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All Journal Jurnal S2 Pendidikan Matematika Journal of Mathematics and Mathematics Education
Budiyono, Budiyono
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Education Mathematics

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Journal : Jurnal S2 Pendidikan Matematika

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN THINK PAIR SHARE (TPS) PADA POKOK BAHASAN PERSAMAAN DAN PERTIDAKSAMAAN KUADRAT DITINJAU DARI GAYA BELAJAR SISWA KELAS X SMA SE KABUPATEN SUKOHARJO TAHUN PELAJARAN 2015/2016 Herawati, Ratna; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 7 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aim of this research was to know the effect of learning models on mathematics achievement viewed from the learning style. The learning models compared were Group Investigation, Think Pair Share, and Direct Learning Model (GI, TPS, langsung). This research was a quasi experimental with the factorial design of 3×3. The population of this research was all of students in first’grade of Senior High Schools of Sukoharjo regency in academic year 2015/2016. The samples of the research consisted of 269 students and were gathered through stratified cluster random sampling. The instruments consisted of pre-experiment test, test of learning achievement and learning style questionnaire. Hypothesis testing was performed using two-way analysis of variance with unbalanced cells. Based on the results of hypotheses testing, they were concluded as follows. 1) GI and TPS learning models gave an equal mathematics achievement. GI learning models gave mathematics achievement better than Direct Learning Model. TPS and Direct learning models gave the same mathematics achievement. 2) Students with visual learning style have better mathematics achievement than students with auditory and kinesthetic ones. On the other hand, students with auditory and kinesthetic learning style have equal mathematics learning achievement. 3) On all visual, auditory and kinesthetic learning style, cooperative learning with GI type gives an equals’mathematics learning achievement with TPS. GI learning models gave mathematics achievement better than Direct Learning Model. Also TPS and Direct learning models gave the same mathematics achievement. 4) On all learning models, cooperative learning GI type, TPS, and Direct Learning Model, Students with visual learning style have better mathematics achievement than students with auditory and kinesthetic ones. On the other hand, students with auditory and kinesthetic learning style have equal mathematics learning achievement.Keywords: Group Investigation, Think Pair Share, Learning Style, Mathematics Learning Achievement. 
EKSPERIMENTASI MODEL PEMBELAJARAN TEAMS ASSITED INDIVIDUALIZATION (TAI) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN KONTEKSTUAL PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL DITINJAUDARI KREATIVITAS BELAJAR SISWA Awalia, Kurnia; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 4 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from students learning creativity. The learning models compared were TAI with contextual approach, NHT with contextual approach, and direct instruction  with contextual approach. The type of the research was a quasi-experimental research. The populations were all students of Junior High School in Gemolong subdistrict. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 1 Gemolong, SMPN 2 Gemolong, and SMP Muh 9 Gemolong. The instruments used were mathematics achievement tests and creativity questionnaire. The data was analyzed using unbalanced two-ways anova. The conclusions were as follows. (1) TAI with contextual approach gives better mathematics achievement than NHT with contextual approach, TAI with contextual approach gives better mathematics achievement than direct instruction with contextual approach, NHT and direct instruction with contextual approach have the same mathematics achievement. (2) For students with high and medium learning creativity have the same mathematics achievement. Mathematics achievement of students who have high and medium learning creativity was better than students who have low learning creativity. (3) For students who have high learning creativity, all learning models gives the same mathematics achievement. (4) For students who have medium learning creativity, all learning models gives the same mathematics achievement. (5) For students who have low learning creativity, TAI and NHT with contextual approach gives the same mathematics achievement. NHT and direct instruction with contextual approach gives the same mathematics achievement. TAI with contextual approach gives better mathematics achievement than direct instruction with contextual approach.Keywords: TAI, NHT, contextual approach, learning achievement, learning creativity.
Co-Authors Adi Nurcahyo Anggraini, Putri Nurika Ardiyanto, David Ariati, Lia Astuti, Indra Puji Awalia, Kurnia Ayuningrum, Retna Budi Usodo Cahyani, Apri Winar Darmono, Prasetiyo Budi Dewi Retno Sari Saputro, Dewi Retno Fuany, Anggun Hapsari, Alfonsa Maria Sofia Heritin, Anisak Hermawati, Evi Isnandar Slamet, Isnandar Lenny Puspita Dewi Maharani, Swasti Meilasari, Venty Permatasari, Nisa Pratama, Yulian Surya Putri, Diah Purwaning Rahayu, Heni Septi Rahman, Arif Ratna Herawati Riyadi Riyadi Sasongko, Anggi Sri Subanti Sugesti, Fitri Era Sujadi, Imam Susanti, Ika Susanti, Sarah Wahyu Wahartojo, Sri Wulandari, Setyati Puji Zuhanisani, Virlina