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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
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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 KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP/MTs DI KABUPATEN SRAGEN Nyoto Nyoto; Budi Usodo; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) which one had a better mathematics achievement, students instructed with the cooperative learning of Think Pair Share (TPS) type with Realistic Mathematics Education (RME) approach, the cooperative learning of TPS type, or the direct learning model; (2) which one had a better mathematics achievement, students who had visual learning style, auditorial learning style, or kinesthetic learning style; (3) on each type of learning model, which one had a better mathematics achievement, students who had visual learning style, auditorial learning style, or kinesthetic learning style; (4) on each learning style, which one had a better mathematics achievement, students instructed with the cooperative learning of TPS type with Realistic Mathematics Education approach, the cooperative learning of TPS type, or the direct learning model. This research was quasi experimental with 3×3 factorial design. The population was all students of the grade VIII State Junior High Schools/Islamic State Junior Secondary School in Sragen Regency. Sampling was done by stratified cluster random sampling technique. The sample consisted of 308 students. The instrument used to collect data was mathematics achievement test and questionnaire of students learning style. Balance test used unbalanced one way analysis of variance. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded as follows. (1) Students intructed with the cooperative learning model of TPS type with RME approach had the same mathematics achievement as students intructed with the cooperative learning model of TPS type. Students intructed with the cooperative learning model of TPS type with RME approach and the cooperative learning model of TPS type had better mathematics achievement than students intructed with the direct learning model. (2) Students with visual learning style had the same mathematics achievement as students with auditorial learning style. Students with visual learning style had better mathematics achievement than student with kinesthetic learning style, and students with auditorial learning style had the same mathematics achievement as students with kinesthetic learning style. (3) On the cooperative learning model of TPS type with RME approach, the cooperative learning model of TPS type, and the direct learning model, students with visual learning style had the same mathematics achievement as students with auditorial learning style. Students with visual learning style had better mathematics achievement than student with kinesthetic learning style, and students with auditorial learning style had the same mathematics achievement as students with kinesthetic learning style. (4) On students with visual learning style, auditorial learning style, and kinesthetic learning style, students intructed with the cooperative learning model of TPS type with RME approach had the same mathematics achievement as students intructed with the cooperative learning model of TPS type. Students intructed with the cooperative learning model of TPS type with RME approach and the cooperative learning model of TPS type had better mathematics achievement than students intructed with the direct learning model.Keywords: TPS, RME, students learning style

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE DENGAN EVERYONE IS A TEACHER HERE DAN THINK PAIR SHARE PADA MATERI KPK DAN FPB DITINJAU DARI MOTIVASI BELAJAR SISWA Nur Anida Laila; Tri Atmojo Kusmayadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aims of this research were to determine: (1) which had better learning achievement among students taught by using learning model Think Pair Share with Everyone is a Teacher Here (TPS with ETH), Think Pair Share (TPS), or direct instruction, (2) which had better learning achievement, students with motivation level of high, medium, or low (3) at each of the learning model, which had better learning achievement, students with motivation level of high, medium, or low, (4) at each of the motivation level, which had better learning achievement among students who taught by using learning model TPS with ETH with TPS, or direct intruction. Based on the test hypothesis, it could be concluded as follows. (1) Cooperative learning model TPS with ETH produces learning achievement better than the model of TPS and direct learning. TPS learning produces better achievement than direct learning models. (2) The mathematics learning achievement of students with high motivation is better than those with moderate and low motivation. The mathematics learning achievement of students with moderate motivation is better than those with low motivation. (3) At the TPS with ETH learning and direct instruction, the mathematics learning achievement of students with high motivation is as same as those with moderate motivation. Similarly, mathematics learning achievement of students with moderate motivation is as same as those with low motivation. While in the case of the TPS learning, the learning achievement of students with high motivation is as same as those with moderate motivation. Similarly, the mathematics achievement of students with the moderate motivation is the same as students with low motivation. However, the mathematics achievement of students with high motivation is better than thoese with low motivation. (4) For students with high and moderate motivation, the learning achievement of students taught with TPS learning with ETH is the same as those with those taught with merely TPS and direct learning. In the other hand TPS with ETH gives good impsct to the learning achievement than direct learning. On the case of student’s low motivation TPS with ETH shows that the use two of the method gives good impact in the same with the student treated with TPS or direct learning.Keywords: TPS with ETH, TPS, direct learning, and Student’s Learning Motivation

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DENGAN ASSESSMENT FOR LEARNING (AfL) MELALUI PENILAIAN TEMAN SEJAWAT PADA MATERI PERSAMAAN GARIS DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA MTsN DI KABUPATEN SRAGEN Sholeh Muntasyir; Budiyono Budiyono; Budi Usodo
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: This research is aimed to view: (1) which gives a better learning achievement, learning Numbered Head Together (NHT) with the AfL through peer assessment, NHT or direct learning, (2) which gives better achievement, low, medium or high level creativity in mathematics learning, (3) which has better mathematics learning achievement, student having low, medium or high learning creativity on each learning model, (4) which learning model gives better achievement in learning mathematics, learning model Numbered Head Together (NHT) with the AfL through peer assessment, learning models Numbered Head Together (NHT) or direct learning model on each student’s creativity level. This research was a quasi-experimental research with 3x3 factorial design. The study population was all students MTsN in Sragen. The sampling technique used a stratified cluster random sampling. The samples were 294 students, consisted of 95 students in the first experimental class, 100 students in the second experimental class and 99 students in the control class. Data collected through mathematics achievement tests and questionnaires of study mathematics creativity. Hypothesis testing used two- way analysis of variance with unbalanced cells. The results show as follows. (1) The NHT with the AfL through peer assessment model provide a better learning performance than the NHT and direct learning model. The NHT model provide a better learning performance than the direct learning model. (2) Students with a high level learning creativity have a better achievement than students who have medium and low creativity. Students with medium and low level creativity gain the same learning achievement. (3) In the NHT learning model with the AfL through peer assessment, students with a high level creativity gain better learning achievement than students with medium learning creativity, but when compared with students who have low learning creativity get the same academic achievement. While using NHT model and direct learning, students with high, medium and low creativity get the same learning achievement. (4) At the high level of creativity, NHT with the AfL through peer assessment model gived a better performance than the NHT and direct learning, NHT and direct learning models provide the same learning performance. Students having medium and low level of creativity provide the same learning achievement in each learning models.Keywords : NHT, AfL, peer assessment, creativity in learning.

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

EKSPERIMENTASI MODEL PROBLEM POSING TIPE WITHIN SOLUTION POSING, TIPE PRE SOLUTION POSING DAN TIPE POST SOLUTION POSING PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI KEMAMPUAN PENALARAN SISWA KELAS VIII SMP NEGERI DI KABUPATEN BANJARNEGARA Farah Heniati Santosa; Budi Usodo; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract: This aims of the research were to determine the effect of the learning models on the learning achievement in mathematics viewed from reasoning ability of thr students. The learning models compared were the Problem Posing model type: Within Solution Posing, Pre Solution Posing, Post Solution Posing and the direct learning model. This research used the quasi experimental research method with the factorial design of 4x3. The population of the research was all students in Grade VIII of Junior Secondary Schools of Banjarnegara Regency. The samples of the research were chosen by using the stratified cluster random sampling technique and consisted of 316 students. The instruments used to collect the data were the test of mathematics achievement and test of reasoning ability. Pre-requisite tests used Lilliefors method for normality test and Bartlett method for homogeneity test. After examining the data, it shows that the populations have same variance and they were in normal distribution. Prior knowledge data were examined by using one-way analysis of variance with unbalanced cells. Hypothesis was examined by using two-way analysis of variance with unbalance cells followed multiple comparative test using Scheffe method. The result of the research showed as follows. (1) Problem Posing model type within solution posing gave better achievement than Problem Posing type Pre Solution Posing, type post Solution Posing and direct learning model, whereas Problem Posing model type Pre Solution Posing gave better achievement than Problem Posing type Post solution Posing and direct learning model. Meanwhile, Problem Posing model type Post Solution Posing gave better achievement than learning direct model. (2) Students who had high reasoning ability got better achievement than students who had medium or low reasoning ability, whereas students who had medium reasoning ability, got better achievement than students who had low reasoning ability.(3) in every learning model, students who had high reasoning ability got better achievement than students having medium or low reasoning ability. Meanwhile, students who had medium reasoning ability got better achievement than students who had low reasoning ability. (4) In every category of reasoning ability Problem Posing model type within solution posing gave better achievement than Problem Posing type Pre Solution Posing, type Post Solution Posing and direct learning model, whereas Problem Posing model type Pre Solution Posing gave better achievement than Problem Posing type Post solution Posing and direct learning model. Meanwhile, Problem Posing model type Post Solution Posing gave better achievement than direct learning model.Keyword: Problem Posing Type: Within Solution Posing, Pre Solution Posing, Post Solution Posing, mathematic achievement, and reasoning ability.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK DAN TALKING BREAD PADA POKOK BAHASAN GEOMETRI DAN PENGUKURAN DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KARANGANYAR Sigit Pamungkas; Riyadi Riyadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
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Abstract: The objective of this research was to know the effect of the learning models on the learning achievement of quadrangle viewed from the multiple intellegences of the students. The learning models compared were the cooperative learning model type Talking Stick, the cooperative learning model type Talking Bread, and the direct learning models. The type of research was quasi-experimental research with factorial design 3×3. Population of this research was all students of State Junior High Schools in Karanganyar. The sampling was done by stratified cluster random sampling. The total samples in this research were 271 students (91 students for Talking Bread class, 90 students for talking stick class, and 90 students for direct learning class). The hypothesis test used two ways analysis of variance with unbalanced cells. Based on the hyotesis test, the research finding were : (1) learning activity using cooperative learning model type talking bread produced better echievement than using cooperative learning model type talking stick or direct learning. Learning activity using cooperative learning model type Talking Stick produced better than direct learning. (2) student with linguistic intelligence, space intelligence, and interpersonal intelligence produced the same achievement. (3) the usage of cooperative learning model type Talking Bread, cooperative learning model type Talking Stick, and direct learning produced the same achievement among the students with linguistic intelligence, space intelligence, and interpersonal intelligence. (4) toward students with linguistic intelligence, space intelligence, and interpersonal intelligence, cooperative learning model type Talking Bread produced better achievement than cooperative learning model type Talking Stick or direct learning, while cooperative learning model type Talking Stick produced the same achievement with direct learning model.Keywords: cooperative learning model, Talking Bread, Talking Stick, direct learning, student multiple intelligence, mathematic learning achievement.

PROFIL PEMECAHAN MASALAH SISWA TUNA GRAHITA PADA PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN PENDEKATAN FORMAL DAN PENDEKATAN FORMAL DIVARIASI PENDEKATAN FUNGSIONAL Vivi Fenty Anggraeny; Budi Usodo; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) the profile of problem solving in mathematics of a deaf child in solving the geometrics problems with the learning using the formal approach; and (2) the profile of problem solving in mathematics of a deaf child in solving the geometrics problems with the learning using the formal approach varied with the functional approach. This research used the qualitative explorative research method. The subject of the research consisted of one deaf male student and was taken by using the purposive sampling technique. The subject was determined according to the following considerations: (1) the student had not too few and not too many incorrect answers; and (2) he could communicate well based on the information obtained from his teacher. The data of the profile of problem solving in mathematics were gathered through test and interview with the student on how to solve the test problems. The data were validated by using the time triangulation. They were analyzed by using the interactive model of analysis consisting of the following measures: data reduction, data display, and conclusion drawing. The results of the research were as follows: 1) The problem solving in Mathematics of the deaf child with the learning using the formal approach results in the following findings: (a) recognizing some colors when they are the colors of flat structures; (b) being difficult to understand the meanings of questions if they contain more than one answer; (c) being unable to recognize some spatial structures well; (d) being unable to use ruler; and (e) unable to differentiate the letters well. 2) The problem solving in mathematics of the deaf child with the learning using the formal approach varied with the functional results in the following findings: (a) at the beginning the child is difficult to recognize some of the spatial structures, but after having practiced drawing with colors and then compared them with the ones in the spatial structure learning, that is the ones in the test problems and the ones in the learning instruments, he gradually recognizes the spatial structure; (b) principally he can recognize the spatial structures, but when the spatial structures are put vertically and horizontally, he feels difficult to recognize them; (c) the students is difficult to count the number of sides of quadrangle pyramid ; and (d) he is difficult to understand the meanings of questions so that the answers given are not synchronized with the questions.Keywords : Profile, problem solving, deaf, formal approach, and functional approach

EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN INKUIRI DAN PEMBELAJARAN BERBASIS MASALAH PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI DI KABUPATEN NGAWI Ony Syaiful Rizal; Tri Atmojo Kusmayadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
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Abstract: The purposes of this research were to find out: (1) which one providing better mathematics learning achievement, the students with inquiry learning, problem based learning model, or direct instruction; (2) which one having better mathematics learning achievement, the students with visual, auditory, or kinesthetic learning style; (3) at each learning model, are there any difference in mathematics learning achievement between the students with visual, auditory, or kinesthetic learning style; (4) at each type of learning style, are there any difference in mathematics learning achievement between students taught using inquiry learning model, problem based learning model, or direct instruction. This study was a quasi-experimental research with a 3x3 factorial design. The hypotheses testing used two ways ANOVA with unequal cell. From the research, it could be concluded as follows. (1) The students taught with problem based learning model had better learning achievement than those taught with both inquiry learning model and direct instruction. The students taught with inquiry learning model had better learning achievement than direct instruction. (2) The learning achievement of the students with auditory learning style was better than that of those with visual and kinesthetic learning style. The learning achievement of the students with visual learning style was better than that of those with kinesthetic learning style. (3) In inquiry learning model, problem based learning model and In the direct instruction, there was no difference in learning achievement in each learning style. (4) In the students with visual learning style, the use of problem based learning model provided the better mathematics learning achievement than the use of inquiry learning model and direct instruction. The use of inquiry learning model provided the mathematics learning achievement as good as the use of direct instruction. In the students with auditory and kinesthetic learning style, there was no difference in learning achievement in each learning model.Keywords: Problem Based Learning Model, Inquiry Learning, Mathematics Learning Achievement

EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) DAN PEMBELAJARAN BERBASIS MASALAH (PBM) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BANGUN RUANG DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SRAGEN Reka Pramukti; Budi Usodo; Sri Subanti
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): 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 mathematic communication ability. The learning model compared were direct, PBM with scientific approach, and PBM. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Sragen. The samples are the students of SMPN 2 Gemolong, SMPN 1 Kedawung, and SMPN 2 Masaran, which taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and mathematic communication ability test. The data analysis technique was used unbalanced two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students receiving PBM learning model with scientific approach and PBM learning model had better learning achievement than those receiving direct learning model. The students receiving PBM learning model with scientific approach had equal learning achievement to those receiving PBM learning model. (2) The students with high mathematic communication ability had better learning achievement than those with medium and low mathematic communication abilities. Those with medium mathematic communication ability had equal learning achievement to those with low one. (3) In each groups of student mathematic communication ability PBM learning model with scientific approach and PBM learning model provided better learning achievement than direct learning model, PBM learning model with scientific approach provided equal learning achievement to PBM learning model. (4) In each learning model, the students with high mathematic communication ability had better learning achievement than those with medium and low mathematic communication abilities. Those with medium mathematic communication ability had equal learning achievement to those with low one.Keywords: Direct learning model, PBM learning model with scientific approach, PBM learning model, Mathematic Communication Ability.

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