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All Journal MATEMATIKA Statistika Prosiding Seminar Biologi Journal of Education and Learning (EduLearn) Jurnal Ilmiah Teknik Elektro Komputer dan Informatika (JITEKI) Prosiding Seminar Nasional Sains Dan Teknologi Fakultas Teknik Jurnal S2 Pendidikan Matematika Journal of the Indonesian Mathematical Society AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Teknologi Informasi dan Ilmu Komputer Journal of Mathematics and Mathematics Education Jurnal Ekonomi & Studi Pembangunan Suska Journal of Mathematics Education Proceedings Education and Language International Conference Indonesian Journal of Applied Statistics Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) International Journal of Computing Science and Applied Mathematics Journal of Education Technology M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika BISECER (Business Economic Entrepreneurship) Southeast Asian Mathematics Education Journal Jurnal Bumigora Information Technology (BITe) Jurnal TIKOMSIN (Teknologi Informasi dan Komunikasi Sinar Nusantara) Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Journal of Applied Data Sciences Jurnal Pengabdian kepada Masyarakat Proceeding Biology Education Conference Prosiding Seminar Nasional Teknik Elektro, Sistem Informasi, dan Teknik Informatika (SNESTIK) Industrial Research Workshop and National Seminar Pancaran Pendidikan Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Jurnal Indonesia Sosial Teknologi JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Pendidikan MIPA Radiant : Journal of Applied, Social, and Education Studies
Sri Subanti
Program Studi Statistika, Universitas Sebelas Maret, Surakarta 57126
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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS (SNH) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN MATEMATIKA REALISTIK PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA Jannah, Raodatul; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract

models of SNH type, NHT type with realistic Mathematics approach, and conventional type results in a better learning achievement in Mathematics of the students; (2) which of the high, the medium, and the low independence of learning of the students results in a better learning achievement in Mathematics; (3) for each category of independence of learning of the students, which one results in better achievement in Mathematics, cooperative learning model of SNH type, NHT type with realistic Mathematics approach, and conventional type; and (4) for each learning model, which one results in better achievement in Mathematics, students who have high, middle, or low independence of learning. This research used quasi-experimental research method. The population of this research was the eleventh (8th) grade students of the state junior high schools in Mataram in the first semester of the academic year of 2012/2013. This research used stratified cluster random sampling technique. The sample of this research consisted of the students of SMP Negeri 15 Mataram, SMP Negeri 8 Mataram, SMP Negeri 9 Mataram. The data of the research were collected through documentation, questionnaire, and test. The data were then analyzed by using the unbalanced Two-Way Analysis of Variance at the significance level of 0.05. The results of the research are as follows: (1) the SNH type results in a better learning achievement in Mathematics of the students than cooperative learning model of NHT type and conventional type, and the cooperative learning model of NHT type results in a better learning achievement in Mathematics of the students than conventional type; (2) the learning achievement of the students with the high independence of learning results in a better achievement than the learning achievement of the students with the middle and low independence of learning and the learning achievement of the students with the middle independence of learning give the same mathematics achievement as the low independence of learning; (3) for each category of independence of learning of the students, cooperative learning model of SNH type results in better achievement in Mathematics than cooperative model NHT type and conventional type, and cooperative learning model NHT type results in a better learning achievement in Mathematics of the students than conventional type; and (4) for each learning model, the learning achievement of the students with the high independence of learning results in a better achievement than the learning achievement of the students with the middle and low independence of learning and the learning achievement of the students with the middle independence of learning results as good as in the low independence of learning.Keywords: Cooperative learning model of SNH type, NHT type, realistic Mathematics approach, and independence of learning of the students
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER (NHT) DITINJAU DARI KEMANDIRIAN BELAJAR PADA PRESTASI BELAJAR MATEMATIKA PESERTA DIDIK SMA SE – KAB. MAGELANG TAHUN PELAJARAN 2012/2013 Pratiwi, Katherine Her; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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ABSTRACT: The objectives of this research are to investigate: 1) which of the cooperative learning model of the Jigsaw type, the cooperative learning model of the Numbered Heads Together (NHT), and the direct learning  results in a better learning achievement in mathematics, 2) which of  the students with the high self-regulated learning, the students with the medium self-regulated learning, and the students with the low self-regulated learning have a better learning achievement in mathematics, 3) in each of the learning models which of the students with the high self-regulated learning, the students with the medium self-regulated learning, and the students with the low self-regulated learning have a better learning achievement in mathematics, 4) in each of the self-regulated learning, which on the cooperative learning model of the Jigsaw type, the cooperative learning model of the NHT type, and the direct learning model results in a better learning achievement in mathematics. The research used the experimental quasi research method with the factorial design of 3x3. The population of the research was all of the students in Grade XI of Senior High School  in Magelang regency in academic year 2012/2013. The samples of research were taken by using the stratified cluster random sampling. The samples of the research were the students of Taruna Nusantara senior high school, state senior high school 1 of Bandongan, and state senior high school 1 of Dukun. The hypotheses of the research were analyzed by using the two-way analysis of variance with unbalanced cells at the significance level of a = 0,05. The results of the research are as follows: 1) Jigsaw better than NHT and direct learning, whereas NHT equal to direct learning in mathematics achievement, 2) the high self-regulated learning better than medium  and low, whereas the medium better than low in mathematics achievement, 3) Jigsaw with the high self-regulated learning better than the medium and low, whereas the medium better than the low in mathematics achievement. NHT with the high self-regulated learning better than the medium and low, whereas the medium equal to the low in mathematics achievement. Direct learning with the high self-regulated learning better than the medium and low, whereas the medium equal to the low in mathematics achievement. 4) The high self-regulated learning with the cooperative learning model of NHT type better than Jigsaw and direct learning, whereas Jigsaw better than direct learning. The medium self-regulated learning with the cooperative learning model of Jigsaw type better than NHT and direct learning, whereas NHT equal to direct learning. The Low self-regulated learning with NHT better than Jigsaw and direct learning in mathematics achievement. Keywords : Jigsaw, NHT, and self-regulated learning.
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 Arifin, Zainal; Usodo, Budi; Subanti, Sri
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 MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT (TGT) DAN JIGSAW DENGAN PENDEKATAN MATEMATIKA REALISTIK DITINJAU DARI KECEMASAN MENGHADAPI TES SISWA KELAS VII SMP KABUPATEN BREBES TAHUN PELAJARAN 2012/2013 Santosa, Budi; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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ABSTRACT: The objectives of this research were to investigate: (1) which learning model of the TGT type learning model, the Jigsaw type learning model approach, and the direct learning model results in a better learning achievement; (2) which students of those with the high anxiety, those with medium anxiety level, and those with the low anxiety level to deal with test have a better learning achievement in Mathematics; (3) in the students with the low, medium, and high anxiety levels to deal with test, which learning model of the TGT type learning model, the Jigsaw type learning model, and the direct learning results in a better learning achievement in Mathematics; and (4) In the TGT type learning model, the Jigsaw type learning model, and the direct learning model, which students of those with the high anxiety, those with medium anxiety level, and those with the low anxiety level to deal with test have a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. It was conducted at Class VII of Junior Secondary Schools of Brebes regency in Semester II in Academic Year 2012/2013. The samples of the research were taken by using the stratified cluster random sampling. The data of the research were gathered through multiple choice test and questionnaire anxiety level to deal with test. The data were analyzed by using the two-way analysis of variance with unbalanced cells at the significance level of α = 0.05. The results of the research are as follows: 1) The Jigsaw learning model results in a better learning achievement than both the TGT type learning model and the direct learning model, and the TGT type learning model results in a better learning achievement than the direct learning model. 2) The learning achievement of the students with the low anxiety level is better than those with those with high anxiety level and those with the medium anxiety level, but the learning achievement of the students with the high anxiety level is the same as that of the students with the medium anxiety level. 3) In the students with the high anxiety level to deal with test, the Jigsaw learning model results in a better learning achievement than the TGT learning model. In the students with the medium anxiety level to deal with test, the Jigsaw learning model results in a better learning achievement than the direct learning model. Other than those, in each anxiety level, the three learning models result in the same learning achievement. 4). In the TGT learning model, the learning achievement of the students with the low anxiety level to deal with test is better than that of those with the high anxiety level. Other than those, in each learning model, the students with the high, medium, and low anxiety levels have the same learning achievement in Mathematics.Keywords: Anxiety to deal with test, TGT learning model, Jigsaw, and realistic Mathematics.
EFEKTIVITAS MODEL KOOPERATIF TIPE NHT DENGAN PMR DAN MODEL KOOPERATIF TIPE GI DENGAN PMR TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KREATIVITAS SISWA Ardiawan, Yadi; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: The aims of this research are to know: (1) which one gives better students’ mathematics achievement, cooperative model of NHT type with RME, cooperative model of GI type with RME or conventional model, (2) which one has better students’ mathematics achievement, student having high creativity, medium or low, and (3) for any level of creativities, which one gives better students’ mathematics achievement, cooperative model of NHT type with RME, cooperative model of GI type with RME or conventional model and for any kind of models which one has better students’ mathematics achievement, student having high creativity, medium or low. The type of this research was a quasi experimental by 3x3 factorial design.The population in this research was the seventh grade students of junior high school in Pontianak in the academic year 2012/2013. Sampling was done by stratified cluster random sampling. The instrument of research using mathematics achievement test and verbal creativity test. The conclusions of the research were as follows. (1) There is an influence of the learning model toward students’ mathematics achievement. Cooperative model of NHT type with RME provides  students’ mathematics achievement better than the cooperative model of GI type with RME and conventional model. Cooperative model of GI type with RME provides students’ mathematics achievement better than the conventional model. (2) There is an influence of the student’s creativity level toward students’ mathematics achievement. Students having high creativity have better mathematics achievement than students having medium and low creativity. Students having medium creativity have better mathematics achievement than students with low creativity. (3) For any level of creativities that the cooperative model of NHT type with RME gives better student’s mathematics achievement than cooperative model of GI type with RME and conventional model, and cooperative model of GI type with RME gives better students’ mathematics achievement than conventional model. For any kind of models, students having high creativity have better mathematics achievement than students having medium and low creativity, and students having medium have better mathematics achievement than students having low creativity. Keywords: Cooperative Model of NHT (Numbered Heads Together) type, Cooperative Model of GI (Group Investigation) type, RME (Realistic Mathematics Education) Approach, Student’s Creativity
EKSPERIMENTASI MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT (MMP) DAN MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) DISERTAI ASSESSMENT FOR LEARNING MELALUI TEMAN SEJAWAT DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS X SMA DI KABUPATEN Nugroho, Purna Bayu; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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Abstract. The purposes of this study were to determine: (1) which has better learning achievement, students are given MMP learning model with AfL through peers, STAD with the AfL through peers, or students who were given direct learning model, (2) which has better learning achievement, students with learning independence of high, moderate or low, (3) on each learning model, which one has the better learning achievement, students with learning independence of high, moderate or low, (4) in each learning independence category, which has better learning achievement, students are given MMP learning model with AfL through peers, STAD with AfL through peers or students who given direct learning model. This study was a quasi-experimental study with a 3 x 3 factorial design. The study populations were all of grade X students of Senior High School in Bantul. Sampling was done by stratified cluster random sampling. The samples in this study amounted to 214 students with the details of 72 students for experiment 1 and 70 for experiments 2 and 72 for the control class. The data collected instrument used mathematics achievement tests and a questionnaire of student’s learning independence. Based on the hypothesis testing, it can be concluded as follows. (1) Students’ learning achievement treated by MMP learning model with the AfL better than students treated by STAD models with AfL and direct learning model. In addition, students’ learning achievement treated by STAD model with AfL through peers better than students treated by direct learning model. (2) Students’ learning achievement which has high learning independence better than students who have moderate and low independence. In addition, students who have moderate learning independence better than students who have low learning independence. (3) In the MMP learning model with the AfL through peers, STAD with AfL through peers and direct learning model, the students’ learning achievement who have high learning independence better than moderate and low learning independence, in addition the students’ learning achievement who have moderate learning independence better than students who have low learning independence. (4) In the learning independence category of high, moderate and low, the students’ learning achievement treated by MMP with the AfL through peers better than students treated by STAD with AfL through peers and direct learning model. In addition, students’ learning achievement treated by STAD with AFL through peers better than students treated by direct learning model.Keywords: Missouri Mathematics Project (MMP), Student Teams Achievement Divisions (STAD), Assessment for Learning (AfL), Peers, Student’s Learning Independence
EKSPERIMENTASI PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN PROBLEM SOLVING DAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN PROBLEM POSING DITINJAU DARI KREATIVITAS SISWA KELAS VIII SMP NEGERI DI KOTA SURAKARTA TAHUN PELAJARAN 2012/2013 Sudarman, Satrio Wicaksono; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student creativity. The learning model compared were RME with problem solving, RME with problem posing on conventional. The type of the research was a quasi-experimental research. The population was the students of Junior High School in Surakarta on academic year 2012/2013. The samples of this research were taken by using the stratified cluster random sampling technique. The samples consisted of 269 students who were divided into 90 students in the first experiment class, 90 students in the second experiment class, and 89 students in the control class. The result of research showed that: (1) RME with problem solving provided better learning achievement than RME with problem posing and the conventional model. The RME learning model with problem posing provided better learning achievement than conventional one, (2) the students having high creativity had better learning achievement than those having medium and low creativity. The students having medium creativity had better learning achievement than did those having low creativity, (3) students taught by using RME with problem solving having high creativity level had better learning achievement than those having medium and low creativity level and students having medium creativity level had learning achievement as good as the low creativity level. Students taught by using RME with problem posing and conventional model had equal learning achievement in each level of creativity, and (4) students having high creativity level taught by using RME with problem solving had better learning achievement than those taught by using RME with problem posing and conventional model. Students having high creativity taught by using RME with problem posing and conventional model had equally good learning achievement. Students having medium and low creativity level had equal learning achievement in each learning model.Keywords: RME with problem solving, RME with problem posing, learning achievement,creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN TIPE PROBLEM POSING DAN MODEL PEMBELAJARAN TIPE PROBLEM SOLVING DITINJAU DARI GAYA BELAJAR SISWA SMP NEGERI KELAS VIII KOTA SURAKARTA Aprisetyani, Giant; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) which learning model of the Problem Posing, Problem Solving, and Direct Instruction results in a better learning achievement in Mathematics;  (2) which students of those with the visual learning style, those with the auditorial learning style, and those with the kinesthetic learning style have a better learning achievement in Mathematics; (3) in each learning model, which learning style of the visual learning style, the auditory learning style, and the kinesthetic learning style results in a better learning achievement in Mathematics; (4) in each learning style, which learning model of the the Problem Posing, the Problem Solvingand the Direct Instruction results in a better learning achievement in Mathematics.This research used the quasi experimental research with the factorial design of 3 x 3. The population of the research was all of the students in Grade VIII of State Junior Secondary Schools in Surakarta in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of three schools, namely: State Primary School 3, State Primary School of Surakarta, State Primary School 10 of Surakarta, and State Primary School21 of Surakarta. The proposed hypotheses of the research were tested by using the two-way analysis of variance (ANAVA) with unbalanced cells with the factorial design of 3 x 3. The results of the research are as follows: (1) the students instructed with the Problem Solving model have a better learning  achievement in Mathematics than those instructed with the Problem Posing type learning model and those instructed with the Direct Instruction, and the students instructed with the Problem Posing type learning model have a better learning achievement in Mathematics than those instructed with the Direct Instruction;  (2) the students with the visual learning style have a better  learning achievement in Mathematics than those with the auditory learning style  and those with the kinesthetic learning style, and the students with the auditory learning style have a better learning achievement in Mathematics than those with the kinesthetic learning style; (3a) in the Problem-Posing type learning model, the learning achievement in Mathematics of the students with the visual learning style is the same as that of the students with the auditory learning style, and the learning achievement in Mathematics of the students with the auditory learning style  is the same as that of the students with the kinesthetic learning style, but the learning achievement in Mathematics of the students with the visual learning style is better than that of the students with the kinesthetic learning style, (3b) in the Problem Solving type learning model, the learning achievement in Mathematics of the students with the visual learning style is the same as that of the students with the auditory learning style, the learning achievement in Mathematics of the students with the auditory learning style is the same as that of the students with the kinesthetic learning style, but the learning achievement in Mathematics of the students with the visual learning style is better than that of the students with the kinesthetic learning style, and (3c) in the  Direct Instruction, the learning achievement in Mathematics 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; and (4a)  in the students with visual learning style, the learning achievement in Mathematics of the students exposed to the problem possing type learning model is the same as that of the students exposed to the problem solving type learning model, the learning achievement in Mathematics of the students exposed to problem possing type learning model is better than that of the students exposed to the direct instruction, and the learning achievement in Mathematics of the students exposed to the problem solving is better than that of the students exposed to direct instruction, (4b) in the students with the auditory learning style, the learning achievement in Mathematics of the students exposed to the problem posing type learning model is the same as that of the students exposed to the problem solving type learning model and that of the students exposed to the direct instruction, and (4c) in the students with the kinesthetic learning style, the learning achievement in Mathematics of the students exposed to the problem possing type learning model is the same as that of the students exposed to the problem solving type learning model, and that of the students exposed to the learning instruction.Keywords:  Problem Posing, Problem Solving, Direct Instruction, learning styles, and learning achievement in Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN 4Ex2 DAN LC 5E PADA MATERI PLSV DAN PtLSV DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA Fitrianna, Aflich Yusnita; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the students attitude towards mathematics. The learning model compared were 4Ex2, LC 5E and conventional learning model. Data analysis techniques used to test the hypothesis was two-way analysis of variance with unbalanced cells. The conclusions of the research were as follows. 1) The learning achievement in Mathematics of the students exposed to the 4Ex2 learning model are better than LC 5E learning model and conventional learning model, and  the learning achievement in Mathematics of the students exposed to the LC 5E learning model are better than conventional learning model. 2) The learning achievement in Mathematics of the students with the high attitudes toward Mathematics are better than that of the students with the medium and low attitudes toward Mathematics, and the learning achievement in Mathematics of the students with the medium attitudes toward Mathematics are better than that of the students with the low attitudes toward Mathematics. 3) In the 4Ex2 learning model, the learning achievement in Mathematics of the students with the high attitudes toward Mathematics are better than medium and low attitudes toward Mathematics, and the learning achievement in Mathematics of the students with the medium attitudes toward Mathematics are better than low attitudes toward Mathematics. In the LC 5E learning model, the learning achievement in Mathematics of the students with the high attitudes toward Mathematics are better than medium and low attitudes toward Mathematics, the learning achievement in Mathematics of the students with the medium attitudes toward Mathematics are the same as low attitudes toward Mathematics. In the conventional learning model, the learning achievement in Mathematics of the students with the high attitudes toward Mathematics are the same as medium attitudes toward Mathematics, the learning achievement in Mathematics of the students with the high and medium attitudes toward Mathematics are better than low attitudes toward Mathematics. 4) In the students with the high attitudes toward Mathematics the learning achivement of the students exposed to the LC 5E learning model are the same as 4Ex2 learning model and the conventional learning model, the learning achievement in Mathematics of the students exposed to the 4Ex2 learning model are better than conventional learning model, and both in the students with the medium attitudes toward Mathematics and in those with the low attitudes toward Mathematics, students exposed to the 4Ex2 learning model, LC 5E learning model, and conventional learning model result in the same learning achievement in Mathematics.Keywords: Learning model, 4Ex2, LC 5E, attitudes toward Mathematics, learning achievement in Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN COOPERATIVE LEARNING TIPE NUMBERED HEADS TOGETHER (NHT) PADA MATERI ARITMATIKA SOSIAL DITINJAU DARI GAYA BELAJAR SISWA KELAS VII SEKABUPATEN PACITAN Anggraheni, Retno; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract

Abstract: The objectives of research were to find out: (1) which learning model provided better student learning achievement, Problem based Learning (PBL) or Numbered Heads Together (NHT) type of Cooperative Learning or direct learning model, (2) which students had better mathematics learning achievement, those with auditory, or visual, or kinesthetic learning style,  (3) in each learning model, which one had mathematics learning achievement better, whether the students with auditory, those with visual or those with kinesthetic learning style, (4)  in each learning style, which one provided better mathematics learning achievement, Problem based Learning (PBL) or Numbered Heads Together (NHT) type of Cooperative Learning or direct learning model. This study was a quasi experimental research with a 3 x 3 factorial design. The population of research was all of the VII graders of Junior High Schools in Pacitan Regency. The sample was taken using stratified cluster random sampling. The sample of research consisted of 242 students: 82 students for the experiment 1, 80 students for experiment 2 and 80 students for control classes. Considering the result of hypothesis testing, the following conclusions could be drawn. (1) The Problem Based Learning, the NHT type of cooperative learning, and direct learning models provided equal mathematics learning achievement. (2) The students with visual learning style had the mathematics learning achievement equal to those with kinesthetic one. Those with visual learning style had the mathematics learning achievement better than those with auditory one. Those with kinesthetic learning style had the mathematics learning achievement better than those with auditory one. (3) In PBL learning model, the students with visual learning style had the mathematics learning achievement better than those with auditory one, but those with visual learning style had the mathematics learning achievement equal to those with kinesthetic one, and those with auditory learning style had the mathematics learning achievement equal to those with kinesthetic one. In NHT type of cooperative learning model, the students with visual learning style had the mathematics learning achievement equal to those with auditory one and those with visual learning style had the mathematics learning achievement equal to those with kinesthetic one, but those with auditory learning style had the mathematics learning achievement better than those with kinesthetic one. In direct learning model, the results of the three learning style provided equal learning achievement. (4) In the students with visual learning style, PBL model provided learning achievement equal to the NHT type of cooperative learning one, PBL did better than the direct one, and the NHT type did better than the direct one. In auditory learning style, PBL model provided the learning achievement equal to the NHT type, while PBL did better than the direct one, and the NHT type did better than the direct one. In those with kinesthetic learning style, PBL model provided learning achievement equal to the NHT type of cooperative learning one, PBL did better than the direct one, and the NHT type did better than the direct one. In auditory learning style, PBL model provided the learning achievement equal to the NHT type, PBL provided learning achievement equal to the direct one, and the NHT type did better than the direct one. Keywords: Problem Based Learning (PBL), Numbered Heads Together (NHT), student learning style. 
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Aziz Abdul Aziz Abdul Aziz Hidayat Achmad Nurrofiq Achmad Nurrofiq Adi Wicaksono, Nanda Aflich Yusnita Fitrianna Aflich Yusnita Fitrianna Agus Supriyanto Ahmad Abdul Mutholib Amalia Zulvia Widyaningrum Ambarawati, Mika Amiratih Siti Aisyah Andhika, Niken Dwi Anggraira, Attilah Suci Annisa Swastika Annur, M. Firman Anwar Ardani Aprilia, Nabila Churin Arianto, Febri Arif Rahman Hakim Arif Rahman Hakim Arif Rahman Hakim Arif Rahman Hakim Arifa Apriliana Arifa Apriliana, Arifa Ariska Yuliana Putri Ariska Yuliana Putri Arsita Anggraeni Pramesti Arum Dwi Rahmawati Dwi Rahmawati, Arum Dwi Rahmawati Dwi Assyifa Lala Pratiwi Hamid Astuti, Arinda Tri Astuti, Indra Puji Atika Amalia Attilah Suci Anggraira Aulia Rizki Destarani Ayu Rahmawati Bastian Al Ravisi Berlyana Ayu Prasasti Brilliyanti, Fanny Brilliyanti, Fanny Budi Santosa Budi Santosa Budi Santosa Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budi Usodo Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono, Budiyono Budiyono, Budiyono Danar Supriadi Desi Tri Utami, Desi Tri Diana Tri Purnamasari Dini Yuniarti Dwi Ambarwati, Dwi Dwi Retnowati Dwi Retnowati Dyah Auliya Agustina Endang Widiyastuti Era Hervilia Etika, Erdyna Dwi Exacta, Annisa Prima Fajar Suryatama Farida Nurhasanah Fhadilla, Nahdatul Fitri Apriyani Pratiwi, Fitri Apriyani Fitri Era Sugesti Fitria, Camelina Fitriana Anggar Kusuma Fitriana, Laila Getut Pramesti Giant Aprisetyani Giant Aprisetyani H Hartatik, H Hendriyanto, Agus Husna Afanyn Khoirunissa Iffah, Rona Dhiya Layli Ikrar Pramudya Imam Sujadi Imam Sujadi Imam Sujadi Imam Sujadi Indra Raditya , Dionisius Intan Novia Sari Intan Novia Sari Intan Rachmawati Irwan Susanto Irwan Susanto Isnaini, Bayutama Isnandar Slamet Isnandar Slamet Isnandar Slamet, Isnandar Iwan Kurnianto Kadar, Jimmy Abdel Karina Pramitasari Karina Pramitasari, Karina Kartikaningtyas, Nafiqoh Elsa Katherine Her Pratiwi Khafittulloh Viqriah Khafittulloh Viqriah, Khafittulloh Khoiriyah, Nor Kumarahadi, Brigitta Melati Kurniasih, Rini Kurniati, Edy Dwi Lestari, Fajar Lina Muawanah, Lina Mahmudah Titi Muanifah Mahmudah Titi Muanifah Mahmudati, Rina Maratu Shalikhah Maratu Shalikhah, Maratu Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana Mardiyana, Mardiyana Mardiyana, Mardiyana Marfuah, Ismiyati Mida Nurani Mika Ambarawati Mohamad Nur Fauzi Muhammad Bayu Nirwana Muhammad Wildan Fadilah Mulyadi Mulyadi Mulyadi Mulyadi Nabila Tri Amanda Nais Qonita Salsabila Ningsih, Maya Kristina Nirwana, Muhammad Bayu Nopiana, Medi Nor Khoiriyah Novi Dya Meylasari Nugraha, Titis Jati Nugroho, Purwo Setiyo Nuraini, Latifah Nurudin, M. Pardede, Hilman Ferdinandus Prabowo, Haniftia Haqqiendini Pramesti, Arsita Anggraeni Pratiwi, Fitri Apriyani pratiwi, hasih Proborini, Ellen Purna Bayu Nugroho Purnamasari, Anita Pusaka, Semerdanta Putra Adi Wibowo Putra Adi Wibowo Rahmita Ika Sari Raodatul Jannah Raodatul Jannah Rara Sugiarti Ratih Kusumaningrum Ratih Kusumaningrum Reka Pramukti Reka Pramukti, Reka Respati wulan Retno Anggraheni Ria Wahyu Wijayanti Rina Mahmudati Riyadi Riyadi Riyadi Riyadi Riyadi Riyadi Riyanto, Nandyar Fisthi Riyanto, Nandyar Fisthi Rizky Wahyudi Sandhy Prasetyo Tito Kurniawan Sandhy Prasetyo Tito Kurniawan, Sandhy Prasetyo Satrio Wicaksono Sudarman Savitri, Maria Endah Savitri, Maria Endah Septiana Wijayanti Setiaputra, Felix Indra Sri Adiningsih Sri Sulistijowati Handajani Sugesti, Fitri Era Sugianto Sugianto Sugiyanto - Sugiyanto Sugiyanto Sugiyanto Sugiyanto Sugiyanto Sugiyanto Sugiyanto, Sugiyanto Sujadi, Imam Sujadi, Imam Sujadi, Imam Sulandari, Winita Sumantri, Astri Wiliastri Susilotomoa, Dhestahendra Citra Titik Yuniarti Triyazulfa, Azkiya Umi Fadlilah, Umi Umi Supraptinah Umi Supraptinah, Umi Veronica Sri Wigiyanti Veronica Sri Wigiyanti Very Hendra Saputra Virlina Zuhanisani Wahyuni, Fina Tri Wahyuni, Fina Tri Wahyuningtyas, Widyana Wardani, Endang Purwati Wardani, Endang Purwati Widyana Wahyuningtyas Wihasti Imas Priyandani Wihasti Imas Priyandani, Wihasti Imas Winita Sulandari Winita Sulandari Winita Sulandari Winita Sulandari Wulandari, Lina Yadi Ardiawan Yadi Ardiawan Yudho Yudhanto Yudho Yudhanto Yudho Yudhanto, Yudho Yuliana Susanti Yuliana Susanti, Yuliana Yuniarti, Titik Yusnita Rahmawati Yusnita Rahmawati Zainal Arifin Zuhanisani, Virlina Zuhdha Basofi Nugroho Zuhdha Basofi Nugroho, Zuhdha Basofi Zukhronah, Etik