability, for students with low self regulated learning, the use of DL, PBL, and TTW models provide the same mathematical problem-solving ability.Keywords: learning model, discovery learning, problem based learning, think talk write, scientific approach, self regulated learning

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 TEAMS GAMES TOURNAMENT (TGT) DAN THINK PAIR SHARE (TPS) PADA MATERI ALJABAR DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VII SMP NEGERI SE-KOTA SURAKARTA TAHUN PELAJARAN 2015/2016 Retna Ayuningrum; Budiyono Budiyono; Isnandar Slamet
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract: The objectives of this research were to find out: (1) which one learning model that provide better mathematics learning achievement, TGT learning model, TPS learning model, or direct learning model, (2) which one category logical matematical intelligence of students that giving better mathematics learning achievement, high, medium, or low, (3) in each category logical matematical intelligence which one providing better mathematics learning achievement, TGT learning model TPS learning model, or direct learning model. (4) in each learning models which one providing better mathematics learning achievement category self confidence high, medium, or low. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade VII students of Junior High Schools in Surakarta Regency in the school year of 2015/2016. Population of this research was all VII graders of Junior High School of Surakarta. The samples of the research were taken by using the stratified cluster random sampling. The sample consisted of 291 students: 96 students for experiment I class, 97 for experiment II class and 98 for control class. The instruments used for the data collection were mathematics achievement test and logical mathematical intelligence The data analysis technique used was unbalanced two ways analysis of variance. Based on the hypotheses, the results of the study can be summarized as follows: (1) The use of TGT resulted better achievement than that of TPS and direct learning model, the use of TPS resulted better achievement than that of direct learning model. (2) The students’ achievement who have high logical mathematical intelligence was better than those who have middle or low logical mathematical intelligence, and students who have middle logical mathematical intelligence were better than those who have low logical mathematic intelligence.Keywords: TGT,TPS, Direct Learning, and Logical Mathematical Intelligence.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN NUMBERED HEADS TOGETHER (NHT) PADA MATERI GARIS SINGGUNG LINGKARAN DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VIII SMP NEGERI SE-KOTA MADIUN TAHUN AJARAN 2013/2014 Octarina Hidayatus Sholikhah; Budiyono Budiyono; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: The aims of this research were to know: (1) which one of the learning models gave a better achievement among NHT model, GI model, and direct model, (2) which one had a better achievement among the students with mathematic-logic intelligence, interpersonal intelligence, and linguistic intelligence, (3) at each of the learning models, which one had a better achievement among the students with mathematic-logic intelligence, interpersonal intelligence, and linguistic intelligence, (4) on each multiple intelligence, which one of the learning models gave a better achievement among NHT model, GI model, and direct model. The research used was quasi experimental research with 3´3 factorial design. The population of this research was all eighth grade students of Junior High School at Madiun city. The sample of this research was selected by stratified cluster random sampling technique. The sample consisted of 246 students from SMPN 4 Madiun, SMPN 6 Madiun, and SMPN 11 Madiun. The instruments used to collect the data were a questionnaire of multiple intelligences and learning mathematics achievement test. The data analysis technique used was unbalanced two ways analyze of variance. The result of the research are: (1) NHT model gave better achievement than GI model and direct model; GI model gave better achievement than direct model; (2) students with mathematic-logic intelligence had better achievement than those of students with interpersonal intelligence and linguistic intelligence; students with interpersonal intelligence had the same achievement as students with linguistic intelligence, (3) at NHT model, students with mathematic-logic intelligence, interpersonal intelligence, and linguistic intelligence had the same achievement; at GI model, students with mathematic-logic intelligence had the same achievement as students with interpersonal intelligence, students with mathematic-logic intelligence had better achievement than students with linguistic intelligence, students with interpersonal intelligence had the same achievement as students with linguistic intelligence; at direct model, students with mathematic-logic intelligence had better achievement than students with interpersonal intelligence, students with mathematic-logic intelligence had better achievement than students with linguistic intelligence, students with interpersonal intelligence had the same achievement as students with linguistic intelligence, (4) at mathematic-logic intelligence, NHT model gave the same achievement as GI model, NHT model gave better achievement than direct model, GI model gave the same achievement as direct model; at interpersonal intelligence, NHT model gave the same achievement as GI model, NHT model gave better achievement than direct model, GI model gave better achievement than direct model; at linguistic intelligence, NHT model gave better achievement than GI model, NHT model gave better achievement than direct model, GI model gave the same achievement as direct model.Keywords: GI , NHT , Multiple Intelligences

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS ASSISTED INDIVIDUALIZATION (TAI) YANG DILENGKAPI ASSESMENT FOR LEARNING PADA POKOK BAHASAN BANGUN DATAR DITINJAU DARI GAYA KOGNITIF SISWA KELAS VII SMP N SE-SURAKARTA TAHUN PELAJARAN 2013/2014 Arief Kristyawan; Budiyono Budiyono; Gatut Iswahyudi
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
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Abstract: The purposes of this study were to determine: (1) among the cooperative learning model TAI type equipped AfL, TAI or direct learning equipped AfL that provide better learning achievement. (2) among students who have cognitive style type of field dependent or fields independent that provided better learning achievement. (3) on each of students group with cognitive style type (field dependent or field independent), which learning models that provide better learning achievement. (4) on each of learning model (cooperative learning model of TAI type equipped AfL, TAI or direct learning equipped AfL), which cognitive styles that provide better learning achievement. This research was quasi-experimental research. The population was all of seventh grade students of State Junior High School in Surakarta in academic year of 2013/2014. The research samples ware 302 students, taken used a stratified cluster random sampling technique. The data collection instruments used ware learning achievement test and cognitive style test. Hypothesis testing used unbalanced two ways analysis of variance. The research conclusions are as follows. (1) The TAI learning model equipped AfL provides better learning achievement than TAI learning model and direct learning equipped AfL, while TAI learning model provides better learning achievement than direct learning model equipped AfL. (2) Students with cognitive style of field independent have better learning achievement than students with field dependent. (3) In the cognitive style of field dependent and field independent, TAI learning models equipped AfL provides better learning achievement than TAI learning model and direct learning model equipped AfL, while TAI learning model provides a better learning achievement than direct learning model equipped AfL. (4) In the TAI learning model equipped AfL, TAI and direct learning model equipped AfL, the students group with cognitive styles of field independent have better learning achievement than students with field dependent. Keywords: TAI, AfL, Cognitive Style, and Learning Achievement.

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.

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