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

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Journal : Jurnal Pembelajaran Matematika

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS DAN TEAM ASSISTED INDIVIDUALIZATION PADA MATERI GARIS DAN SUDUT DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VII SMP NEGERI SE-KABUPATEN MAGETAN Pradipta Annurwanda; Mardiyana Mardiyana; Dewi Retno Sari Saputro
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This aim of the research was to know the effect of learning models on mathematics achievement viewed from the student emotional intelligences. The learning model compared were TGT, TAI and direct learning. The type of the research was a quasi-experimental. The population was all of student seventh grade of junior high school in Magetan regency on academic year 2013/2014. The sampling technique by using a stratified cluster random sampling. The size of the sample was 252 students with 85 students as experimental class I, 86 students as experimental class II, 81 students as control class. The data collections were taken by document, questionnaire and test method. Hypothesis testing was performed by using an unbalanced two way analysis of variance. The conclusions of  the research were as follows: (1) TGT learning model give better mathematics achievement than TAI and direct learning model, TAI learning model give an equal mathematics achievement to direct learning model, (2) the high level emotional intelligence students have an equal mathematics achievement to the middle level emotional intelligence students, the high level emotional intelligence students have better mathematics achievement than the low level emotional intelligence students, the middle level emotional intelligence students have better mathematics achievement than the low level emotional intelligence students, (3) for the high level emotional intelligence students, TGT, TAI and direct learning models give the same mathematics achievement, for the middle level emotional intelligence students, TGT learning model give the same mathematics achievement as TAI and direct learning model, direct learning model give better mathematics achivement than TAI learning model, for the low level emotional intelligence students, TGT learning model give the same mathematics achievement as TAI learning model, TGT learning model give better mathematics achievement than direct learning model, TAI learning model give the same mathematics achievement as direct learning model, (4) on the TGT and TAI learning models, students in each level of emotional intelligence have the same mathematics achievement, for student with direct learning model, the high level emotional intelligence students have the same mathematics achievement as middle and low level emotional intelligence students, the middle level emotional intelligence students have better mathematics achievement than low level emotional intelligence students.Keywords: Teams Games Tournaments, Team Assisted Individualization, direct learning, emotional intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TGT DAN TAI PADA MATERI VEKTOR KELAS XII SMA DITINJAU DARI KREATIVITAS SISWA Tri Silaningsih; Mardiyana Mardiyana; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This study aimed to determine: (1) which model produces better learning achievement TGT, TAI, or direct learning model, (2) to find out which one has the better learning achievement between students with high creativity, moderate or low creativity, (3) to determine which one gives better learning achievement between cooperative learning model TGT, TAI or Direct for each student creativity, (4) to find out which one gives the better learning achievement among students who have high creativity, moderate creativity or lower creativity in each of the learning model.This study was a quasi-experimental study with a 3 x 3 factorial design. The sampling technique was done by stratified cluster random sampling. The instrument used for data collection was a questionnaire and math achievement tests. The instrument has been tested by some experts before it is used to conduct trials. Hypothesis testing used two- way Anava with unbalanced cells. Before the Anava test, research data are tested first by test analysis requirements that were test for normality and homogeneity test. The results of two- way Anava analysis show: (1) learning model of TGT and TAI produce better learning achievement, compared to the direct instructional model, while the learning model of TAI and TGT has no difference; (2) Students who have high creativity and moderate creativity have a better learning achievement than the students who have low creativity, the students who have high creativity have better learning achievement than the students who have moderate creativity;  (3) students who have creativity of high, moderate or low have on the model TGT learning and TAI have better learning achievement compared to the direct instructional model, while the learning model TGT produce the same learning achievement as TAI learning model; (4) cooperative learning model TGT, TAI and Direct give better result for students who have high and moderate creativity than students  who have low creativity, as well as the students who have high creativity provide a better learning achievement than moderate creativity.Keywords: Learning TGT, TAI, and creativity
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 RECIPROCAL TEACHING (RT) DAN PROBLEM BASED LEARNING (PBL) PADA MATERI PELUANG DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS XI SMA/MA NEGERIDI KABUPATEN KETAPANG PROVINSI KALIMANTAN BARAT Rahman Haryadi; Mardiyana Mardiyana; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aims of this study were to investigate:  (1) which learning model produces students’ better mathematics learning achievement, Reciprocal Teaching (RT), Problem-Based Learning (PBL), or conventional learning model; (2) which students’ have better mathematics learning achievement, those with high, medium, or low learning creativity; (3) viewed from learning models, which students’ have better mathematich learning achievement, those with high, medium, or low learning cretivity; (4) viewed from their creativity level, which learning model produces better mathematich learning achievement RT, PBL, or conventional model. This study was a quasi-experimental research with 3x3 factorial designs. The population was the students of XI class, State SMA/MA in Ketapang District, West Kalimantan Province in year academic 2013/2014. The samples were taken through stratified cluster random sampling technique. The entire samples were 312 students comprising 101 students for the first experimental group, 108 students for the second experimental group and 103 students for control group. The data were collected through the mathematical achievement tests and the learning creativity questionnaires. The hypothesis testing employed  unbalanced two ways of ANOVA. The results of the study are as follows. (1)  RT produced students’ better mathematics learning achievement than PBL and conventional models; PBL produced the same mathematical achievement as conventional model. (2) The students with high learning creativity had better mathematics learning achievement than those with medium and low learning creativity; the students with medium creativity had better achievement than those with low creativity. (3) Treated with RT, the students with high creativity learning  had better mathematics learning achievement than those with medium and low creativity; the students with medium creativity had better achievement than those with low creativity; treated with PBL, the students with high, medium, and low learning creativity had the same achievement; treated with conventional model, students with  high  creativity  had the same achievement as those with medium; the students with high creativity had better achievement than those with low creativity; the students with medium creativity had the same achievement as those with low creativity; (4) Viewed from their high learning creativity, students treated with RT had better mathematics learning achievement than those treated with PBL and conventional  model; those treated with PBL had the same achievement as those treated with conventional model. Viewed from their medium learning creativity, students treated with RT had better mathematics learning achievement than those treated with PBL and conventional model; those treated with PBL had the same achievement as those treated with conventional model. Viewed from their low learning creativity, students treated with RT, PBL and conventional had the same  mathematics learning achievement.Keywords: RT, PBL, learning creativity, the mathematical achievement.
Co-Authors Abdul Aziz KH Addin Zuhrotul ‘Aini Agung Putra Wijaya Agus Supriyanto An Nur Ami Widodo Anggrahini Anggrahini Annisa Swastika Arsa’ad Kurniadi Aulia Ar Rakhman Awaludin Berti Okta Sari Budi Sasomo, Budi Budi Usodo Dewi Retno Sari S Dewi Retno Sari Saputro Dian Ratna Ariyani Eka Fitria Ningsih Endang Sri Handayani Faradila Thalib Gatut Iswahyudi Harlinda Fatmawati Heri Cahyono Hirtanto Hirtanto Ika Wulandari Imam Sujadi Intan Novia Sari Isna Nur Lailatul F Isnandar Slamet Kristin Yulianti Marchamah Ulfa Mika Ambarawati Muslikhah Muslikhah Nanndo Yannuansa Nastiti Rahayu Noviana Sukma Dewi Nur Ikawati Pradipta Annurwanda Prihastini Oktasari Putri Puji Rahayu Rahman Haryadi Ratnasari Ratnasari Rini Dewi Safitri Riyadi Riyadi Ronald Manibuy Santi Widyawati Sri Subanti Stefy Erlinda Novalia Sugihardjo Sugihardjo Sumanah Sumanah Suprapto Suprapto Suryanto Suryanto Sutrima Sutrima Suyono Suyono Tri Atmojo Kusmayadi Tri Silaningsih Triyanto, Triyanto Wahyu Utomo Wawan Wawan Westi Bilda, Westi Widyana Wahyuningtyas YAFITA ARFINA MUTI Yolan Kusumaningtyas Yustinus Murdoko Zaotul Wardi