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EKSPERIMENTASI MODEL PROBLEM BASED LEARNING, THINK ALOUD PAIRS PROBLEM SOLVING DAN GROUP INVESTIGATION DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KONSEP DIRI DAN KREATIVITAS BELAJAR SISWA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SMP Aulia Ar Rakhman Awaludin; Mardiyana Mardiyana; Isnandar Slamet
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v5i1.10006

Abstract: This research aims to know the different effect among learning model used i.e. Problem Based Learning, Think Aloud Pairs Problem Solving and Group Inverstigation models with scientific approach observed from students self concept and study creativity towards the ability of mathematics problem solving. This research used quasi experimental study with factorial design 3x2x3. The population of this research was the eighth grade student of State Junior High School of District Sragen Year of 2014/2015. The sampling technique used was stratified cluster random sampling. The data analysis used a three way analysis of variance with different cell at significance level of 0.05. The results of this research are : (1) PBL-S produces the same students ability of mathematics problem solving with TAPPS-S. Moreover, both produce the better students ability than GI-S. (2) Students with positive category of self concept produce the better ability of mathematics problem solving than students with negative category. (3) Students with high study creativity category produce the better ability of mathematics problem solving than the medium and low category. However, the students with medium and low study creativity category produce the same ability of mathematics problem solving. (4) In each learning models, both the students with positive and negative self concept have the same ability of mathematics problem solving. (5) In PBL-S and GI-S models, students with high, medium and low creativity have the same ability of mathematics problem solving. However, there is different ability between high and low creativity category in TAPPS-S model. (6) Students with positive and negative self concept have the same ability of mathematics problem solving in all study creativity categories (high, medium, low category). (7) At each learning models, students with positive and negative self concept and with high, medium and low creativity have the same ability of mathematics problem solving.Keywords : PBL, TAPPS, GI, Scientific Approach, Self Concept, Learning Creativity.

EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN MODEL DISCOVERY LEARNING SERTA MODEL THINK PAIR SHARE MATERI KUBUS DAN BALOK DITINJAU DARI KATEGORI KECERDASAN EMOSIONAL PADA KEMAMPUAN BERPIKIR MATEMATIS TINGKAT TINGGI PESERTA DIDIK SMP Yudi Pramono Pawiro; Budiyono Budiyono; Isnandar Slamet
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v5i1.10010

Abstract: The objective of this research was to know the effect of the learning models on the high order mathematical thinking skill viewed from the emotional quotient of the students. The learning models compared were model of the PBL, model of the DL and model of the TPS. This research used the quasi experimental research. It’s population was all of the students in Grade VIII of State Junior Secondary Schools in Sukoharjo. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 253 students. They were grouped into three classes, namely: 87 in Experimental Class 1, 84 in Experimental Class 2, and 83 in Experimental Class 3. The instruments to gather the data were test of high order mathematical thinking skill on the learning topic of cube and beam, and emotional quotient questionnaire. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalanced cells. The results of the research were as follows. 1) Model of the PBL results in a better high order mathematical thinking skill than model of the DL, and model of the TPS. Model of the DL results same high order mathematical thinking skill with TPS. 2) Emotional quotient gives students a different effect on high order mathematical thinking skill on the learning topic of cube and beam. The students with the high emotional quotient have a better high order mathematical thinking skill than those with the moderate emotional quotient and those with the low emotional quotient, the students with the moderate emotional quotient have a better high order mathematical thinking skill than those with the low emotional quotient. 3) There was no interaction the aforementioned learning models and the categories of the emotional quotient on the high order mathematical thinking skill of the students.Keywords: PBL, DL, TPS, High Order Mathematical Thinking Skill and Emotional Quotient.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI), GROUP INVESTIGATION (GI), DAN PEMBELAJARAN LANGSUNG PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Venty Meilasari; Budiyono Budiyono; Isnandar Slamet
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.v6i1.10042

Abstract: This research aimed to find out: (1) which one providing better mathematics learning achievement, TAI model, GI model or direct instruction model, (2) which one providing better mathematics learning achievement, the high, medium or low independence of learning students, (3) in each learning models, which one providing better mathematics learning achievement, the high, medium, or low independence of learning students, (4) in each categories of independence of learning, which one providing better mathematics learning achievement, TAI model, GI model or direct instruction learning model. This research used the quasi-experimental research method. The research design was a 3×3 factorial design. The population were all students of the eight class of junior high school in Surakarta on academic year 2015/2016. The sample was taken using stratified cluster random sampling and consisted of 281 students. The instruments used were independence of learning questionnaire and mathematics achievement test. The proposed hypothesis of the research were analyzed by using two-way analysis of variance with unbalanced cells. The conclusions of this research were as follow. (1) TAI model provided the mathematics achievement as good as GI model, TAI model and GI model provided better mathematics achievement than direct instruction model. (2) The high independence of learning student had better mathematics achievement than medium and low independence of learning students, and the medium had better than low independence of learning students. (3) In TAI model and direct instruction model, the high, medium, and low independence of learning had the same mathematics achievement, in GI learning model, the high independence of learning students had mathematics achievement as good as the medium independence of learning students, the high independence of learning had better than the low independence of learning, and the medium independence of learning students had the same as the low independence of learning students. (4) In high and low independence of learning, TAI model, GI model, and direct instruction model provided the same achievement, in medium independence of learning, TAI model and GI model provided the same achievement, TAI model provided better achievement than direct instruction model, GI model was the same as direct instruction model.Keyword: TAI, GI, Direct Instruction, Independence of Learning, and Mathematics Achievement

EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL), DISCOVERY LEARNING (DL), DAN PROBLEM POSSING (PP) DITINJAU DARI KECERDASAN MAJEMUK SISWA PADA MATERI KUBUS DAN BALOK SMP NEGERI KABUPATEN DEMAK Shanti Indah Lestari; Budiyono Budiyono; Isnandar Slamet
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research is to investigate the effect of learning models on the learning achievement in mathematics viewed from the multiple intelligences. The learning models compared were the PBL, DL, and PP models. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Demak. The samples of research were taken by using the stratified cluster random sampling technique. The proposed hypotheses of research were tested by using the two-way analysis of variance with unbalanced cells. The results of research are as follows. 1) The students instructed with the PBL model have a better learning achievement in Mathematics than those instructed with the DL and PP models, and the students instructed with the DL model results in a better learning achievement in Mathematics than those instructed with the PP model. 2) The students with the logical-mathematical intelligence have a better learning achievement in Mathematics than those with the visual and interpersonal intelligences, and the students with the visual intelligence have a better learning achievement in Mathematics than those with the interpersonal intelligence. 3) In the students with the logical-mathematical and visual intelligences, the PBL model results in the same learning achievement in Mathematics as the DL, the DL model results in the same learning achievement in Mathematics as the PP model, and the PBL model results in the same learning achievement in Mathematics as the PP model. In the students with the interpersonal intelligence, the PBL model results in the same learning achievement in Mathematics as the DL, the DL model results in the same learning achievement in Mathematics as the PP model, but the PBL model results in a better learning achievement in Mathematics than the PP model. 4) In the PBL, DL , and PP models, the students with the logical-mathematical intelligence have the same learning achievement in Mathematics as those with the visual intelligence, the students with the visual intelligence have the same learning achievement in Mathematics as those with the interpersonal intelligence, and the students with the logical-mathematical intelligence have the same learning achievement in Mathematics as those with the interpersonal intelligence.Keywords: Problem Based Learning (PBL), Discovery Learning (DL), Problem Possing (PP) and Multiple Intelligences.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE PAIRS CHECK (PC), THINK PAIR SHARE (TPS), DAN PROBLEM BASED LEARNING (PBL) PADA MATERI KUBUS DAN BALOK DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Suci Irawati; Budiyono Budiyono; Isnandar Slamet
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This study aimed at determining the effect of learning models on the learning achievement in Mathematics viewed from the students’ Learning Style. The learning models compared were learning model Pairs Check (PC), Think Pair Share (TPS) and Problem Based Learning (PBL). This research was a quasi-experimental research with 3×3 factorial design. The population of research was all grade VIII students of Junior High School (SMP) in Surakarta. The samples were chosen by using stratified cluster random sampling. The instruments used were achievement test and questionnaire of learning styles. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The results of research showed as follows. (1) The PC resulted better learning achievement than the TPS and PBL. TPS resulted learning achievement as good as PBL, (2) The students having visual learning style resulted better learning achievement than did those having auditorial learning style. The students having visual learning style resulted better learning achievement than those having kinesthetic learning style. The students having auditorial learning style resulted better learning achievement than those having kinesthetic learning style. (3) At the students having visual learning style, PC resulted better learning achievement than that TPS and PBL, TPS and PBL resulted the same learning achievement. At the students having auditorial learning style, PC and TPS resulted the same learning achievement, PC resulted better learning achievement than that PBL, TPS resulted better learning achievement than that PBL. At the students having auditorial learning style, PC, TPS and PBL resulted the same learning achievement, (4) In PC, the students having visual learning style resulted learning achievement as good as those having auditorial learning style, the students having visual learning style resulted better learning achievement than did those having auditorial learning style, The students having auditorial learning style resulted learning achievement as good as those having kinestetik learning style. In TPS and PBL, The students having visual learning style resulted learning achievement as good as those having auditorial and kinestetik learning style.Keywords : Pairs Check (PC), Think Pair Share (TPS), Problem Based Learning (PBL), Learning Style.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) DAN THINK PAIR SHARE (TPS) PADA MATERI ALJABAR DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VII SMP NEGERI SE-KOTA SURAKARTA TAHUN PELAJARAN 2015/2016 Retna Ayuningrum; Budiyono Budiyono; Isnandar Slamet
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objectives of this research were to find out: (1) which one learning model that provide better mathematics learning achievement, TGT learning model, TPS learning model, or direct learning model, (2) which one category logical matematical intelligence of students that giving better mathematics learning achievement, high, medium, or low, (3) in each category logical matematical intelligence which one providing better mathematics learning achievement, TGT learning model TPS learning model, or direct learning model. (4) in each learning models which one providing better mathematics learning achievement category self confidence high, medium, or low. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade VII students of Junior High Schools in Surakarta Regency in the school year of 2015/2016. Population of this research was all VII graders of Junior High School of Surakarta. The samples of the research were taken by using the stratified cluster random sampling. The sample consisted of 291 students: 96 students for experiment I class, 97 for experiment II class and 98 for control class. The instruments used for the data collection were mathematics achievement test and logical mathematical intelligence The data analysis technique used was unbalanced two ways analysis of variance. Based on the hypotheses, the results of the study can be summarized as follows: (1) The use of TGT resulted better achievement than that of TPS and direct learning model, the use of TPS resulted better achievement than that of direct learning model. (2) The students’ achievement who have high logical mathematical intelligence was better than those who have middle or low logical mathematical intelligence, and students who have middle logical mathematical intelligence were better than those who have low logical mathematic intelligence.Keywords: TGT,TPS, Direct Learning, and Logical Mathematical Intelligence.

PENGEMBANGAN MODUL PEMBELAJARAN DENGAN PENDEKATAN DISCOVERY LEARNING PADA MATERI LIMIT FUNGSI ALJABAR KELAS X DI SMA INSAN CENDEKIA SUKOHARJO TAHUN AJARAN 2015/2016 Setyati Puji Wulandari; Budiyono Budiyono; Isnandar Slamet
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): 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.v7i1.20236

Abstract: The aims of this research were to: 1) determine the validity of the results of the development of learning modules with discovery learning approach on the material of limit algebra functions; 2) determine the practicality of the development of learning modules; 3) determine the effectiveness of the development of learning modules; 4) determine whether students achievement in the material of limit algebra functions using learning modules is better than the students who don’t use it. The development of the modules was done through the modified Four D, namely define, design, development, and disseminate. Data were analyzed using descriptive analysis. Validity analysis was based on an expert assessment. Practicality analysis was based on implementation of learning module. Effectiveness analysis was based on student response after using the module. Analysis of student achievement was based on t-test hypothesis. The result concluded that: 1) learning modules with discovery learning approach to the material limit algebra functions declared fit for use by experts with the validity score of 3.44 and be in very good criteria; 2) learning modules expressed practical use in learning with the practicality score gained from the sheet of implementation of learning is 0.919 and be in very good criteria; 3) learning modules is effective for use in learning with the scores of effectiveness obtained from the sheet of student's response to the module is 3.03 and be in good criteria; 4) learning achievement of students who use the learning module is better than students who don’t use it, but isn’t significant.Keywords: learning module, discovery learning, limit algebra functions.

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