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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN TPS DENGAN PENDEKATAN SAVI TERHADAP PRESTASI DAN MOTIVASI BELAJAR DITINJAU DARI GAYA BELAJAR SISWA Sutrisno Sutrisno; Mardiyana Mardiyana; Budi Usodo
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research is to determine the effect of the learning models on the learning achievement and motivation viewed from the learning styles of students. The learning models which were compared were the cooperative learning model of the STAD type with SAVI approach, the cooperative learning model of the TPS type with SAVI approach, and the conventional learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools in Batang regency in Academic Year 2012/2013. The samples of the research consisted of 300 students and were divided into three groups, namely: 100 students in control group, 102 students in experimental group 1, and 98 students in experimental group 2. The instruments of the research were questionnaire of learning style, questionnaire of learning motivation, and test of learning achievement. The data of the research were processed by using the multivariate analysis of variance with unbalanced cells. The results of the research are as follows: (1) both the cooperative learning model of the STAD type with SAVI approach and the cooperative learning model of the TPS type with SAVI approach, by and large, result in the best learning achievement, and the cooperative learning model of the STAD type with SAVI approach results in the best learning motivation; (2) in general, the best learning achievement is reached by the students with the auditory learning style, which is followed by those with the visual learning style and those with the kinesthetic learning style respectively, but on the learning motivation aspect there is not any best learning style of the three learning styles, and for sure it is known that the students with the auditory learning style has a better learning motivation than those with the kinesthetic learning style; (3) in the conventional learning model and in the cooperative learning of the STAD type, the learning achievement of the students with the visual learning style is the same as that of the students with the auditory learning style and that of the students with the kinesthetic learning style, but the learning achievement of the students with the auditory learning style is better than that of the students with the kinesthetic learning style; in the cooperative learning model of the TPS type with SAVI approach, the learning achievement of the students with the visual learning style is the same as that of the students with the auditory learning style and that of with the kinesthetic learning style; and (4) in the visual and kinesthetic learning styles, the cooperative learning model of the STAD type with SAVI approach and that of the TPS type with SAVI approach result in a better learning achievement than the conventional learning model, and both the cooperative learning model of the STAD type with SAVI approach and that of the TPS type with SAVI approach result in the same learning achievement; in the auditory learning style, the cooperative learning model of the TPS type with SAVI approach results in the same learning achievement as that of the STAD type of SAVI approach and the conventional learning model, but the cooperative learning model of the STAD type with SAVI approach results in a better learning achievement than the conventional learning model. Keywords: STAD, TPS, SAVI, Learning Style, Learning Motivation.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS ASSISTED INDIVIDUALIZATION (TAI) DAN GROUP INVESTIGATION (GI) PADA POKOK BAHASAN KUBUS DAN BALOK DITINJAU DARI AKTIVITAS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KLATEN Rahayu Sri W; Tri Atmojo Kusmayadi; Mardiyana Mardiyana
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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ABSTRACT : The research aims to find out: (1) which students have the better learning achievement, the students who apply conventional learning model, TAI type of cooperative learning model, or GI type, (2) which students have the better learning achievement, the students who have high, medium, or low learning activities, (3) for each learning activities category, which of conventional learning model, TAI type of cooperative learning model, or GI type gives the better learning achievement, (4) for each type of learning model, which of the students with high, medium, or low learning activities gives the better learning achievement. This research was a quasi-experimental research with 3 ´ 3 research design. The population was the grade VIII students of Public Junior High Schools in Klaten Regency in the second semester of grade year 2012/2013. Sampling technique was done by stratified cluster random sampling. Technique of analyzing data used was an unbalanced two way analysis of variance. Based on the results of the analysis, it can be concluded that: (1) the students who apply TAI type of cooperative learning model and GI type have mathematics learning achievement better than conventional learning model, while TAI type of cooperative learning model gives mathematics learning achievement as good as GI type, (2) the students with high activities has the best mathematics learning achievement compared to the students with medium or low activities, while the students with medium activities are better than the students with low activities, (3) for each activities categories of high, medium, and low, TAI type of cooperative learning model and GI type give mathematics learning achievement better than conventional learning model, while TAI type of cooperative learning model gives mathematics learning achievement as good as GI type, (4) for each learning models of conventional, TAI type, and GI type, the students with high activities has the best mathematics learning achievement compared to the students with medium or low activities, while the students with medium learning activities are better than the low one in the subject matter of the cube and block. Keywords: TAI, GI, Conventional, The Learning Activities.

EKSPERIMENTASI PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING DITINJAU DARI KEAKTIFAN BELAJAR PESERTA DIDIK SMP NEGERI DI KABUPATEN KARANGANYAR TAHUN PELAJARAN 2012/2013 Sabar Santosa; Mardiyana Mardiyana; Sutrima Sutrima
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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ABSTRACT: This research aimed to reveal which have a better mathematics achievement of students taught by cooperative learning model of TAI type using CTL, those taught by cooperative learning model of TAI type, or those taught by conventional learning model based on the students’ learning activeness. This research was a quasi-experimental research with the 3x3 factorial design. The population was all the 7rd grader studens of SMP Negeri in Karanganyar regency on academic year 2011/2012. The techniques of data collection were documentation, questionnaires and test method. Prior to balance test, a pre-requisite tests analysis (normality and homogenity test). The proposed hypotheses of the research were tested by using the unbalanced two ways analysis of variance and multiple comparative test with the Sceffe’s test. The result indicates: (1) the mathematics achievement of students taught by cooperative learning model of TAI type using CTL was better than that of students taught by cooperative learning model of TAI type and that of students taught by conventional learning model, and the mathematics achievement of students taught by cooperative learning model of TAI type was better than that of students taught by conventional learning model, (2) the mathematics achievement of the students wth high learning activeness was better than that of students with middle and low learning activeness, and the mathematics achievement of the students wth middle learning activeness was better than that of students with low learning activeness, (3) in the TAI using CTL, the mathematics achievement of the students with high learning activeness was as good as that of the students with the middle learning activeness or the low learning activeness, and in the TAI and in the conventional learning model, the mathematics achievement of the students with the high learning activeness was better than that of the students with the low learning activeness, but was the same that of the students with the middle learning activeness, meanwhile, the mathematics achievement of the students with the middle learning activeness was the same that of the students with the low learning activeness, and (4) in the high learning activeness, the students taught by cooperative learning of the TAI type using CTL, those taught by cooperative learning of the TAI type, and those taught by conventional learning model have the same mathematics achievement, meanwhile, in the middle learning activeness and in the low learning activeness, the mathematics achievement of the students taught by cooperative learning model of TAI type using CTL was better than that of the students taught by conventional learning model, but was the same that of the students taught by cooperative learning model of the TAI type, and the mathematics achievement of the students taught by cooperative learning model of TAI type was the same that of the students taught by conventional learning model. Keywords: TAI using CTL, TAI, Conventional, Learning Activeness, Learning Achievement of Mathematics.

EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN PROBLEM BASED LEARNING (PBL) PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI MULTIPLE INTELLIGENCES SISWA SMP KABUPATEN LAMPUNG TIMUR TAHUN PELAJARAN 2012/2013 Endang Hariyati; Mardiyana Mardiyana; Budi Usodo
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aims of the research were to determine the effect of learning models on learning achievement viewed from students’ multiple intelligences. The learning models compared were cooperative learning model Teams Assisted Individualization (TAI), Problem Based Learning (PBL) and conventional. This research was a quasi-experimental research using factorial design. The populations of the research were all students of Junior High School (SMP) on Lampung Timur Regency. The samples of the research were the eight grade students of SMP Negeri 1 Pekalongan, SMP Negeri 2 Pekalongan, and SMP Negeri 3 Batanghari containing 282 students (94 students for first experimental class, 93 students for second experimental class, and 95 students for control class). The samples were chosen by using stratified cluster random sampling. In collecting the data, the instruments used were test and questionnaire. Test was used to get the students’ learning achievement data and questionnaire was used to get multiple intelligences data. The technique of analyzing the data was unbalanced two-ways Anova. The result of the research are as follows (1) Cooperative learning model TAI provides better mathematics achievement than the conventional model of learning and PBL, PBL learning model produces better performance over the conventional learning. (2) Multiple intelligences with mathematics logic types provide better math achievement than other types of multiple intelligences linguistic and interpersonal, the type of multiple intelligences linguistic providing academic achievement as well as the type of multiple intelligences interpersonal. (3) The students with LI multiple intelligences type, cooperative learning model TAI has the same mathematics achievement with the PBL model, PBL model has better performance than conventional models, and cooperative learning model TAI has the same mathematics achievement with conventional learning models. The students with multiple intelligences mathematics logic type, TAI cooperative learning model provides a better learning achievement than learning model PBL, PBL learning model provides academic achievement as well as conventional learning models, cooperative learning model TAI provide significantly better learning achievement than with conventional learning models. The students with multiple intelligences type interpersonal, TAI cooperative learning model, PBL and conventional provide similar good performance. (4) The students use cooperative learning model TAI, the type of multiple intelligences linguistic provide better learning achievement than the interpersonal category of multiple intelligences, linguistic multiple intelligences category provides academic achievement as well as multiple intelligences mathematics logic category, the category of multiple intelligences significantly provide that mathematic logic achievement as well as multiple intelligences interpersonal category. The students use PBL and conventional learning models, the type of linguistic multiple intelligences, the mathematics logic type of multiple intelligences and type the interpersonal produces similar good performance. Keywords: TAI, PBL, multiple intelligences

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN ROUNDTABLE TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI AKTUALISASI DIRI SISWA SMP NEGERI DI KABUPATEN MAGELANG Agnes Reswari Ingkansari; Mardiyana Mardiyana; Budi Usodo
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract: The aim of this research was to determine the effects of learning models on mathematics achievement viewed from the students’ self-actualization. The learning models compared were conventional model, cooperative learning model NHT type and RoundTable type. The type of this research was quasi-experimental research. The population was the 8th grader students of the state junior high school in Magelang regency on academic year 2012/2013. The instruments used were mathematics achievement test and questionnaire. The data were analyzed using unbalanced two way ANOVA. The research conclude as follows. (1) Students’ mathematics achievement using cooperative learning model with Roundtable type, have better students’ mathematics achievement than the ones who use both cooperative learning model with NHT type and conventional learning model, while students mathematics achievement using either NHT or conventional learning model showed similar good result.(2) Students’ mathematics achievement of students who have a high self-actualization is better than students who have both medium and low self-actualization while students who have either medium and low self-actualization have similar good mathematics achievement. (3) In the conventional learning models and cooperative learning model with NHT type, students who have high, medium and low self-actualization have similar mathematics achievement. While in the RoundTable cooperative learning model, students who have high self-actualization produce better mathematics achievement than students who have medium and low self-actualization while either students who have medium self-actualization or students who have low self-actualization have similar good mathematics achievement. (4) On students with high levels of self-actualization, the students’ mathematics achievement using RoundTable type of cooperative learning have better students’ mathematics achievement than by using conventional learning models while by using either NHT type of cooperative learning or conventional learning models produce the similar good mathematics achievement. However, the students who have medium and low self-actualization by using conventional learning model, cooperative learning model NHT and RoundTable have similar good mathematics achievement. Keywords: Self-actualization, Cooperative Learning, NHT, RoundTable.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TGT BERBASIS ASSESMENT FOR LEARNING (AfL) DITINJAU DARI GAYA KOGNITIF SISWA Ilham Rais A; Mardiyana Mardiyana; Budi Usodo
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aims of this research were to investigate: (1) which learning model of the cooperative learning model of the AfL-based TGT type, that of TGT, and the conventional learning model results in a better learning achievement; (2) which cognitive style type of the field dependent and the field independent results in a better learning achievement; (3) in each learning model (the cooperative learning model of the AfL-based TGT type, that of TGT, and the conventional learning model) which cognitive style results in a better learning achievement; and (4) in each cognitive style type (the field independent and the field dependent), which learning model results in a better learning achievement. This research used the quasi experimental research method. The samples of the research consisted of 302 students. The instruments consisted of the test of learning achievement and cognitive style. The data was analyzed using the unbalanced two- way analysis of variance. The results of the research were as follows: (1) the cooperative learning model of the AfL-based TGT type results in a better learning achievement than that of the TGT type or the conventional learning model, and the cooperative learning model of the TGT type results in a better learning achievement than the conventional learning model; (2) the students with the cognitive style of the field independent has a better learning achievement than those with the cognitive style of the field dependent; (3) in that each learning model, the students with the cognitive style of the field independent have a better learning achievement than those with the cognitive style of the field dependent; and (4) in that each cognitive style, the cooperative learning model of the AfL-based TGT results in a better learning achievement than that of the TGT type or the conventional learning model, and the conventional learning of the TGT type results in a better learning achievement than the conventional learning model. Key words: TGT, AfL, Cognitive Style, and Learning Achievement.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW II DAN THINK PAIR SHARE DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP SE-KOTA KEDIRI TAHUN PELAJARAN 2012/2013 Desi Gita Andriani; Tri Atmojo Kusmayadi; Mardiyana Mardiyana
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models (Jigsaw II, TPS and direct learning) on mathematics achievement viewed from student emotional quotient. The type of the research was quasi experimental research using design factorial 3x3. The population was the students in grade VII junior high school in a city of Kediri. The size of the sample was 339 students. Before giving the treatment, the population had to in balance condition. The balance test used unbalance one way analysis of variance. Test requirements included normality test used Lilliefors method and the homogeneity test used Bartlett method. The hypothesis test used unbalance two ways analysis of variance. The conclusions of the research were as follows. (1) Students who taught by cooperative learning model of Jigsaw II type give better mathematics learning achievement than TPS type and direct learning and the students who taught by cooperative learning model of TPS type give better mathematics learning achievement than direct learning. (2) Students who have high emotional quotient have better mathematics learning achievement than students who have middle and low emotional quotient and then students who have middle emotional quotient have better mathematics learning achievement than students who have low emotional quotient. (3) For students who thougt by cooperative learning model of Jigsaw II type, TPS type, and direct learning, students who have high emotional quotient have better mathematics learning achievement than students who have middle and low emotional quotient and then students who have middle emotional quotient have better mathematics learning achievement than students who have low emotional quotient. (4) For students who have high, middle, and low emotional quotient, students who thougt by cooperative learning model of Jigsaw II type give better mathematics learning achievement than TPS type and direct learning and the students who taught by cooperative learning model of TPS type give better mathematics learning achievement than direct learning. Keywords : Jigsaw II, TPS, and emotional quotient.

EKSPERIMENTASI METODE PEMBELAJARAN PROBLEM POSING DENGAN PENDEKATAN CTL PADA MATERI BANGUN DATAR DITINJAU DARI TINGKAT INTELEGENSI SISWA KELAS VII SMP NEGERI SE-KABUPATEN PURWOREJO TAHUN PELAJARAN 2012/2013 Aritsya Imswatama; Mardiyana Mardiyana; Budi Usodo
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning methods on mathematics achievement viewed from the student intelligence level. The learning methods compared were problem posing with CTL approach, problem posing and conventional. The type of the research was quasi experimental research. The population was all of students in the seventh grade of Junior High School in Purworejo in the academic year of 2012/2013. The sample of this research was taken by using stratified cluster random sampling. The sample was consisted of 177 students with 90 students in the first experiment class, 95 students in the second experiment class, and 92 students in the control class. The data of the research were gathered through documentation and test. The result of research showed that: (1) students’ learning achivement by using problem posing learning method with CTL approach was better than students’ learning achivement by using problem posing method and conventional learning, and students’ learning achivement by problem posing learning method was same as conventional learning method, (2) mathematics achievement of students with high intelligence level was better than that of students with medium and low intelligence level, and mathematics achievement of students with medium intelligence level was better than that of students with low intelligence level, (3) in learning by using problem posing learning method with CTL approach, the level of intelligence had the same effect in students’ learning achievement, in learning by using problem posing method, students with high intelligence level had performance as good as the students with medium intelligence level and were better than the students with low intelligence level, in learning by using conventional learning, students with high intelligence level had better learning achivement than students with medium intelligence level and low intelligence level, and learning achievement of students with medium intelligence level was the same as students with low intelligence level, (4) at the level of students’ intelligence with high, medium and low, problem posing learning method with CTL approach, problem posing learning method and conventional method produced the same effect in learning achievement. Keywords: problem posing with CTL aproach, problem posing, learning achievement, intelligence level.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN STAD ( STUDENT TEAMS ACHIEVEMENT DIVISIONS) PADA MATERI POKOK PERBANDINGAN DAN FUNGSI TRIGONOMETRI DITINJAU DARI MOTIVASI BELAJAR SISWA KELAS X SMA NEGERI SE-KOTA MADIUN Wahyu Astuti Budi; Tri Atmojo Kusmayadi; Mardiyana Mardiyana
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aim of this research was to find out the effect of learning models (STAD, Jigsaw, and conventional) on mathematics achievement viewed from learning motivation. The type of research was a quasi experimental research with the factorial design of 3x3. The population was the students in grade X Senior High School in Madiun City. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisten of 257 students. Instruments used to collect data were prior knowledge test, mathematics achievement test, and motivation quetioner. The trial of instrument test includes of content validity, difficullty level, discrimination power, and reliability. Test requirements included normality test used Lilliefors method and the homogenity test used the Bartlett test. The Balance test used unbalance one way analysis of variance. The hypothesis test used unbalanced two ways analysis of variance. The conclusions of the research were as follows: (1) the STAD and Jigsaw learning models result in the same good learning achievement in mathematics and both result in a better learning achievement in mathematics than the conventional learning model. (2) the learning achievement in mathematics toward high motivation and low one were equally well, high achievement motivation learning was better than low motivation. (3) for students who taugh by cooperative learning model of STAD, Jigsaw and conventional, the learning achievement in mathematics toward high motivation and low one were equally well, high achievement motivation learning was better than low motivation. (4) in the each motivation learning the students with high, medium, and low, the STAD and Jigsaw learning models result in the same good learning achievement in mathematics and both result in a better learning achievement in mathematics than the conventional learning model. Keywords: STAD, Jigsaw, Conventional, learning motivation

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