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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) DAN NUMBERED HEADS TOGETHER (NHT) DITINJAU DARI KECERDASAN MAJEMUK PESERTA DIDIK Santi Widyawati; Mardiyana Mardiyana; Gatut Iswahyudi
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) which learning model of the TSTS model, the NHT model, and the direct learning model resulted in a better learning achievement in mathematics; (2) which students of the students with mathematical-logical, interpersonal, and linguistic intelligence had a better learning achievement in mathematics; (3) in each category of the multiple intelligences, which learning model of the TSTS model, the NHT model, and the direct learning model resulted in a better learning achievement in mathematics; and (4) in each learning model, which students of the students with mathematical-logical, interpersonal and linguistic intelligence had a better learning achievement in mathematics. 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 VII of Junior Secondary Schools of Metro City. The size of the samples was 269 students. They were taken by using the stratified cluster random sampling technique. The instruments to gather the data of the research were test of learning achievement in mathematics and questionnaire of multiple intelligences. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research were as follows. 1) The TSTS model resulted in a better learning achievement than the NHT model and direct model, and the NHT model resulted in a better learning achievement than the direct learning model. 2) The students with mathematical-logical intelligence had a better learning achievement than those with interpersonal and linguistic intelligences, and the students with interpersonal intelligence had a better learning achievement than those with linguistic intelligence. 3) In the students with mathematical-logical intelligence, the TSTS model resulted in a better learning achievement than the cooperative learning model of the NHT model, the TSTS model and the NHT model resulted in the same learning achievement as the direct learning model. In the students with interpersonal intelligence, the TSTS model resulted in the same learning achievement as the NHT and direct learning models, and the NHT model resulted in a better learning achievement than the direct learning model. In the students with linguistic intelligence, the TSTS and the NHT model sresulted in the same learning achievement as the direct learning model. 4) In the TSTS model, the students with mathematical-logical intelligence had the same learning achievement as those with interpersonal intelligence but had a better learning achievement than those with linguistic, and interpersonal intelligence had the same learning achievement those with linguistic intelligence. In the NHT model, the students with mathematical-logical, interpersonal, and linguistic intelligences had the same learning achievement. In the direct learning model, the students with mathematical-logical intelligence had a better learning achievement than those with interpersonal and linguistic intelligences, and the students with interpersonal intelligence had the same learning achievement as those with linguistic intelligence. Keywords: TSTS, NHT, multiple intelligences.

EKSPERIMENTASI MODEL PENEMUAN TERBIMBING DAN MODEL PEMBELAJARAN BERBASIS MASALAH PADA POKOK BAHASAN TRIGONOMETRI DITINJAU DARI KREATIVITAS SISWA SMA SE-KOTA SALATIGA TAHUN PELAJARAN 2013/2014 Kristin Yulianti; Mardiyana Mardiyana; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
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Abstract: The purposes of the research were to know: (1) which learning models - discovery learning, problem based learning and direct learning model - that will give the best learning mathematics result; (2) which level of students creativity- high, medium, or low- that will give te best mathematics learning result; (3) which learning models - discovery learning, problem based learning and direct learning model - that will give the best learning mathematics result in each creativity categories; (4) which level of students creativity- high, medium, or low- that will give the best mathematics learning result in each learning models. The research used a quasi-experimental designed by using two-way analysis of variance with unequal cell sizes. The population of this research are all X grade students of Senior High School in Salatiga 2013/2014. The sampling technique being used in this research was stratified cluster random sampling. The results show as follows. (1) Mathematics learning achievement using guided discovery model and problem based model show similar result which is better than using direct learning model. (2) Students with high level of creativity show better learning achievement than those of low level creativity. Students with high and medium level of creativity show the same learning achievement. Students with medium and low level of creativity show the same learning achievement. (3) On students with high level of creativity, guided discovery and problem based learning models show the same result, and guided discovery learning model results in better achievement compares to direct learning model. Problem based and direct learning model show the same learning achievement. On students with medium level of creativity, guided discovery, problem based and direct learning model show the same learning achievement. On students with low level of creativity, guided discovery, problem based and direct learning model show the same learning achievement. (4) In guided discovery model, students with high and medium level of creativity show the same learning achievement, however students with high level of creativity have better achievement than students with low level of creativity. Students with medium and low level of creativity show the same learning achievement. Using problem based learning model, students with high, medium and low level of creativity show the same achievement. In direct learning model, the result of the three creativity categories also show the same learning achievement.Keywords: guided discovery model, problem based learning model, creativity

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TAI (TEAM ASSISTED INDIVIDUALIZATION) BERBANTU MEDIA PEMBELAJARAN ADOBE FLASH 8.0 PADA MATERI POKOK SEGIEMPAT DITINJAU DARI MOTIVASI BELAJAR SISWA SMP NEGERI SE-KABUPATEN SUKOHARJO TAHUN PELAJARAN 2013/20 Intan Novia Sari; Mardiyana Mardiyana; Sri Subanti
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
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Abstract: The aims of this research were to know: (1) which one of the learning model gave a better achievement between of the TAI assisted by adobe flash 8.0, TAI, and conventional; (2) which one of the students with students learning motivation categories had a better achievement between students with high, moderate or low learning motivation; (3) in each the students learning motivation categories, which one of the learning models gave a better achievement in mathematics between TAI assisted by adobe flash 8.0, TAI, or conventional; (4) in each the learning models, which one of the students learning motivation had a better achievement in mathematics between the students with high, moderate, or low students learning motivation.The type of the research was a quasi experimental research method. The population of the research was the seventh class students of State Junior Secondary School at Sukoharjo regency in Academic Year 2013/2014. They were taken by using the stratified cluster random sampling technique. The instruments used to gather the data of the research were test of learning achievement in Mathematics and questionnaire of the students learning motivation. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) TAI assisted by adobe flash 8.0 results in a better learning achievement in Mathematics than TAI and conventional, the TAI model results in a better learning achievement in Mathematics than conventional. 2) The students with the high learning motivation had the same achievement as the students with moderate learning motivation, the students with the moderate learning motivation had the same achievement as the students with low learning motivation and the students with the high learning motivation had a better learning achievement in Mathematics than the students with low learning motivation. 3) In each students learning motivation, the TAI assisted by adobe flash 8.0 results in a better learning achievement in Mathematics than TAI and conventional, the TAI model results in a better learning achievement in Mathematics than conventional. 4) In each learning model, the students with the high learning motivation had the same achievement as the students with moderate learning motivation, the students with the moderate learning motivation had the same achievement as the students with low learning motivation and the students with the high learning motivation had a better learning achievement in Mathematics than the students with low learning motivation.Keywords: Team Assisted Individualization model, Adobe Flash 8.0, and students learning motivation.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE DAN THINK PAIR SHARE PADA MATERI OPERASI ALJABAR DITINJAU DARI KETERAMPILAN SOSIAL SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SEMARANG TAHUN PELAJARAN 2014/2015 Noviana Sukma Dewi; Mardiyana Mardiyana; Dewi Retno Sari Saputro
Jurnal Pembelajaran Matematika Vol 4, No 4 (2016): Pembelajaran Matematika
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Abstract: The purposes of this study was to determine the effect of the learning models on the learning achievement in Mathematics viewed from the sosial skill of the students. The learning models compared were the cooperative learning model of the Think Talk Write (TTW) type with scientific approach, Think Pair Share (TPS) type with scientific approach, and classical model with scientific approach.The type of this study was a quasi-experimental study with a 3x3 factorial design. The study population were all of grade VII students of Junior High School in Kabupaten Semarang. Instruments used for data collection were mathematics achievement test and sosial skill questionnaire. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalanced cells. Based on the hypothesis testing it can be concluded as follows. (1) Students’ learning achievement treated by TTW learning model with scientific approach are better than students treated by TPS model with scientific approach and classical learning model with scientific approach. In addition to, students’ learning achievement treated by TPS model with scientific approach are better than students treated by classical learning model with scientific approach. (2) Students’ learning achievement who have high social skill are better than students who have moderate and low social skill. Furthermore, students who have moderate social skill are better than students who have low social skill. (3) In high, moderate, and low social skill category, students learning achievement treated by TTW model with scientific approach are better than student who treated by TPS learning model with scientific approach and classical learning model with scientific approaching. Asides from that, students learning achievement are treated by TPS learning model with scientific approach are better than students who treated by classical learning model with scientific approach. (4) In TTW learning model with scientific approaching, TPS with scientific approach and classical learning with scientific approach, students learning achievement who have high social skill are better than students who have moderate and low social skill. Moreover, students who have moderate social skill are better than students who have low social skill.Keywords: Think Talk Write (TTW), Think Pair Share (TPS), Scientific Approach, Student Social Skill.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TAI DENGAN PENDEKATAN KONTEKSTUAL PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP SE-KOTA KEDIRI Nanndo Yannuansa; Mardiyana Mardiyana; Tri Atmojo Kusmayadi
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models of TAI Type with contextual approach, learning models of TAI and direct learning model on mathematics achievement viewed from learning style. The type of the research was quasi experimental research using design factorial 3x3. The population was the students in grade VIII junior high school in a city of Kediri. The samples of the research consisted of 321 students; 107 students belonged to experiment class one, 103 students belonged to experiment class two, and 111 students belonged to control class. The data of the research were gathered through multiple choice test of learning achievement and questionnaire of learning style. Before giving the treatment, the population had to be in balanced condition. The balance test used one way analysis of variance with unequal cell frequencies. Test requirements included normality test used Lilliefors method and the homogeneity test used Bartlett method. The hypothesis test used two ways analysis of variance with unequal cell frequencies at the significance level of 0.05. The conclusions of the research were as follows. (1) Students who taught by cooperative learning model of TAI type with contextual approach have better mathematics learning achievement than TAI type and direct learning, the students who taught by cooperative learning model of TAI type have better mathematics learning achievement than direct learning. (2) Each of the learning styles of visual, auditory or kinesthetic does not have an influence on learning achievement. (3) In each learning style, the students who taught by the TAI with contextual approach have better mathematics learning achievement than TAI type and direct learning and the students who taught by cooperative learning model of TAI type have better mathematics learning achievement than direct learning. (4) In each learning model, the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics.Keywords: TAI learning models, contextual approaches, and learning style.

PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA DENGAN STUDENT ACTIVE LEARNING BERBANTUAN MEDIA VISUAL MATH PADA POKOK BAHASAN PELUANG KELAS XI IPA SMA NEGERI 2 PURWOKERTO TAHUN PELAJARAN 2013/2014 Anggrahini Anggrahini; Mardiyana Mardiyana; Tri Atmojo Kusmayadi
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract. The aims of the research were: (1) to find a proper Mathematics-teaching learning-kit using Student Active Learning (SAL) with Media Visual Math on Probability, (2) to know which one resulting in better students' achievement, Student Active Learning (SAL) with visual math media or direct teaching in improving the students' achievement. This research was conducted in two stages. The first stage was developing and deciding teaching learning kit using Student Active Learning (SAL) with media visual math involved in the research and development. In this stage, information collecting, planning, developing, trying out the teaching learning kit, and treating teaching learning kit using Student Active Learning (SAL) with media visual math were done. The try out was held in three teaching learning processes. The second stage was testing the effectiveness of the teaching learning kit in quasi experimental research. The population was XI Science program students of SMA N 2 Purwokerto in the first semester year of 2013/2014. The sample was split in 2 groups, they were experiment group and control group. The technique of data analysis used here was student’s t analysis. From the analysis, we find that: (1) teaching learning kit using Student Active Learning (SAL) with Media Visual Math was a valid device based on validator’s scoring, activity observation, skill and response of students, so it can be applied in SMA Negeri 2 Purwokerto; (2) the students taught using SAL with visual math media had better mathematics achievement than students taught using direct teaching. Keywords: Teaching learning kit, Student Active Learning (SAL), Visual Math Media

EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT DAN TIPE JIGSAW PADA POKOK BAHASAN TRIGONOMETRI KELAS XI-IPA SMA SE-KABUPATEN KUDUS DITINJAU DARI MOTIVASI BELAJAR PESERTA DIDIK TAHUN PELAJARAN 2013/2014 Arsa’ad Kurniadi; Mardiyana Mardiyana; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to determine: (1) which produces better mathematics learning achievement, NHT, Jigsaw, or conventional learning model, (2) which has better mathematics learning achievement, the students with high, medium or low learning motivation, (3) on each learning model, which provide mathematics learning achievement better, the student with high, medium or low learning motivation, (4) on each level of student mathematics learning motivation, which provide learning achievement better, NHT, Jigsaw, or conventional learning model. This research was quasi experimental research with factorial design 3 x 3. The research population was all XI science grade students of senior high school in Kudus regency in academic year 2013/2014. The sampling technique of this research was done by stratified cluster random sampling. The techniques of data collection by using test, questionnaire, and documentation. Hypothesis testing used two way analysis of variance with the unbalanced cells. The results of the research were as follows: (1) Jigsaw learning model produces better learning achievement than NHT and conventional learning model. NHT learning model show learning achievement as good as conventional learning model. (2) The students who have high learning motivation have a better academic achievement than the students who have medium and low learning motivation. The students with medium learning motivation have learning achievement as good as the students with low learning motivation. (3) In Jigsaw learning model, students who have high learning motivation has academic achievement as good as students who have medium learning motivation, students who have high learning motivation have a better academic achievement than students who have a low learning motivation and students who have medium learning motivation are having academic achievement as good as students who have a low learning motivation. In the NHT learning model and conventional, the students who have high, medium and low learning motivation have equally good learning achievement, (4) In high learning motivation, Jigsaw learning model produces academic achievement better than NHT and conventional learning model. NHT learning model produce academic achievement as good as conventional learning model. In medium and low learning motivation, Jigsaw, NHT and conventional learning model produce equally good learning achievement.Key words: Jigsaw learning model, NHT learning model, Conventional learning model, Learning Motivation, Mathematics Learning Achievment.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN METODE SNOWBALL DRILLING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR Eka Fitria Ningsih; Mardiyana Mardiyana; Gatut Iswahyudi
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: The objective of this research was to investigate the effect of learning models on learning achievement viewed from self regulated learning. The learning models compared were cooperative learning model of the TAI type with the snowball drilling method, model of the TAI and the direct 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 VII of State Junior Secondary Schools of North Lampung regency. The samples of the research were taken by using the stratified cluster random sampling technique. They consisted of 326 students from State Junior Secondary School 1 of South Abung, State Junior Secondary School 2 of South Abung, and State Junior Secondary School 2 of Abung Semuli. The samples were divided into three classes, namely: 109 in Experimental Class 1, 107 in Experimental Class 2, and 110 in Control Class. The instruments to gather the data of the research were test of learning achievement in Mathematics and questionnaire of self regulated learning. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The conclutions of this research were as follows. (1) The cooperative learning model of the TAI type with the snowball drilling method resulted in a better learning achievement in Mathematics than TAI type and the direct learning model, and the cooperative learning model of the TAI type resulted in a better learning achievement in Mathematics than the direct learning model. (2) The students with the high self regulated learning had a better learning achievement in Mathematics than those with the moderate and low self regulated learning categories, and the students with the moderate self regulated learning had a better learning achievement in Mathematics than those with the low self regulated learning. (3) There was an interaction among learning models and the categories of self regulated learning on learning achievement in Mathematics.Keywords : TAI, snowball drilling, self regulated learning.

ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL PERSAMAAN KUADRAT BERDASARKAN TAKSONOMI SOLOPADA KELAS X SMA NEGERI 1 PLUS DI KABUPATEN NABIRE – PAPUA Ronald Manibuy; Mardiyana Mardiyana; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to describe the position of errors, kind of errors and factor that caused students’ errors in answering quadratic equation questions based on SOLO taxonomy on the X grade students of SMA with high, moderate and low mathematics ability. This research was a descriptive qualitative. This research was carried out on the X grade students of SMA Negeri 1 Plus Nabire – Papua. The written data were taken from the result of mathematics ability test and first problem solving test (M1: linear/quadratic pattern) and the second problem (M2: functional concept), the oral forms data were taken from the result of interview which were conducted to the subject of the research to get valid data 1 and valid data 2. Afterwards, the valid data were analyzed to find out the constant level of consistency achievement of SOLO level, in order to meet reliable data from the chosen research subjects 2 students with high mathematics ability, 3 students with moderate mathematics ability and 2 students with low mathematics ability. The valid and reliable data were used to analyze students’ errors based on SOLO taxonomy. The result of the research showed that: (a) the students with high mathematics ability were reached unistructural–relational level, (b) the students with moderate mathematics ability were reached unistructural–multistructural level, (c) the students with low mathematics ability were almost reached unistructural level. Errors made by the research subjects: (1) all of students conducted the same errors in answering the mathematics model of the quadratic equation questions, they did not provide the answer correctly and they did not understand the concept of the questions properly, (2) kinds of errors including: (a) misconception, not comprehending about quadratic concept, this error existed in all mathematics ability levels. Whereas errors on the concept of variable, which is used to form the mathematics quadratic equation, was conducted by moderate and low level subject; (b) error on the principle, the application of the mathematics rules and formulas incorrectly in answering the quadratic equation questions, was conducted by high, moderate and low levels; (c) operational error was often conducted by low, moderate and high deals with the operational of algebra, especially on the calculation of negative integer operation, (3) the factors that caused errors for the research subjects of high, moderate and low levels were low comprehension on mathematics’ concept, principle and operation. Keywords: errors analysis, quadratic equation, SOLO taxonomy

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) BERBASIS MIND MAPPING DITINJAU DARI GAYA BELAJAR SISWA KELAS VII SMP NEGERI SE-KABUPATEN PACITAN TAHUN PELAJARAN 2013/2014 Wahyu Utomo; Mardiyana Mardiyana; Tri Atmojo Kusmayadi
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: The objective of the research was to determine the influence of learning models toward mathematics achievement viewed from the students’ learning styles. The compared learning models were mind mapping based on Numbered Head Together (NHT) cooperative learning model, NHT cooperative learning model and direct instruction model. The type of the research was a quasi-experimental research. The population was the students of junior high school in Pacitan regency on academic year 2013/2014. The size of the sample was 237students consisted of 79 students in the first experimental group, 80 students in the second experimental group and 78 students in the control group. The instruments used were mathematics achievement test and learning styles questionnaire. The data was analyzed using two way analysis of variance with unequal cell frequencies. The conclusions of the research were as follows. (1) mind mapping based on NHT cooperative learning model gives better mathematics achievement than NHT cooperative learning model and direct instruction model, NHT cooperative learning model gives better mathematics achievement than direct instruction model. (2) The visual learning style students have better mathematics achievement than the auditory learning style students and the kinaesthetic learning style students, the auditory learning style students have better mathematics achievement than the kinaesthetic learning style students. (3) For all learning models, the visual learning style students have better mathematics achievement than the auditory learning style students and the kinaesthetic learning style students, the auditory learning style students have better mathematics achievement than the kinaesthetic learning style students. (4) For all the students’ learning styles, mind mapping based on NHT cooperative learning model gives better mathematics achievement than NHT cooperative learning model and direct instruction model, NHT cooperative learning model gives better mathematics achievement than direct instruction model.Keywords: NHT, mind mapping, learning styles

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