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EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS DAN TEAMS ASSISTED INDIVIDUALIZATION PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI MOTIVASI BERPRESTASI SISWA KELAS VIII SMP Mishbahul Huda; Tri Atmojo Kusmayadi; Budi Usodo
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v5i2.10032

Abstract: The objectives of this research are to investigate: (1) which learning model of the cooperative learning model of the TGT type, the cooperative learning model of the TAI type, and the direc learning model results in a better learning achievement in Mathematics; (2) which students of the the students with the high achievement motivation, the students with the moderate achievement motivation, and the students with the low achievement motivation have a better learning achievement in Mathematics; (3) in each category of the achievement motivations, which learning model of the cooperative learning model of the TGT type, the cooperative learning model of the TAI type, and the direc learning model results in a better learning achievement in Mathematics; and (4) in each learning model, which students of the the students with the high achievement motivation, the students with the moderate achievement motivation, and the students with the low achievement motivation have a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3x3. Its population was the students in Grade VIII of State Junior Secondary Schools of Wonogiri regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research were the students as many as 299 of State Junior Secondary School 1 of Purwantoro, State Junior Secondary School 1 of Jatisrono, and State Junior Secondary School 2 Puhpelem. The data of the research were analyzed by using the two-way analysis of variance (ANOVA) with unbalanced cells at the significance level of 5%. The results of the research are as follows: 1) the students instructed with the cooperative learning model of the TGT type have a better learning achievement in Mathematics as those instructed with the cooperative learning model of the TAI type and direct learning model, the students instructed with the cooperative learning model of the TAI type have a better learning achievement in Mathematics as those instructed with the direct learning model. 2) The students with the high achievement motivation have a better learning achievement in Mathematics as those with the moderate achievement motivation and low achievement motivation, the students with the high achievement motivation have a better learning achievement in Mathematics than those with the low achievement motivation. 3) In each category of the achievement motivations, the students instructed with the cooperative learning model of the TGT type have a better learning achievement in Mathematics as those instructed with the cooperative learning model of the TAI type and direct learning model, the students instructed with the cooperative learning model of the TAI type have a better learning achievement in Mathematics as those instructed with the direct learning model. 4) In each learning model, the students with the high achievement motivation have a better learning achievement in Mathematics as those with the moderate achievement motivation and low achievement motivation, the students with the moderate achievement motivation have a better learning achievement in Mathematics as those with the low achievement motivation.Keywords: The cooperative learning model of the TGT type, the cooperative learning model of the TAI type, direct learning, and achievement motivation.

PENERAPAN MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN TEAMS GAME TOURNAMENTS (TGT) PADA MATERI LINGKARAN DITINJAU DARI GAYA BELAJAR SISWA SMP DI KABUPATEN WONOGIRI Yustinus Murdoko; Mardiyana Mardiyana; Budi Usodo
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v7i1.20246

Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student learning style. The learning models compared were TAI (Team Assisted Individualization), TGT (Teams Games tournament) and direct teaching learning. The type of the research was quasi-experimental research. The population was the students of junior high school in Wonogiri regency on academic year 2013/2014. The size of sample was 234 students consisted of 77 students in the first experimental group, 76 students on the second experimenta groupl, and 81 students on the tirth experimental group. The instruments used were mathematics achievement test, questioner, and the likert scale instrument. The data was analyzed using analisis of variance two way. Conclusions of the research were as follow. (1) the learning achievement of the students instructed with the TAI learning model is the same as that of the students instructed with the TGT learning model, and the learning achievements of the students instructed with the TAI learning model and that of the students instructed with the TGT learning model are better than that of the students instructed with the direct learning model; (1) the learning achievement of the students instructed with the TAI learning model is the same as that of the students instructed with the TGT learning model, and the learning achievements of the students instructed with the TAI learning model and that of the students instructed with the TGT learning model are better than that of the students instructed with the direct learning model; (2) the students with the visual, auditory, and kinesthetic styles have the same learning achievement in Mathematics; (3) in each learning model, the students with the visual, auditory, and kinesthetic learning styles have the same learning achievement in Mathematics; and (4) in each learning style, the learning achievement of the students instructed with the TAI learning model is the same as that of the students instructed with the TGT learning model, and the learning achievement of the students instructed with the TAI learning model and that of the students instructed with the TGT learning model are better than that of the students instructed with the direct learning model.Keywords: TAI, TGT, direct learning, learning style, achievement

EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING (DL) DAN PROBLEM BASED LEARNING (PBL) PADA MATERI BANGUN RUANG DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN BANYUMAS Sandhy Prasetyo Tito Kurniawan; Budi Usodo; Sri Subanti
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal 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 learning independency. The learning models compared were direct Learning, DL, and PBL. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Banyumas. The samples were the students of SMPN 1 Patikraja, SMPN 2 Patikraja, and SMPN 2 Kalibagor, taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and learning independency. The data were analyzed by two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students treated with DL and PBL learning models provided better learning achievement than those treated with Direct learning model. The students treated with DL had mathematics learning achievement equal to those treated with PBL. (2) The students treated with high learning independency and medium learning independency provided better learning achievement than those treated with low learning independency. The students with high learning independency had learning achievement equal to those with medium independency. (3) In each learning independency group of students, DL and PBL learning models provided better achievement than the Direct one, and DL learning model provided learning achievement equal to the PBL learning model did. (4) In each learning model, the students treated with high learning independency and medium learning independency provided better learning achievement than those treated with low learning independency. The students with high learning independency had learning achievement equal to those with medium independency.Keywords: Discovery Learning, Problem Based Learning, Direct Learning, Learning Independency

POLA PIKIR (MINDSET) GURU DALAM MENERAPKAN PENDEKATAN SAINTIFIK PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI GENDER Nunung Juwariah; Tri Atmojo Kusmayadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aims of this research were to describe the mindset of female and male teachers in implementing the scientific approach to the study of mathematics. It was a qualitative research. The subjects were taken by purposive sampling. The subjects of this research were mathmatics teachers of class X SMAN 3 Madiun. The subject of the research as much as 2 teachers consisted of 1 male teacher and 1 female teacher.Data collection techniques in this research were interviews and observation. Techniques to validate the data source triangulation and time triangulation. The data analysis technique used was the concept of Miles and Huberman consisted of data reduction, data display, and conclusion. The research findings are as follows (1) the female teacher do not always apply a scientific approach. During observation process, female teacher used abstract mathematic object. During question activity female teacher had obstacles. To solve this obstacle, female teacher usually persuades students with statements. During experiment activity, female teacher created guidance question. During mobilization activity, female teacher provide questions that provoke and leads to mathematics concepts. During communication activity, female teacher using presentation although it require long time. (2) during observation male teacher used approach from learned students. during question activity, the male teacher of dividing students became some group then provide opportunitie for students to ask on a friend in the group. During mobilization activity, teacher must have perfected mathematical concepts which belongs to the students. During communication activity, male teacher asked the students to present the result of that has accured. Keywords: Mindset, scientific approach, gender.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN JIGSAW II PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KARANGANYAR TAHUN PELAJARAN 2013/2014 Ahmad Ahmad; Budi Usodo; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objectives of this research were to investigate: (1) which learning model of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning model results in a better learning achievement, (2) which students among the students with the high, moderate, and low spatial abilities have a better learning achievement, (3) in each of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning which students among the students with the high, moderate, and low spatial abilities have a better learning achievement, and (4) in each of the high, moderate, and low spatial abilities which learning model of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning model results in a better learning achievement. This research used the quasi experimental research method with the factorial design of . Its population was all of the students of State Junior Secondary Schools of Karanganyar regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 285 students, and they were divided into three classes, namely: 96 in Experimental Class I, 95 in Experimental Class II, and 94 in Control Class. The data of the research were gathered through test of spatial ability and test of learning achievement in Mathematics. The proposed hypotheses 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 GI type results in a better learning achievement than the direct learning model, but results in the same good learning achievement in Mathematics as the Jigsaw II learning model, and the Jigsaw II learning model results in a better learning achievement than the direct learning model. 2). The students with the high spatial ability and those with the moderate spatial ability have a better learning achievement in Mathematics than those with the low spatial ability, but the students with the high spatial ability have the same good learning achievement in Mathematics as those with the moderate spatial ability. (3) in each of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning, students with the high spatial ability have the same good learning achievement in Mathematics as those with the moderate spatial ability, and both the students with the high spatial ability and those with the moderate spatial ability have a better learning achievement in Mathematics than those with the low spatial ability. 4) in each of the high, moderate, and low spatial abilities, the Cooperative learning model of the GI type and the Jigsaw II learning model result in a better learning achievement in Mathematics than the direct learning model, but the cooperative learning model of the GI type results in the same good learning achievement as the Jigsaw II learning model.Keywords: Group Investigation (GI), Jigsaw II, learning achievement, and spatial ability.

STUDI IMPLEMENTASI PENDIDIKAN KARAKTER PADA PEMBELAJARAN MATEMATIKA PADA KELAS CERDAS ISTIMEWA BAKAT ISTIMEWA (CIBI) SMP NEGERI 2 SURAKARTA Munawaroh Munawaroh; Tri Atmojo Kusmayadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of research was to describe the implementation of character education to mathematics learning, the constraints the teacher faced and the solution the teachers took to the constraints with the implementation of character education in mathematics learning in the gifted and talented class of SMP Negeri 2 Surakarta. This study was a descriptive qualitative research; the subject of researcher was one mathematics teacher and six students in the grade VII gifted and talented class. Techniques of validating data used were researcher persistence and time triangulation. Techniques of analyzing data used were (1) data reduction, (2) data display, and (3) conclusion drawing and verification. The results of research are as follows. 1) The process of character education implementation to learning was below. (a) The development of logical, critical, creative and innovative thinking character was conducted by means of assignment, directing the students to the correct answer and to make decision with debriefing. (b) The development of hard work character was conducted by means of group assignment. (c) The development of curiosity character was conducted by providing the example of material existing in real life. (d) The development of independency character was conducted by assigning the material reading to be discussed in the next meeting. (e) The development of self-confidence character was conducted by means of facilitating the students writing the result on the blackboard. 2) The constraints the teacher faced and the solutions the teacher took were as follows. (a) In the implementation of logical, critical, creative and innovative thinking character, the students monopolized actively the debriefing process so that the teacher should limit and provide other students the opportunity of asking question. (b) In the implementation of hard work character, not all students in the classroom had equal hard work ethos. The solutions taken were to play motivation video and to convince them about the ability they had, to display the students’ work, and to reward the students with the best performance. (c) In the implementation of curiosity character, the students who did not want to think too hard responded poorly to the stimulus given. In this case, the teacher could give reward in the form of mark (grade). (d) In the implementation of self-confidence character, the students with less self-confidence would select the easy assignment in presenting the group assignment, and they explained in very soft voice. The solutions taken were to give more mark to the students explaining group assignment, and to direct the students in the presentation. For teacher independency character, the teacher did not face a significant constraint.Keywords: Implementation, Character Education, Gifted and Talented Class.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PROBLEM POSING PADA POKOK BAHASAN PELUANG DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS XI SMK DI KABUPATEN BOYOLALI Hidayat Bahktiar; Budi Usodo; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This research aimed to find out: (1) which one gives better in mathematics learning achievement, learning model of Think Pair Share (TPS) with Problem Posing, Think Pair Share (TPS) or conventional, (2) which one have better in mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (3) in each learning model, which one have better mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (4) in each student’s level of Adversity Quotient which one gives better in mathematics learning achievement, learning model of TPS with Problem Posing, TPS or conventional. This research was a quasi-experimental research with 3 x 3 factorial design. The population of the research was all students class XI majors group technology, health and agriculture of SMK in Boyolali. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the documentation of mathematics achievement, questionnaire of Adversity Quotient and test of mathematics achievement. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed as follows: (1) learning model of TPS with Problem Posing provided better learning achievement than model of TPS and conventional, learning model of TPS provided better learning achievement than conventional, (2) the students having climbers and campers had same achievement, and the students having climbers and campers had better achievement than those having quitters, (3) in each learning model, the students having climbers and campers had the same achievement, and the students having climbers and campers had better achievement than those having quitters, (4) in each Adversity Quotient, learning model of TPS with Problem Posing provided better learning achievement than TPS and conventional, learning model of TPS provided better learning achievement than conventional.Keywords: Think Pair Share (TPS), Problem Posing, and Adversity Quotient (AQ)

ANALISIS PROSES PEMBELAJARAN MATEMATIKA PADA ANAK BERKEBUTUHAN KHUSUS (ABK) SLOW LEARNERS DI KELAS INKLUSI (Penelitian Dilakukan di SD Al Firdaus Surakarta) Fida Rahmantika Hadi; Tri Atmojo Kusmayadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This research aims to find out: (1) the mathematics learning process in inclusive class includes readiness of teacher before learning process, implementation and evaluation and follow up; (2) the inhibiting factors encountered of slow learners child during mathematics learning process in inclusive class and the solution to them. It was a qualitative research. The subjects were taken by purposive sampling.The subjects of this research were mathematics teacherand special assistant teacher.Data collection techniques in this research were interviews and observation. Techniques to validate that the data triangulation time. The data analysis technique used was consisted of data reduction, data display, and conclusion. The results of this study were: (1) preparation of Lesson Plan has done after one basic competence finished and any Lesson Plan modified for slow learners child. Before learning proses began, specific media teachers has been prepared for slow learners child. In evaluation and follow-up stage, teachers planned follow-up activities in remedial learning, enrichment programs, counseling services for reguler students or special needs children with the help of a special assistant teacher. (2) Factors or the difficulties which have been slow learners child was difficult about mathematics concepts, beside of that also may lost interest in the task and refused to resume the task when they was bored. The teacher resolve problems by providing mathematical concepts step by step and intens, provide additional learning time, provide motivation and provide reward.Keywords: mathematics learning process, slow learners child, inclusive

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
Publisher : Jurnal 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.

ANALISIS PROSES DAN TINGKAT BERPIKIR KREATIF SISWA SMP DALAM PEMECAHAN MASALAH BENTUK SOAL CERITA MATERI LINGKARAN DITINJAU DARI KECEMASAN MATEMATIKA Isnaeni Umi Machromah; Riyadi Riyadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of this research was to analyze the process and level of creative thinking of junior high school students based on mathematics anxiety’s students. The subjects of this research were taken by using purposive sampling. The Subjects of this research were six 9th grade students of SMP N 3 Colomadu Karanganyar regency. The data were collected by questionnaire and task-based interview technique and validated by using time triangulation. The data were analyzed by collection, reduction, presentation, and conclusion. The results of this research were: (1) students with high mathematics anxiety had level 1 (almost not creative) and the processes were at preparation stage, students feel difficult to understand and identify the problem; at the incubation stage, students found the idea from picture’s observation; at illumination stage, students could not make mathematics statement based on the problem enough; at verification stage, students read or counted again for investigating the answer and they could resume the result appropriate the reality of the problem, (2) students with medium mathematics anxiety had level 1 (almost not creative) and level 2 (quite creative), and the processes were at preparation stage, students could understand and identify the problem well; at the incubation stage, students found the idea from picture’s observation; at illumination stage, students could make mathematics statement based on the problem well; at verification stage, students counted again for investigating the answer and they could resume the result appropriate the reality of the problem, (3) students with low mathematics anxiety had level 2 (quite creative), and the processes were at preparation stage, students could understand and identify the problem so well; at the incubation stage, students found the idea from picture’s observation and from the knowledge before; at illumination stage, students could make mathematics statement based on the problem so well; at verification stage, students counted again for investigating the answer and they could resume the result appropriate the reality of the problem.Keywords: creative thinking processes; creative thinking level; word problem solving; mathematics anxiety.

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