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Budi Usodo
Prodi Magister Pendidikan Matematika Program Pascasarjana UNS
Mathematics

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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.
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
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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 TPS DENGAN PENDEKATAN CTL PADA PEMBELAJARAN MATERI BANGUN DATAR DITINJAU DARI GAYA BELAJAR SISWA KELAS VII MTs KABUPATEN KEDIRI TAHUN PELAJARAN 2012/2013 Zainal Arifin; Budi Usodo; Sri Subanti
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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ABSTRACT: The objectives of this research were to find out: (1) which learning model of the TPS with CTL approach, TPS or conventional learning results in a better learning achievement in mathematics; (2) which students of those with the visual, auditory, and kinesthetic learning styles have a better learning achievement in mathematics; (3) in each learning style, which learning model of the TPS with CTL approach, the TPS, and the conventional learning results in a better learning achievement in mathematics; and (4) in each learning model, which learning style of the visual, auditory, and kinesthetic learning styles results in a better learning achievement in mathematics. This research used the quasi experimental research method with the factorial design of 3x3. Its population was all of the students in Grade VII of Islamic Junior Secondary Schools in Kediri regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisted of 269 students; 86 students belonged to experiment class one, 92 students belonged to experiment class two, and 91 students belonged to control class. The data of the research were gathered through multiple choice test of learning achievement and questionnaire of learning style. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the significance level of 5%. The results of the research are as follows: (1) the TPS with CTL approach and TPS learning models result in the same good learning achievement in mathematics, but both result in a better learning achievement in mathematics than the conventional learning model; (2) the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in mathematics; (3) in each learning style, the TPS with CTL approach and TPS learning models result in the same good learning achievement in mathematics, but both result in a better learning achievement in mathematics than the conventional learning model; (4) in each learning model, the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics.   Keywords: learning model, TPS with CTL approach, TPS, conventional, learning style  
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.
PROSES BERPIKIR KREATIF SISWA SMP DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN SISWA Hidayatulloh Hidayatulloh; Budi Usodo; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: This research is aimed at describing the creative thinking process of students with rational personality type, idealist personality type, guardian personality type, and  artisan personality type in solving mathematics problems. It was a descriptive qualitative research. The subject of this research was taken by using a purposive sampling. The subject of this research were 4 of the eighth grade students at SMP Negeri 2 Jenar, Sragen Regency, consisting of 1 student with rational personality type, 1 student with idealist personality type, 1 student with guardian personality type, and 1 student with artisan personality type. The techniques of collecting the data in this research were questionnaire, written test, and interview on plane geometri subject. The techniques of validating the data were time triangulation and sufficient references. The technique of analyzing the data was Miles and Huberman concept, namely, data reduction, data presentation, and conclusion drawing. The findings of the research show that (1) the student with rational personality type has creative thinking process level 1 (less creative); (2) the student with idealist personality type has creative thinking process level 3 (creative); (3) the student with guardian personality type has creative thinking process level 3 (creative); (4) the student with artisan personality type has creative thinking process level 0 (not creative). Keywords: Creative Thinking Process, Mathematics Problem Solving, Personality Type
Co-Authors Agnes Reswari Ingkansari Aritsya Imswatama Endang Hariyati Hidayatulloh Hidayatulloh Ilham Rais A Mardiyana Mardiyana Riyadi Riyadi Sri Subanti Sutrisno Sutrisno Zainal Arifin