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Suyono Suyono
Program Studi Magister Pendidikan Matematika Pascasarjana UNS
Mathematics

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EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIRSHARE MODIFIKASI PENEMUAN TERBIMBING BERBANTUAN MICROSOFT POWER POINT PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI KEDISIPLINAN BELAJAR MIFTACHUL ANAS; Tri Atmojo Kusmayadi; Suyono Suyono
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research was to investigate: (1) which of the Modified TPS learning model, the TPS learning model, and the conventional learning model results in a better mathematics learning achievement; (2) which of the students with high, mediun, and low learning disciplines have a better mathematics learning achievement; and (3) which of the Modified TPS, TPS and conventional learning models result in a better learning achievement for each level of learning discipline of the students; and (4) which of the high, medium, and learning disciplines of the students result in a better learning achievement for each learning models.This research used the quasi-experimental method. The population of this research was all students of the junior secondary schools in Ngawi regency in the academic year of 2012/2013. The samples of this research consisted of 284 students who were divided into three experiment groups. The three groups consisted of group 1, group 2, and group 3. Both of group 1 and group 2 consisted of 190 students whereas group 3 consisted of 94 students. The data of this research were gathered from test of learning achievement in Mathematics, questionnaire, and documentation. The data were then analyzed by using umbalanced Two-way Analysis of Variance.The result of the research are as follows: (1) the learning model of Modified TPS is better than that of the TPS and conventional learning models while the learning model of TPS is better than the conventional learning model; (2) the students with high learning discipline have a better learning achievement than those with medium and low learning discipline while the students with medium learning discipline is better than the low learning discipline; (3) in high and medium learning discipline of the students,the learning achievement achieved through the learning model of Modified TPS is better than that achieved through the TPS and conventional learning models while the learning achievement achieved through the TPS learning model is better than that achieved through the conventional learning model. However, in the low learning discipline of the students,the learning achievement achieved through the learning model of Modified TPS is better than that achieved through the TPS,andthe Modified TPS learning model is as good as the conventional learning model and the TPS learning model is as good as the conventional learning model; and (4) in Modified TPS and TPS of the learning models, the high learning discipline of the students results in a better learning achievement than the medium and low learning disciplines while the medium learning discipline results in a better learning achievement than the low learning discipline. However, in the conventional learning model the high learning discipline of the students results in a better learning achievement than the medium learning model, andthe medium learning discipline of the students are giving the same mathematics learning achievement with the low learning discipline.Keyword : Modified TPS learning model, TPS learning model, conventional learning model, learning discipline and learning achievement.
EFEKTIFITAS PEMBELAJARAN DENGAN PENDEKATAN KONTEKSTUALvDAN PENDEKATAN PEMECAHAN MASALAH DITINJAU DARI GAYA BELAJAR PADA SISWA SEKOLAH MENENGAH PERTAMA DI KABUPATEN BOJONEGORO Abdul Ghofur; Tri Atmojo Kusmayadi; Suyono Suyono
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objective in the research is to find out: (1) the learning approach giving better learning achievement, whether learning with contextual approach with problem solving approach or with direct learning; (2) the student learning style providing better learning achievement, whether visual, auditory, or kinesthetic learning styles; (3) in each learning approach, who having learning achievement better, the students with visual, auditory or kinesthetic learning style; and (4) in each learning style, which one providing better learning achievement, the learning with contextual approach with problem solving approach or with direct learning. The population of research was all IX (ninth) graders of Junior High School in Bojonegoro Regency consisting of 55 school. The sample was taken using stratified cluster random sampling. The sample of research consisted 305 students divided into experiment I, experiment II, and control groups.The conclusion of research was: (1) the learning with contextual approach giving better mathematics learning achievement than the problem solving approach and direct learning. (2) The students with visual learning style had learning achievement better than those with auditory one. But, there was no difference of learning achievement between the students with visual and those with kinesthetic learning style and there was no difference of learning achievement between the students with auditory and those with kinesthetic learning style. (3) In learning with contextual approach, all learning styles had the same learning achievement, while in the learning with problem solving approach, the students with visual learning styles had different learning achievement, the students with visual learning style had the same learning achievment with the students with kinestetic learning styleand the students with auditory learning style had the same learning achievment with the students with kinestetic learning style. Indirect learning, there was no difference of learning achievement between the students with visual, auditory and kinesthetic learning styles. (4) In the students with visual,auditory and kinesthetic learning style, there was no difference of learning achievement between the students with contextual approach,problem solving approach and direct learning.Keywords: contextual, problem solving, learning style.
Co-Authors Abdul Ghofur MIFTACHUL ANAS Tri Atmojo Kusmayadi