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EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, SNOW BALLING, DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI GAYA BELAJAR SISWA SMP SWASTA DI KABUPATEN PONOROGO TAHUN PELAJARAN 2014/2015 Mubarok, Ahmad Husni; Kusmayadi, Tri Atmojo; 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 purpose of this research was to investigate the impact of the learning model toward studentâs mathematics achievement seen from studentâs learning style. The learning models compared were Discovery Learning, Snow Balling and Problem Based Learning using scientific approach (DL-S, SB-S, and PBL-S). This research was the quasi experimental with factorial design 3x3. The populations of this research was students at eight grade of private Junior High school in Ponorogo in the academic year of 2014/2015. The size of the sample was 336 students, consisted of 115 students in the first experimental group, 107 students in second experimental group and 114 students in third experimental group. The instruments consisted of learning achievement test and questionnaire of learning style. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. TheÂ results ofÂ theÂ research were. (1) Learning achievement using DL-S learning model is better than that of SB-S, learning achievement using DL-S learning model is better than that of PBL-S, SB-S and PBL-S learning model have the same achievement. (2) Visual students have better mathematics achievement than auditory and kinesthetic students, auditory and kinesthetic students have the same achievement (3) In visual, auditory, and kinesthetics students, DL-S have better achievement than SB-S and PBL-S, SB-S and PBL-S have the same achievement. (4) In DL-S, SB-S, and PBLS, visual and auditory students have better achievement than kinesthetics students, auditory and kinesthetics students have the same achievement.Keywords: scientific approach, DL-S, SB-S, PBL-S learning, learning style, learning achievement

PENGEMBANGAN PERANGKAT PEMBELAJARAN TEAMS GAMES TOURNAMENT (TGT) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR SMP TAHUN PELAJARAN 2014/2014 Yustitia, Via; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objectives of this research were: (1) to describe the development of valid and practical Mathematics learning instruments with the scientific approach-based TGT model;(2) to investigate the learning effectiveness with the use of Mathematics learning instruments with the scientific approach-based TGT model on the learning material of Algebra Operation.This research used the research and development method. The development of learning instrument was done by means of 4Ds claimed by Thiagarajan model, et.al. However, this research used only 3Ds, namely: Define, Design, and Develop. The developed learning instruments included lesson plans, studentâs work sheet, and test of problem-solving ability. The subjects exposed to the experimentation were the students in Grade VIII of State Junior Secondary School 2 of Pemalang, State Junior Secondary School 4 of Taman, and State Junior Secondary School 1 of Pemalang. The results of research are as follows: (1) The developed learning instruments are declared as valid ones by the validators; (2) The instruments are also practical because the students have a good response on the developed instruments, the teachers have a good response on the developed instrument, and the lesson plans have been implemented well in the learning process; (3) Â the learning process in the experimental class is effective because the students have good learning activities, the problem-solving ability mean of the students in the experimental class is better than that of the students in control class, and the studentâs problem-solving ability has fulfilled the classical learning completeness.Keywords: development of learning instruments, TGT, and scientific approach

EKSPERIMENTASI MODEL PEMBELAJARAN THINK-TALK-WRITE DENGAN MIND MAPPING PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA PESERTA DIDIK KELAS VIII SMP NEGERI DI KABUPATEN KUDUS TAHUN PELAJARAN 2015/2016 Malikhah, Siti; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 8 (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 learning achievement viewed from student learning creativity. The learning models compared were Think-Talk-Write with Mind Mapping (TTW-MM), Think-Talk-Write (TTW) and direct instruction model. The research used the quasi-experimental research method. The population of the research was all of the students in grade VIII of junior high schools in Kudus regency on academic year 2015/2016. The size of the sample was 275 students consisted of 91 students in the first experimental group, 92 students in the second experimental group, and 92 students in the third experimental group. The results of the research are as follows. (1) The students instructed with the learning model TTW-MM had learning achievement as good as those instructed with the learning model TTW, and a both of them better than direct instruction, the students instructed with the learning model TTW had learningÂ achievement better than those instructed with direct instruction. (2) The students with the high creativity had learning achievement better than those with the medium creativity and low creativity, the students with the medium creativity had learning achievement better than those with the low creativity. (3) In each learning model, the students with the high creativity had learning achievement better than those with the medium creativity and low creativity, the students with the medium creativity had learning achievement better than those with the low creativity. (4) In each learning style, the students instructed with the learning model TTW-MM had learning achievement better than instructed with the learning model TTW and direct instruction, the students instructed with the learning model TTW had learningÂ achievement better than those instructed with direct instruction.Keywords : Think-Talk-Write with Mind Mapping, Think-Talk-Write, direct instruction, creativity learningÂ

EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) PADA MATERI OPERASI BENTUK ALJABAR DITINJAU DARI KECERDASAN EMOSIONALKELAS VII SMP NEGERI SE-KAB LOMBOK UTARA TAHUN AJARAN 2015/2016 Hasanah, A.K Uswatun; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 10 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objectives of this research were to investigate: (1) which learning model of the NHT, TPS, and direct learning models (2) which emotional intelligence of the low, moderate, and high emotional intelligences results in a better learning (3) in each learning model, which emotional intelligence of the low, moderate, and high emotional intelligences results in a better learning (4) in each emotional intelligence, which learning modelÂ of the NHT, TPS, and direct learning models results in a better learning achievement. This research used the quasi experimental research method with the factorial design of 33. Its population was all of the students in Grade VII of State Junior Secondary Schools of North Lombok Regency in Academic Year 2015/2016. The samples of research were determined by using the stratified cluster random sampling technique. They consisted of 309 students, namely: 103 in Experimental Class 1; 102 students in Experimental Class 2; and 104 in Control Class. The data of research were collected through questionnaire of emotional intelligence and test of learning achievement. The technique of analyzing the data use two-ways ANOVA with unbalanced cells. The results of research are as follows: 1) The NHT learning model results in a better learning achievement in Mathematics than the TPS and the direct learning model. 2) The learning achievement in Mathematics of the students with the high emotional intelligence is better than that of the students with the moderate emotional intelligence. 3) In the NHT learning model, the students with the high emotional intelligence have a better learning achievement in Mathematics than those with the moderate and low emotional intelligences, and the students with the moderate emotional intelligence have a better learning achievement in Mathematics than those with the low emotional intelligence. 4) In the high emotional intelligence, the NHT learning model results in the same learning achievement in Mathematics as the TPS learning model.Key words: Numbered Heads Together, Think Pair Share, Direct Learning, and Emotional Intelligence.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) BERBASIS ASSESSMENT FOR LEARNING (AFL) MELALUI PENILAIAN SEJAWAT PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KEPERCAYAAN DIRI SISWA TERHADAP PRESTASI BELAJAR SISWA KELAS VIII Anggreini, Dewi; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 8 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objectives of this research were to find out in each category self confidence (high, medium, and low) which one providing better mathematics learning achievement, GI AfL with a peer assessment, GI, or direct learningÂ model. This research used the quasi experimental research method with the factorial design 3x3. Population of this research was all VIII graders of Junior High School of Surakarta Regency in the school year of 2015/2016. The samples of the research were taken by using the stratified cluster random sampling. The proposed hypothesis of the research were analyzed by using the two-way analysis of variance with unbalanced cell. The result of the research could be concluded as follows: in high and medium self confidence, GI based AfL with a peer assessment, GI, and direct learning model gave the same learning achievement; in low self confidence, GI based AfL with a peer assessment gave the same achievement as GI learning model, GI based AfL with a peer assessment and GI learning model gave better achievement than direct learning model; in GI based AfL with a peer assessment and GI, students with high, medium, and low self confidence had the same achievement; in direct learning model, students with high and medium self confidence had the same achievement, students with high and medium self confidence had better achievement than low self confidence.Keywords: GI Based AfL with a Peer Assessment, GI, Direct Learning, and Self Confidence

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF MISSOURI MATHEMATICS PROJECT (MMP) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP NEGERI SE-KABUPATEN PEMALANG Adeyanto, Rizki; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The aim of the research was to determine the effect of learning models scientific MMP, scientific TPS, scientific classical onÂ mathematics achievementÂ viewed from student Emotional Quotient (EQ). The objectives of research were to find out: 1) which one providing better learning achievement, scientific MMP, scientific TPS, or scientific classical. 2) which one having better learning achievement, students with high, medium, or low EQ. 3) in each learning models, which one having better learning achievement, students with high, medium, or low EQ. 4) in each EQ level, which one providing better learning achievement, scientific MMP, scientific TPS, or scientific classical. The type of the research was quasi experimental research using design factorial 3x3. The population was the students in grade VIII junior high school in a city of Pemalang. The size of the sample was 309 students. The hypothesis test used unbalance two ways analysis of variance. The conclusions of the research were as follows. 1) Scientific MMP provided better learning achievement than scientific TPS and scientific classical, while scientific TPS provided better learning achievement than scientific classical.Â 2)Â The students with high EQ had better learning achievement than medium and low EQ, while the students with medium EQ had better learning achievement than low EQ. 3)Â In scientific MMP, scientific TPS, scientific classical, the students with high EQ had better learning achievement than medium and low EQ, while the students with medium EQ had better learning achievement than low EQ. 4) At the students with high, medium, and low EQ, Scientific MMP provided better learning achievement than scientific TPS and scientific classical, while scientific TPS provided better learning achievement than scientific classical.Keywords: scientific MMP, scientific TPS, scientific Classical, Emotional Quotient,n Achievement

PENGEMBANGAN MODUL MATEMATIKA BERILUSTRASI KOMIK PADA MATERI SKALA DAN PERBANDINGAN KELAS VII SMP/MTs Ariastutik, Endah; Kusmayadi, Tri Atmojo; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: This study aims at: 1) investigating elegibility of comic-illustrated mathematics module on the materials of scale and comparison for grade VII students of SMP/MTs, 2) investigating the effectiveness of comic-illustrated mathematics module on the materials of scale and comparison for grade VII students of SMP/MTs. This study was a research and development (R & D) in mathematics learning at SMP/MTs. The applied development model was a development model postulated by Borg and Gall modified by Sukmadinata, which consists of three stages, including: 1) preliminary research, 2) development, and 3) field testing, each of which contains several steps. The product validation process was carried out by material experts, media experts, and respondents. The effectiveness testing for the module carried out in MTs Negeri Ngawi. The data collecting instrument used was the mathematics performance test. The content validity was measured by validators. The reliability test for measuring the test instrument applied KR-20 formula and the discriminatory power used product-moment correlation formula by Karl Pearson. The balance test was carried out by using t-test. The prerequisite tests covered normality test using Lilliefors testing method and homogeneity test using Barttlet method. The experimental design for this research was randomized post-test-only control group design. On the basis of the research findings and development, the research is concluded: 1) the comic-illustrated mathematics module was feasible to be used in learning process, the comic-illustrated mathematics module is considered feasible when the evaluation result from retriever is âgoodâ, 2) the average students learning achievement in experiment class is better than that in control class, this conclusion is in accordance with the hypotheses proposed, namely learning with comic-illustrated mathematics module on the materials of scale and comparison for grade VII of SMP/MTs is more effective than direct learning without comic-illustrated mathematics module.Keywords: Learning Module, Mathematics Comic, Scale and Comparison.

EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN PROBLEM SOLVING DAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION PADA POKOK BAHASAN PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DITINJAU DARI MINAT BELAJAR SISWA Kurniawati, Eriska Fitri; Kusmayadi, Tri Atmojo; Soeyono, Soeyono
Journal of Mathematics and Mathematics Education Vol 2, No 2 (2012): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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AbstrakÂ Tujuan penelitian ini adalah untuk mengetahui: (1) manakah yang memberi prestasi belajar matematika yang lebih baik, siswa yang dikenai model pembelajaran Problem Solving atau model pembelajaran kooperatif tipe TAI. (2) manakah yang memberikan prestasi belajar matematika yang lebih baik, siswa yang mempunyai minat belajar tinggi, sedang, atau rendah. (3) pada masing-masing tingkatan minat belajar siswa (tinggi, sedang, dan rendah), manakah yang memberikan prestasi belajar lebih baik antara model pembelajaran Problem Solving atau model pembelajaran kooperatif tipe TAI.Penelitian ini merupakan penelitianÂ eksperimental semu dengan desain faktorial 2Ã3. Populasi penelitian ini adalah seluruh peserta didik SMP di Kabupaten Rembang. Pengambilan sampel dilakukan dengan teknik stratified cluster random sampling. Sampel dalam penelitian ini sebanyak 194 peserta didik, dengan rincian 94 siswa pada kelas eksperimen satu dan 100 siswa pada kelas eksperimen dua. Pengumpulan datanya dilakukan melalui tes pilihan ganda dan angket minat belajar siswa. Uji coba instrumen tes meliputi validitas isi, tingkat kesukaran, daya pembeda, dan realibilitas. Uji prasyarat meliputi uji normalitas populasi menggunakan metode Lilliefors dan uji homogenitas variansi populasi menggunakan Bartlett. Dengan Î±= 0,05, diperoleh simpulan bahwa sampel berasal dari populasi yang berdistribusi normal dan mempunyai variansi yang homogen. Pengujian hipotesis menggunakan analisis variansi dua jalan dengan sel tak sama.Berdasarkan hasil pengujian hipotesis, diperoleh simpulan bahwa: (1) model pembelajaranÂ Problem Solving memberikan prestasi belajar matematika siswa yang lebih baik dibandingkan dengan model pembelajaran kooperatif tipe TAI. (2) prestasi belajar matematika siswa yang mempunyai minat belajar tinggi lebih baik daripada siswa yang mempunyai minat belajar sedang maupun rendah dan siswa yang mempunyai minat belajar sedang mempunyai prestasi belajar yang sama baik dengan siswa yang mempunyai minat belajar rendah. (3) model pembelajaran Problem Solving memberikan prestasi belajar matematika yang lebih baik dibandingkan dengan model pembelajaran kooperatif tipe TAI baik untuk siswa dengan minat belajar tinggi, sedang, maupun rendah. Sedangkan prestasi belajar matematika siswa yang mempunyai minat belajar tinggi lebih baik daripada siswa yang mempunyai minat belajar sedang maupun rendah dan siswa yang mempunyai minat belajar sedang mempunyai prestasi belajar yang sama baik dengan siswa yang mempunyai minat belajar rendah baik untuk siswa yang diberi model pembelajaran Problem Solving maupun model pembelajaran kooperatif TAI.Kata Kunci : Minat Belajar, Pembelajaran kooperatif, Problem Solving, Team Assisted Individualization, Prestasi Belajar Matematika.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN TEAMS GAMES TOURNAMENT (TGT) PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN DITINJAU DARI GAYA BELAJAR SISWA KELAS X SMK SE-KABUPATEN NGAWI TAHUN PELAJARAN 2015/2016 Nirawati, Lia Septy; Kusmayadi, Tri Atmojo; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The purpose of this study was to know the effect of the learning models on the learning achievement in mathematics viewed from the students adversity quotient. The learning models compared were the cooperative learning of TAI, TGT, and direct learning model. The type of research was a Â quasi-experimental research with aÂ 3x3 factorial design. The study population was all grade 10 students of Secondary Schools in Ngawi Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and learning style questionnaire. The data analysis technique used was the two-way ANOVA with unequal cell. Based on the hypothesis test, it was concluded that: 1) The mathematics learning achievement of the students who were treated by TAI learning model was better than the mathematics learning achievement of the students who were treated by TGT and direct learning model on equality and inequality, the mathematics learning achievement of the students who were treated by TGT learning model was better than the mathematics learning achievement of the students who were treated by direct learning model on equality an inequality; 2) The mathematics learning achievement of the students with visual type was better than the mathematics learning achievement of the students with auditory or kinesthetic type and the learning achievement of auditory type students was better than Â the Â learning Â achievement of kinesthetic type students on equality and inequality; 3) The visual type students who were treated by TAI learning model had better mathematics learning achievement than the students with TGT or direct learning model and the students mathematics learning learningÂ achievement with TGT learning model was same the students with direct learning model; the mathematics achievement of auditory type students who were treated by TAI learning model had better mathematics learning achievement than the students with TGT or direct learning model and students who were treated by TGT learning model had better mathematics learning achievement than the students with direct learning model; the mathematics achievement of kinesthetic type students who were treated by TAI, TGT, and direct learning models had the same mathematics learning achievement; 4) In TAI, TGT and direct learning model, the mathematics learning achievement of visual type, auditory, and kinesthetic had the same mathematics learning achievement.Keywords: TAI, TGT, Direct Learning Model, Learning Style, Mathematics Learning Achievement

PROFIL KETERAMPILAN GEOMETRI SISWA TUNANETRA DI SEKOLAH INKLUSI PADA MATERI SEGIEMPAT ( Studi Kasus di SMP MIS Surakarta) Ardiantoro, Gigih; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: This research is aimed to describe the skills in geometry of visually impaired inclusion students on rectangular learning. This research was qualitative research. The research subjects were grade IX student of SMP MIS Surakarta. There were 3 students consisting of 1 low vision student, 1 totally blind when he was 15 years old, and 1 totally blind since she was born. The procedure of selecting the subject used in this research was purposive sampling technique. The data of research was collected through interviews based on rectangular task. The data was analyzed based the theory skill in Geometryâs of Hoffer. The steps are : analyze all data are available from several sources, perform data reduction, compiling data in units, categorization the obtained data unit which shows each information on skill in Geometry of blind students in SMP MIS Surakarta as well as implementation of inclusion programs at SMP MIS Surakartaâs data. Skill in Geometryâs data was validated using time triangulation andÂ implementation of inclusion programs at SMP MIS Surakartaâs data was validated using sources triangulation. The result of this research show that: 1) skills in geometry of low vision student cannot reach level 2 at all; 2) skills in geometry of student with totally blind when he was 15 year old can reach level 2 just on drawings skill. However, he cannot mastering level 0 on drawings skill well; 3) skills in geometry of student with totally blind since she was born cannot reach level 2 at all; 4) factors that affect skills in geometry of the students are availability of textbooks for students with visual impairment, the role of special guidances teachers, availability and uses of learning medium, teacher who has skills to handle student with visual impairment.Keywords: Geometry, Skills in Geometry, Visually impaired Student, Inclusions Student, RectangularÂ

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