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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 Vygotsky: Jurnal Pendidikan Matematika dan 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
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences Other

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN MATEMATIKA REALISTIK (PMR) DITINJAU DARI KECERDASAN INTERPERSONAL SISWA SMP SE-KABUPATEN GROBOGAN TAHUN PELAJARAN 2012/2013 Achmad Nurrofiq; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on learning achievement viewed from students’ interpersonal intelligence. The learning models compared were cooperative learning model Numbered Heads Together (NHT) with Realistic Mathematics Approach (RMA) approach, Think Pair Share (TPS) with Realistic Mathematics Approach (RMA) and direct learning. This research was a quasi-experimental research using factorial design of 3x3. The population of the research was all students of the Junior High Schools in Grobogan regency. The samples of the research were seven grade students of SMP Negeri 2 Purwodadi, SMP Negeri 2 Grobogan and SMP Negeri 7 Purwodadi in Grobogan regency (88 students for for first experimental class, 96 students for second experimental class, and 92 students for control class). The samples were chosen by using stratified cluster random sampling. In collecting the data, the instruments used were multiple-choice test of learning achievement in mathematics and student interpersonal intelligence questionnaire. The technique of analyzing the data was unbalanced two-ways Anova. The results of the research are as follows: (1) the cooperative learning model NHT with RMA give better achievement in mathematics than cooperative learning model TPS with RMA, and both result in a better learning achievement in mathematics than the direct learning model; (2) there are no any differences in the learning achievement in mathematics of the students with high, medium or low interpersonal intelligence; (3) in each interpersonal intelligence, the cooperative learning model NHT with RMA give better achievement in mathematics than cooperative learning model TPS with RMA, and both result in a better learning achievement in Mathematics than the direct learning model; (4) in each learning model, the students with high, medium and low interpersonal intelligence have the same learning achievement in mathematics.Keywords:          NHT, TPS, RMA, interpersonal intelligence, learning achievement in mathematics
PROFIL PROSES BERPIKIR KRITIS SISWA KELAS VIII SMP NEGERI 3 SURAKARTA DALAM MEMECAHKAN MASALAH POKOK BAHASAN SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV) DITINJAU DARI KECERDASAN MAJEMUK DAN GENDER Mika Ambarawati; Mardiyana Mardiyana; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
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Abstract: The aim of this research was to describe the profile of critical thinking process of the students in grade VIII of State Junior Secondary School 3 of Surakarta in solving the problems on linear equation of two variables (LETV) viewed from the multiple intelligence and gender. This research used the descriptive research method with the qualitative explorative approach. The subjects of the research were taken by using the purposive sampling technique. The subjects of the research were four students in Grade VIII of State Junior Secondary School 3 of Surakarta, one male student and female student with linguistic intelligence, and one male student and one female student with mathematical-logical intelligence. The instruments used to gather the data of the research were multiple intelligence questionnaire, worksheet for mathematical problem-solving, and interview guidelines. The data were collected through questionnaire and task-based interview on the learning material of LETV. They were validated by using the time triangulation and the reference fulfillment. The data were analyzed using a Miles and Huberman’s concept, that was data reduction, presentation, and conclusion. The results of the research are as follows. 1) The male  and female students with linguistic intelligence had a good ability to capture information and may communicate it effectively both written and orally. The critical thinking can be realized through four phases. However,  the male in the recognition phase, they encounters a difficulty i.e. the question they mentions is less complete.  In addition, in thinking about alternatives, they are only able to mention one problem-solving alternative, namely: mixed alternative. 2) The male and female students with mathematical-logical intelligence are able to think logically. They are able to do categorization, classification, conclusion drawing over a problem. The  critical thinking can be realized through four phases. However, in the recognition phase, they encounters a difficulty i.e. the question they mentions is less complete.  In addition, in thinking about alternatives, they are only able to mention two problem-solving alternatives, namely: mixed alternative and substitution alternative.Keywords: profile of the process of critical thinking, problem solving, multiple intelligence, and gender.
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 Purna Bayu Nugroho; Budiyono Budiyono; Sri Subanti
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 MODEL PEMBELAJARAN THINK TALK WRITE (TTW) DAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VII SMP NEGERI SE-KABUPATEN BLORA Zuhdha Basofi Nugroho; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract: The objective of this research was to investigate the effect of the learning models on learning achievement viewed from the logical mathematical intelligence of the students. This research was a quasi-experimental research with a 3x3 factorial design. The population of the research was the seven class students of Junior High School at Blora regency on academic year 2014/2015 and the samples were students from SMP Negeri 2 Blora, SMP Negeri 1 Ngawen, and SMP Negeri 1 Japah which was taken by using stratified cluster random sampling technique. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) TTW with scientific approach gave better achievement than TPS, and classical with scientific approach TPS with scientific approach gave better achievement than classical with scientific approach. 2) The students with high logical matematical intelligence better achievement than the students with medium and low logical matematical intelligence. The students with medium logical matematical intelligence better achievement than the students with low logical matematical intelligence. 3) At the students with high and medium logical matematical intelligence, TTW, TPS, and classical with scientific approach gave the same achievement. At the students with low logical matematical intelligence TTW and TPS with scientific approach gave the same achievement, TTW and TPS with scientific approach gave better achievement than classical scientific learning model. 4) In TTW with scientific approach, students with high and medium logical matematical intelligence had the same achievement, students with medium and low logical matematical intelligence had the same achievement, and students with high logical matematical intelligence had better achievement than students with low logical matematical intelligence. In TPS with scientific approach students with high logical matematical intelligence had better achievement than students with medium and low logical matematical intelligence, and students with medium and low logical matematical intelligence had the same achievement. In classical with scientific approach, students with high and medium logical matematical intelligence had the same achievement, students with high and medium logical matematical intelligence had better achievement than students with low logical matematical intelligence.Keywords:  Think Pair Share, Think Talk Write, Classical learning model, Scientific Approach, Logical Matematical Intelligence, Achievement.
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 Raodatul Jannah; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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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
KREATIVITAS DALAM MEMECAHKAN MASALAH GEOMETRI BANGUN RUANG SISI DATAR SISWA KELAS VIII SMPN 1 ARJOSARI KABUPATEN PACITAN TAHUN PELAJARAN 2013/2014 DITINJAU DARI GAYA KOGNITIF DAN GENDER Ariska Yuliana Putri; Riyadi Riyadi; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
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Abstract: The aim of this research was to describe male and female students creativity of class VIII SMPN 1 Arjosari District of Pacitan that has a Field Dependent and Field Independent cognitive style in solving space geometric problem. This was a qualitative research. These subjects were taken using purposive sampling and snowball sampling. The subjects of this research were the students in the eight grade of SMPN 1 Arjosari. Data collection techniques in this research were GEFT, creativity test and interview. Techniques to validate the data were time triangulation. The data analysis technique used was the concept of Miles and Huberman consisted of data reduction, data display, and conclusion. The aspect of creativity in this research were consists of  four aspects, there were fluency,  flexibility, originality and elaboration. Students less creative if they do not meet the four aspects of creativity, quite creative if they meet one, two and three aspects of creativity and creative if they meet the four aspects of creativity. The results showed that male students that have Field Dependent in solving problems are quite creative because they meet one of the creativity aspects which is fluency. The male students that have Field Independent in solving problems are quite creative because they meet two creativity aspects which are fluency and elaboration. The female students that have Field Dependent in solving problems are quite creative because they meet two creativity aspects which are fluency and elaboration. The female students that have Field Independent in solving problems are quite creative because they meet three creativity aspects which are fluency, flexibility and elaboration. So the male and female students that have Field Dependent and Field Independent have a quite creative but it are different in each aspect of creativity.Keywords: creativity, problem solving, cognitive style, gender.
EKSPERIMENTASI MODEL PEMBELAJARAN RESOURCE BASED LEARNING (RBL)DAN PROBLEM BASED LEARNING (PBL)DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIK PESERTA DIDIK KELAS XI SMA SEKABUPATEN KUDUS TAHUN 2013/2014 Arifa Apriliana; Riyadi Riyadi; Sri Subanti
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): 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 mathematical communication skills. The learning models compared were RBL, PBL and Direct 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) RBL and PBL learning models have produced the same mathematics achievement, but RBL and PBL learning models have produced the mathematics learning achievement better than Direct Learning. 2) learners who have high and medium mathematical communication skills have had the same mathematics achievement, and learners with medium and low mathematical communication skills also have the same mathematics achievement. But, learners with high mathematical communication skills have had a better mathematical achievement than learners with low mathematical communication skills. 3) learners with high mathematical communication skills who are learning by using RBL, PBL, and Direct learning model have had the same mathematics achievement. Learners with medium mathematical communication skills who are learning by using RBL, PBL, and Direct learning model also have had the same mathematics achievement. Learners with low mathematical communication skills who are learning by using RBL and PBL have had the same mathematics achievement, and who are learning by using PBL and Direct learning model also have had the same mathematics achievement, but learners with low mathematical communication skills who are learning by using RBL have had a better mathematical achievement than who are learning by using  Direct learning model. 4) In the RBL learning model, learners who have high, medium and low mathematical communication skills have had the same mathematics achievement. In the PBL learning model, learners who have high, medium and low mathematical communication skills also have had the same mathematics achievement. In the Direct learning model, learners who have high and medium mathematical communication skills have had the same mathematics achievement, and in the Direct learning model, learners who have medium and low mathematical communication skills also have had the same mathematics achievement, but in the Direct learning model, learners who have high mathematical communication skills have had a better mathematical achievement than learners with low mathematical communication skills.Keywords: Learning model, RBL, PBL, Direct learning model, Mathematical communication skills, and Mathematics achievement.
PENGEMBANGAN MODEL PEMBELAJARAN TPS BERBASIS AfL MELALUI PENILAIAN TEMAN SEJAWAT UNTUK PEMBELAJARAN MATEMATIKA PADA POKOK BAHASAN SISTEM PERSAMAAN LINEAR DUA VARIABEL DI SMP/MTS SE-KABUPATEN MAGELANG TAHUN PELAJARAN 2013/2014 Putra Adi Wibowo; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: The objectives of the research were to find out: (1) how the process and the product of an AfL-based TPS learning model development were through peer assessment, (2) which learning model provided better learning outcome, the AfL-based TPS through peer assessment or the TPS one, (3) which students had better learning outcome, those with high, those with moderate or those with low learning independency, (4) in each learning model, which students had better learning outcome, those with high, those with moderate or those with low learning independency, and (5) in each category of learning independency, which learning model provided better learning outcome, the AfL-based TPS through peer assessment or the TPS one. This research was divided into two stages. The first one was learning model development belonging to research and development research. This stage included material collection, model prototype designing, model tryout, and model establishment. The tryout was conducted in four learning. The second was model effectiveness test belonging to a quasi-experimental research with a 2x3 research design. The population was the first semester VIII graders of SMP/MTs (Junior High Schools/Islamic Junior High Schools) throughout Magelang Regency  in the school year of 2013/2014. The sampling technique used in this research was stratified cluster random sampling. The sample of research consisted of 138 students: 68 for the experiment 1 class and 70 for the experiment 2 class. Considering the result of hypothesis testing, the following conclusions could be drawn. (1) The AfL-based TPS learning model through peer assessment could be applied at SMP/MTs level in Magelang Regency. (2) The learning outcome of the students treated with AfL-based TPS learning model through peer assessment was better than that of those treated with the TPS one. (3) The learning outcome of students with high learning independency was better than that of those with moderate and low one. The learning outcome of the students with moderate learning independency was as good as that of those with low one. (4) In both the AfL-based TPS learning model through peer assessment and the TPS, the learning outcome of students with high learning independency was better than that of those with moderate and low one, but that of the students with moderate learning independency was as good as that of those with low one. (5) In high, moderate, and low categories of learning independency, the learning outcome of the students treated with AfL-based TPS learning model through peer assessment was better than that of those treated with the TPS one.Keywords: Think Pair Share (TPS), Assessment for Learning (AfL), Peer Assessment, Student Learning Independency.
KARAKTERISTIK BERPIKIR MATEMATIS SISWA SMP MAJELIS TAFSIR AL-QUR’AN (MTA) GEMOLONG DALAM MEMECAHKAN MASALAH MATEMATIKA PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV) DITINJAU DARI KEMAMPUAN PENALARAN SISWA DAN GENDER Agus Supriyanto; Mardiyana Mardiyana; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
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Abstract: The aims of this research were to know and to describe mathematical thinking characteristic of grade VII students of SMP MTA Gemolong in solving mathematic  problems at linear equation of two variables (LETV) observed from the reasoning capability and gender. This research belonged to descriptive research with qualitative explorative approach. The sample was taken by using purposive sampling technique. There were six samples used in this research. The category of the sample based on this reasoning ability was taken by reasoning test and space field test. There were two types of instruments that were used in this research to collect the data. The first was solving problem test instrument, and the second was interview guidance. Validation test of the data that was used in this research was time triangulation test. The results of this research indicated as follows. (1) The characteristic of mathematical thinking of male and female students with high reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction and connection phase. Whereas in analysis phaseit was not completed. (2) The characteristic of mathematical thinking of male and female students with intermediate reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction and the connection phase.  Whereas in analysis phase, it was not completed. (3) The characteristic of mathematical thinking of male and female students with low reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction phase. Whereas in the connection and analysis phase, it was not completed.Keywords: mathematic thinking, solving problem, reasoning ability, gender
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

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  
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Aziz Abdul Aziz Abdul Aziz Hidayat Achmad Nurrofiq Achmad Nurrofiq Adi Wicaksono, Nanda Adigama Tri Nugraha Aflich Yusnita Fitrianna Aflich Yusnita Fitrianna Agus Supriyanto Ahmad Abdul Mutholib Aji Susanto Amalia Zulvia Widyaningrum Amanda, Nabila Tri 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 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 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 Hervilia, Era Husna Afanyn Khoirunissa Iffah, Rona Dhiya Layli Ikrar Pramudya Ikrar Pramudya, Ikrar Imam Sujadi Imam Sujadi Imam Sujadi Imam Sujadi Indra Raditya , Dionisius Intan Novia Sari Intan Novia Sari Irwan Susanto Irwan Susanto Isnaini, Bayutama Isnandar Slamet 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 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 Permatasari, Dinda Agnes Prabowo, Haniftia Haqqiendini Pramesti, Arsita Anggraeni Prasasti, Berlyana Ayu Pratiwi, Fitri Apriyani pratiwi, hasih Proborini, Ellen Purna Bayu Nugroho Purnamasari, Anita Pusaka, Semerdanta Putra Adi Wibowo Putra Adi Wibowo Rachmawati, Intan 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 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 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