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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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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
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
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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
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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
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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.
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