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All Journal Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika
Budi Usodo
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Education Mathematics

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EKSPERIMENTASI MODEL PEMBELAJARAN NESTED DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN KONTEKSTUAL PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA SISWA KELAS VIII MTs PONOROGO TAHUN PELAJARAN 2013/2014 Hefin Dwi Rivia J; Tri Atmojo Kusmayadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objectives of this study were to know: (1) which one gave students a better learning achievement, Nested learning model and Think Pair Share with Contextual, or Direct Instruction, (2) which one has better learning achievement in mathematics, students who have the level of low anxiety, medium one, or high one. (3) which level of anxiety in learning mathematics gave better learning achievements using Nested learning model and Think Pair Share with Contextual approach, or Direct Instruction, (4) which learning model (Nested and Think Pair Share with Contextual approach, or Direct Instruction) gave better learning achievement in mathematics toward students with high, medium or low anxiety. It was a quasi-experimental study using two independent variables (model of learning and the anxiety of learning mathematics) and one dependent variable (learning achievement of mathematics). The instruments used to collect the data were documentation, testing, and questionnaires. Two-way ANOVA with unequal cell was used to analyze the data. The sample-taking was done using Stratified Cluster Random Sampling. The results of the research were: (1) the learning achievement in Nested learning model is better than learning achievement in Think Pair Share learning model and Direct Instruction, the learning achievement in Think Pair Share learning model is better than Direct Instruction one, (2) students with low anxiety have better learning achievement in mathematics than students with medium and high anxiety, and the ones having medium anxiety have better learning achievement in mathematics than the ones with high anxiety, (3) in Nested, Think Pair Share, and Direct Instruction learning model, the learning achievement in mathematics toward low anxiety students is better than medium and high anxiety students and medium anxiety students learning is better than high anxiety, and (4) in low, medium, and high anxiety students, the learning achievement in Nested learning model is better than Think Pair Share model and Direct Instruction, Think Pair Share model is better than Direct Instruction one.Keywords: Nested, Think Pair Share, Direct Instruction, Anxiety. 
SPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) DAN STRUCTURED NUMBERED HEADS (SNH) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI SELF-EFFICACY Maratu Shalikhah; Budi Usodo; Sri Subanti
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): 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 and learning interest viewed from students self-efficacy. The learning model compared were NHT with scientific approach, SNH with scientific approach, and classical with scientific approach. The type of the research was a quasi-experimental research. The populations were all students of Junior High School in Bantul regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 1 Pleret, SMPN 2 Sewon, and SMPN 2 Imogiri. The instruments used were mathematics achievement tests and self-efficacy questionnaire. The data was analyzed using unbalanced two-ways Anova. The conclusion were as follows. (1) SNH with scientific approach gives better mathematics achievement than NHT with scientific approach, and both gives better mathematics achievement than classical with scientific approach. (2) Mathematics achievement of students who have high self-efficacy was better than students who have medium and low self-efficacy, and both (medium and low) have the same mathematics achievement. (3) For NHT with scientific approach, students who have high and medium self-efficacy have the same mathematics achievement. Mathematics achievement of students who have high self-efficacy was better than students who have low self-efficacy. Students who have medium and low self-efficacy have the same mathematics achievement. For SNH with scientific approach, mathematics achievement of students who have high self-efficacy was better than students who have medium and low self-efficacy, and both (medium and low) have the same mathematics achievement. For classical with scientific approach, students who have high, medium, and low self-efficacy have the same mathematics achievement. (4) For students who have high self-efficacy, SNH with scientific approach gives better mathematics achievement than NHT with scientific approach and classical with scientific approach. NHT with scientific approach and classical with scientific approach gives the same mathematics achievement. For students who have medium and low self-efficacy, all learning models gives the same mathematics achievement.Keywords: Numbered Heads Together (NHT), Structured Numbered Heads (SNH), classical, scientific approach, self-efficacy.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DAN THINKING ALOUD PAIRS PROBLEM SOLVING (TAPPS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SIKAP PERCAYA DIRI SISWA SMPN KABUPATEN SUKOHARJO Maghfiroh Yanuarti; Budi Usodo; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the self confidence of the students. The learning models compared were Think Pair Share (TPS)  model, Thinking Aloud Pairs Problem (TAPPS) model, and conventional model. This research was the quasi-experimental research with 3×3 factorial design. The population of the research was all students of Junior High School (SMP) in Sukoharjo. The samples were chosen by using stratified cluster random sampling. The samples were 302 students; consisted of 100 students in the first experimental class, 101 in the second experimental class, and 101 students in control class. The instruments used to collect the data were the test of mathematics achievement and questionnaire of self confidence. Pre-requisite tests were used Lilliefors method for normality test and Bartlett method for homogeneity test. After examining the data, it showed that the data had same variance and they were in normal distribution. Prior knowledge data are examined by using one-way ANOVA with unbalanced cells. It showed that three classes had balance prior knowledge. Meanwhile, the technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed that: (1) TPS model had better learning achievement than TAPPS model and conventional model, TAPPS model had better learning achievement than conventional model. (2) the students having high self confidence had better learning achievement than those having medium and low self confidence, the students having medium and low self confidence had equally mathematics learning achievement. (3) there was an interaction the aforementioned learning models and the categories of the self confidence on the learning achievement in Mathematics of the student.Keywords:Think Pair Share (TPS), Think Aloud Pairs Problem Solving (TAPPS), mathematics learning achievement, and self confidence.
PROSES PEMBELAJARAN MATEMATIKA UNTUK SISWA SLOW LEARNER DI KELAS INKLUSI SMP NEGERI 7 KLATEN KELAS VIII Karina Pramitasari; Budi Usodo; Sri Subanti
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The purposes of this research are intended to describe (1) teacher’s strategy in teaching learning activity for slow learner in the inclusive class  of SMPN 7 Klaten, (2) the teaching learning process in the inclusive class  of SMPN 7 Klaten, (3) teacher’s problems in Mathematics teaching learning process in the inclusive class of SMPN 7 Klaten. This research used a qualitative approach in the form of field research. The  subjects of the research are  four participants choosen by using  purposive sampling. They are  a mathematics teacher, a slow learner having special needs and two normal students. The research instruments consist of the researcher as the main instrument, observation sheet as the first supplementary instrumen and interview basic as the second supplementary instrumen. Based on the results of the research, it can be concluded that, as follows: (1) teacher conducted the planning step by designing lesson plan, the teaching learning step and the evaluation/follow up step in the inclusive class as same as what the teacher conducted in the regular class. The difference is situated only at the giving of special attention and the special guidance for slow learner who have special need during teaching learning process in the class, (2) the slow learner having special needs tend to participate passively in the matematics teaching learning process, they prefer to write the materials given by teacher rather than pay more attention, they prefer to like a calm class situation as same as the normal students’ class, and they have more learning time than normal students about three hours a day and they are helped by their mother when they got and finished their duties or homework, (3) teacher’s problems in mathematics teaching learning process in inclusive class is caused by two factors that are internal factor and external factor. Internal factors refers to the lack of the mathematics teacher’s understanding about the inclusive education and having less capability to teach the slow learner who have special need. External factors deals with there are no the special guide teachers and there are no special facilities which being prepared in mathematics teaching learning process for slow learner who have special needs.Keywords: mathematics learning process, inclusive class, slow learner.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN GUIDED NOTE TAKING (GNT) PADA MATERI BANGUN RUANG DITINJAU DARI AKTIVITAS BELAJAR SISWA KELAS VIII SMP NEGERI Se-KABUPATEN KLATEN TAHUN PELAJARAN 2013/2014 Dyah Susilawati; Budi Usodo; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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 Abstrac: The objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from learning activities of the students. The learning models compared were the Team Assisted Individualization (TAI) with Guided Note Taking (GNT) learning model, the Team Assisted Individualization (TAI) learning model, and conventional learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VIII of state Junior Secondery  School of the Klaten regency in Academic Year 2013/2014. Instruments used to collect data were mathematics achievement test and the learning activities questionnaire. The data were analyzed using unbalanced two ways ANOVA. The results of the research are as follows. 1) The cooperative learning model of TAI with GNT result in a better learning achievement in Mathematics than the  cooperative learning model of TAI and the conventional learning model, whereas cooperative learning model of TAI result in the same good learning achievement in Mathematics as the learning model conventional. 2) The students with the high learning activities have the same good learning achievement in Mathematics as  the moderate learning activities. The students with the high and moderate learning activitiy have a better learning achievement in Mathematics than those with low learning activities. 3) In the cooperative learning model of TAI with GNT and TAI, the students with the high learning activities have the same good learning achievement in Mathematics as those with the moderate activities and the students with high and moderate learning activities have a better learning achievement in Mathematics than those with the low learning activities. In the conventional learning model, the students with high learning activities have the same good learning achievement in Mathematics as those with the moderate learning activities, whereas the high and moderate learning activities have a better learning achievement in Mathematics than those with the low learning activities. 4) For the students with the high and moderate learning activities, the cooperative learning model of TAI with GNT result in the same good learning achievement in Mathematics as the cooperative learning model of TAI and the conventional learning model. The student with the low learning activities, the cooperative learning model of TAI with GNT result in the same good learning achievement in Mathematics as the cooperative learning model of TAI, whereas the cooperative learning model of TAI with GNT and TAI result a better learning achievement in Mathematics than those the conventional learning model.Keywords: Team Assisted Individualization (TAI), Guided Note Taking (GNT), conventional learning, Learning Activities, Learning Mathematics Achievement
PENGEMBANGAN MODEL INTUITION BASED LEARNING (IBL) DENGAN SCIENTIFIC APPROACH UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS XI SMA NEGERI 2 SRAGEN Nok Yeni Heryaningsih; Riyadi Riyadi; Budi Usodo
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 produce Intuition Based Learning (IBL) model and supporting learning with Scientific Approach in solving problems to increase mathematics students’ achievement that valid, practical and effective. The type of the research was a Research and Development (R&D). The subjects of the research were grade XI MS 6 and XI MS 4 students of SMAN 2 Sragen, Central Java on Academic year 2014/2015. IBL model development process was adopt from Plomp and Borg & Gall development model. They were (1) Collect the informations and studying of theories in Preliminary Investigations Phase, (2) Design of IBL model and supporting learning material (Lesson Plan, Worksheet, Problem sheet, and learning paper) and then design research instruments, (3) Realize the IBL model and supporting learning material that was design to be First Draft, (4) Do validation of the first draft, testing the IBL model in the classroom, and then do revisions, (5) Conduct Focus Group Discussion (FGD) to evaluate the result of IBL model testing in the classroom, then will be revised to the next IBL model testing. The results of the reasearch were produce IBL model and supporting learning material (Lesson Plan, Worksheet, Problem sheet, and learning paper) with scientific approach in solving problems to increase mathematics students’ achievement that valid, practical and effective. These are steps of IBL model in the classroom, (1) Opening with apperception, motivations and build students’ positif perceptions, (2) Students divided into several groups, (3) Teacher explains the material generally, (4) Group discussion with 5M activity (based on Scientific approach), (5) Exercise to solve open ended problem individually with steps that could appear students’ intuition: Preparations, Inkubation, Ilumination and Verification, (6) Closure with review of students have learned or giving homework.Keywords: Development of model, Learning model, intuition, scientific approach, students’ achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAME TOURNAMENT (TGT) DAN MAKE A MATCH (MM) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI KEMAMPUAN PENALARAN SISWA KELAS VII SMP NEGERI DI KABUPATEN SRAGEN TAHUN PELAJARAN 2014/2016 Rini Dewi Safitri; Mardiyana Mardiyana; Budi Usodo
Jurnal Pembelajaran Matematika Vol 4, No 4 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The purpose of this study was to determine the effect of learning models on the learning achievement in Mathematics viewed form reasoning ability of the students. The learning models compared were learning model of the scientific Teams Games Tournament (TGT), scientific Make a Match (MM), and scientific classical. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade VII students of Public Junior High Schools in Sragen Regency. Sample was collected by stratified cluster random sampling. Instruments used for data collection were mathematics achievement test and reasoning ability questionnaire. The data analysis technique used was the two-way ANOVA  with unequal cell. The conclusions of the study were as follows. (1) The mathematics learning achievement of students treated with TGT-PS learning model was better than that of those treated with MM-PS learning model and K-PS learning model.   the mathematics learning achievement of students treated with learning model was as good as that of those treated with K-PS learning model. (2) The mathematics learning achievement of students with high reasoning ability was better than that of those with medium reasoning ability and low reasoning ability. The mathematics learning achievement of students with medium reasoning ability was better than that of those with low reasoning ability. (3) In TGT-PS learning model, the learning achievement of students with high reasoning ability was as good as that of those with medium reasoning ability, and that of those with high reasoning ability was better than that of those with low reasoning ability, and that of those with medium reasoning ability was as good as that of those with low reasoning ability. In MM-PS and K-PS learning models, the learning achievement of students with high reasoning ability was better than that of those with medium reasoning ability and low reasoning ability. And that of those with medium reasoning ability was as good as that of those with low reasoning ability. (4) In students with high reasoning ability and low reasoning ability, the students treated with TGT-PS model had the same learning achievement to those treated with MM-PS model, the students treated with TGT-PS model had the same learning achievement to those treated with K-PS model, the students treated with MM-PS model had the same learning achievement to those treated with K-PS model. In students with medium reasoning ability, the students treated with TGT-PS model had better learning achievement to those treated with K-PS model. The students treated MM-PS model had the same learning achievement to those treated with K-PS learning model.Keywords: Cooperative Learning, Teams Games Tournament, Make a Match, Classical Learning, Scientific Approach, Reasoning ability.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TAI BERBASIS AFL PADA PERSAMAAN GARIS LURUS DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA Adi Nurcahyo; Budiyono Budiyono; Budi Usodo
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): 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.v6i1.10034

Abstract

Abstract: The purpose of this research was to determine the effect of learning models on mathematics achievement viewed from student attitude toward mathematics. The learning models compared were Team Assisted Individualization (TAI) based Assessment for Learning (AfL), TAI, and conventional learning model. The research was quasi experimental. The population of this research was all students of grade VIII State Junior High School of the District Karanganyar, academic year 2013/2014. The samples in this research were SMPN 1 Tasikmadu, SMPN 2 Jaten, and SMPN 2 Colomadu taken by stratified cluster random sampling. Instruments used to collect data were mathematics achievement instrument test and questionnaires students toward mathematics instrument. Data analysis technique used hypothesis test with two-way analysis of variance with unbalanced cells. From the results of the analysis, can be concluded that: 1) the learning achievement in mathematics of the students who were learning mathematics with cooperative learning model TAI Based AfL were better than the ones who were learning mathematics with cooperative learning model TAI and conventional learning model, however the students who were learning mathematics with cooperative learning model TAI were better than the ones who were learning mathematics with conventional learning model, 2) the learning achievement in mathematics of the students with the high attitude toward mathematics were better than the ones with the medium and low attitude toward mathematics, however the students with the medium  attitude toward mathematics were better  than the ones with the low attitude toward mathematics, 3) in the cooperative learning model TAI Based AfL, the learning achievement in mathematics of the students with ones who have the high attitude toward mathematics were better than the students with the low attitude toward mathematics, and students with the medium attitude toward mathematics were as good as the ones who have low attitude toward mathematics as well. In the cooperative learning model TAI and conventional learning model, the students with the high, medium, and low attitude toward mathematics had the same achievement in learning mathematics, 4) in the students with the high attitude toward mathematics, the learning achievement of the students who were learning mathematics with ones who have cooperative learning model TAI Based AfL were better than the students were learning mathematics with cooperative learning model TAI, the students who were learning mathematics with cooperative learning model TAI had the same achievement in learning mathematics with conventional learning model, and the students who were learning mathematics with cooperative learning model TAI Based AfL had the same achievement in learning mathematics with cooperative learning model TAI. The students with the medium and low attitude toward mathematics had the same achievement in learning mathematics among the ones who were given the cooperative learning model TAI Based AfL, TAI, and conventional learning model.Keywords: Team Assisted Individualization (TAI), Assessment for learning (AfL), students attitude toward mathematics, achievement learning mathematics.
Co-Authors Adi Nurcahyo Ahmad Ahmad Apri Winar Cahyani Budiyono Budiyono Dian Devita Yohanie Dian Ratna Puspananda Dyah Susilawati Farah Heniati Santosa Fida Rahmantika Hadi Getut Pramesthi Hefin Dwi Rivia J Heni Septi Rahayu Henny Ekana Chrisnawati Hidayat Bahktiar Imam Sujadi Ira Kurniawati Isnaeni Umi Machromah Karina Pramitasari Lingga Nico Pradana Maghfiroh Yanuarti Maratu Shalikhah Mardiyana Mardiyana Mishbahul Huda Moertiningsih E.P.U Munawaroh Munawaroh Nastiti Rahayu Nok Yeni Heryaningsih Nunung Juwariah Nur Anida Laila Nyoto Nyoto Ony Syaiful Rizal Ratnasari Ratnasari Reka Pramukti Rini Dewi Safitri Riyadi Riyadi Riyadi Riyadi Sandhy Prasetyo Tito Kurniawan Sholeh Muntasyir Sigit Pamungkas Sri Subanti Suryanto Suryanto Sutopo Sutopo Tri Atmojo Kusmayadi Ubayu Wahyuning Awi Gangga Vivi Fenty Anggraeny Yemi Kuswardi Yolan Kusumaningtyas Yustinus Murdoko