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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 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
Publisher : Jurnal 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.

PROFIL TINGKAT BERPIKIR KREATIF SISWA KELAS VII SMP NEGERI 16 SURAKARTA DALAM PEMECAHAN MASALAH ARITMATIKA SOSIAL DITINJAU DARI MOTIVASI DAN GENDER Linda Sunarya; Tri Atmojo Kusmayadi; Gatut Iswahyudi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract. This study aimed to describe: (1) the creative thinking level of male Junior High School students, who had high motivation in solving some problems in appropriate to Polya’s Steps, (2) the creative thinking level of female Junior High School students, who had high motivation in solving some problems in appropriate to Polya’s steps, (3) the creative thinking level of male Junior High School students, who had medium motivation in solving some problems in appropriate to Polya’s steps, (4) the creative thinking level of female Junior High School students, who had medium motivation in solving some problems in appropriate to Polya’s steps, (5) the creative thinking level of male Junior High School students, who had low motivation in solving some problems in appropriate to Polya’s steps, (6) the creative thinking level of female Junior High School students, who had low motivation in solving some problems in appropriate to Polya’s steps. This study was a qualitative study. The subject of this study was 7th grade students of Public Junior High School 16 Surakarta. The subject selection procedure of this study was purposive sampling. The subject used in this study were six subjects of study that was a male student with high motivation, a female student with high motivation, a male student with medium motivation, a female student with medium motivation, a male student with low motivation, and a female student with low motivation. The instrument in collecting data was classification of students’ learning motivation, problem solving assignment sheet, and interview manual. Based on the study had been carried out, there was one student, who was belonged to the creative thinking abilities level 4, one student was belonged to the creative thinking abilities level 2, and four student was belonged to the creative thinking abilities level 0. In the creative thinking abilities level 4, the student was able to demonstrate fluency, flexibility, and novelty. In the creative thinking abilities level 2, the student was able to demonstrate novelty, but not able to demonstrate any fluency and flexibility. In the creative thinking abilities level 0, the student was not able to demonstrate the fluency, flexibility, or novelty. Keywords: Creative thinking level, Problem solving, Motivation, Gender

ANALISIS PROSES PEMBELAJARAN MATEMATIKA DI KELAS VIII AKSELERASI SMP NEGERI 1 BOYOLALI Nurmalitasari Nurmalitasari; Imam Sujadi; Tri Atmojo Kusmayadi
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of the research was to describe planning and implementation of the learning process performed by mathematics teacher in the class VIII acceleration of SMPN 1 Boyolali. It was a qualitative research casestudy.The subject of this research were taken by using the purposive sampling. The subject of the research were mathematics teacher class VIII acceleration fisrt grade and second grade. The techniques of collecting the data in this research were documentation, interview and observation. The techniques of validating the data were source triangulation and time triangulation. 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 planning of the learning process performed mathematics teacher in the class VIII acceleration of SMPN 1 Boyolali equal to the planning process of mathematics learning in the regular classroom, the difference lies in the allocation of time. The process of preparation of instructional time allocation in accelerated classes every basic competence with respect to the number of weeks was effective as seen from accelerated academic calendar, the number of basic competencies, depth, complexity, and level of interest of a basic competence. Implementation of the learning process performed mathematics teacher in the class VIII acceleration of SMPN 1 Boyolali, approaches, strategiesandmethods, is student-oriented activities. The approachused by teachersis the approach behaviour (behaviour therapy). Learning strategies are instructional strategies that emphasize learning out comes in intellectual abilities and learning strategies student-oriented activities. The method is applied teacher combines several methods such as lectures, question and answer, discussion and drill that emphasize student activity. Keywords: planning of the learning process, implementation of the learning process, syllabus, lesson plan, learning approaches, learning strategies, learning methods, acceleration

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
Publisher : Jurnal 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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