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EKSPERIMENTASI MODEL PEMBELAJARAN TAPPS DAN PS PADA MATERI STATISTIKA DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA KELAS XI IPS Arianto, Febri; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 9 (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 the studentsâ Mathematics learning creativity. The learning models compared were Thinking Aloud Pair Problem Solving (TAPPS), Problem Solving (PS), and direct learning. This study was quasi-experimental research. The population of this study was students in grade XI social class of state senior high schools in Klaten year 2015/2016. Stratified cluster random sampling was utilized for collecting samples. Two ways Anova with 3x3 of factorial design was used for hypothesis test. Based on the analysis, it can be concluded: (1) the students who are given TAPPS have better achievement than those who are given PS and direct learning, students who are given PS have the same achievement as those who are given direct learning, (2) high creativity students have better achievement than middle and low creativity students, middle creativity students have the same achievement as low creativity students, (3) in the TAPPS; high, middle, and low creativity students have the same achievement. In the PS; high, middle, and low creativity students have the same achievement. In direct learning, high creativity students have the same achievement as middle creativity students, middle creativity students have the same achievement as low creativity students. High creativity students have better achievement than low creativity students, (4) in high creativity, the students who are given TAPPS have the same achievement as those who are given PS and direct learning. In the middle creativity, those students who given TAPPS have the same achievement as those who are given PS and direct learning. In low creativity, the students who are given TAPPS have the same achievement as those who are given PS; those who are given PS have the same achievement as those who are given direct learning model, while the students who are given TAPPS have better achievement than those who given direct learning.Key words: TAPPS, PS, Direct learning, Mathematics Learning Creativity

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS (SNH) DAN PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI POKOK BILANGAN DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VII SMPN DI KABUPATEN KEBUMEN Muslikhah, Muslikhah; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 5 (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 self regulated learning (SRL). The learning model compared were SNH with scientific approach, PBL with scientific approach and classical with scientific approach. This research used quasi-experimental research Â with 3x3 factorial design. The population were all seventh grade students of SMPN Â in Kebumen on academic year 2014/2015. This research used stratified cluster random sampling technique and sample consisted of students of SMPN 3 Kebumen, SMPN 7 Kebumen, SMPN 1 Sruweng. The instruments used were documentation, questionnaire, and test. The data analysis technique was used unbalanced two ways anova at the significance level of 0.05. Based on the data analysis, it can be concluded as follows. (1) SNH with scientific approach gives better achievement than PBL and classical with scientific approach, and PBL with scientific approach gives better achievement than classical with scientific approach. (2) Students who have high SRL have better achievement than students who have medium and low SRL, Â students who have medium SRL have better achievement than students who have low SRL. (3) For SNH with scientific approach, students who have high and medium SRL have the same achievement, students who have high SRL have better achievement than students who have low SRL, students who have Â medium and low SRL have the same achievement. For PBL and classical with scientific approach students who have high SRL have the same achievement with students who have medium and low SRL, students who have medium and low SRL have the same achievement. (4) For high SRL of the students, SNH and PBL with scientific approach gives the same achievement, SNH with scientific approach gives better achievement than classical with scientific approach, PBL and classical with scientific approach gives the same achievement. For medium and low SRL of the students, SNH with scientific approach gives the same achievement with PBL and classical with scientific approach, PBL and classical with scientific approach gives the same achievement.Keywords: SNH, PBL, Scientific Approach, Self Regulated Learning (SRL)Â

EKSPERIMENTASI MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI FUNGSI DITINJAU DARI INTERAKSI SOSIAL Cahyono, Heri; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
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 mathematics achievement viewed from studentâs social interaction. The learning models compared were TAI with scientific approach, TPS with scientific approach, and classical with scientific approach. The type of the research was a quasi experimental research with the factorial design of 3 x 3. The population were all eight grade students of Junior High School in Ngawi regency on academic year 2014/2015. The sample consisted of students of SMPN 3 Ngrambe, SMPN 2 Paron, and SMPN 2 Widodaren, which taken by using stratified cluster random sampling technique. The data of the research were collected through documentation, questionnaire, and test. The data was analyzed using unbalanced two-ways anova at the significance level of 0,05. Based on the data analysis, it can be concluded as follows. (1) TAI with scientific approach gives better mathematics achievement than TPS with scientific approach and classical with scientific approach, TPS with scientific approach and classical with scientific approach gives same mathematics achievement. (2) Students with high social interaction have better mathematics achievements than students with medium social interaction and low social interaction, while students with medium social interaction have better mathematics achievements than students with low social interaction. (3) For TAI with scientific approach, students with high and medium social interaction have the same mathematics achievements, and both have better mathematics achievement than low social interaction. For TPS with scientific approach, students with high social interaction have better mathematics achievement than students with medium and low social interaction, and students with medium and low social interaction have the same mathematics achievement. For classical with scientific approach, students with high social interaction have better mathematics achievement than students with medium social interaction, and both have the same mathematics achievement as students with low social interaction. (4) For students with high and low social interaction, all learning models gives the same mathematics achievement. For students with medium social interaction, TAI with scientific approach gives better mathematics achievement than TPS with scientific approach and classical with scientific approach, TPS with scientific approach and classical with scientific approach gives the same mathematics achievement.Keywords: TAI with scientific approach, TPS with scientific approach, classical learning, social interaction, learning achievement.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN TEAM ASSISTED INDIVIDUALIZED (TAI) PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV) DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KARANGANYAR Pambudi, Pangesti Arum; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
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 aim of this research was to determine the effect of learning models on mathematics achievement viewed from studentsâ AQ. The learning models compared were Jigsaw cooperative learning, TAI cooperative learning, and direct learning. The type of this research was quasi-experimental research. Population was all of state Junior High School students in Karanganyar Regency on academic year 2015/2016. Samples for group experiment 1 (Jigsaw cooperative learning model) were 98 students, group experiment 2 (TAI cooperative learning model) were 99 students, and control class (direct learning model) were 98 students. The data were collected using documentary method, AQ questionnaire, and mathematics learning achievement test. Data analysis technique used two-ways analysis of variance with unbalanced cells. The conclusion of this research as follows: (1) The Jigsaw cooperative learning model makes better mathematics learning achievement than TAI cooperative learning model and direct learning model, while TAI cooperative learning model makes better mathematics learning achievement than direct learning, (2) Climber students get better mathematics learning achievement than students Camper students and Quitter students, while Camper students get better mathematics learning achievement than Quitter students, (3) for every learning model, Climber students get better mathematics learning achievement than Camper students and Quitter students, while Camper students get better mathematics learning achievement than Quitter students, (4) for every categories, Jigsaw cooperative learning model makes better mathematics learning achievement than TAI cooperative learning model and direct learning model, while TAI cooperative learning model makes better mathematics learning achievement than direct learning model.Key words : Jigsaw, Team Assisted Individualized, Adversity Quotient

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAME TOURNAMENT (TGT) DAN MAKE A MATCH (MM) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI KEMAMPUAN PENALARAN SISWA KELAS VII SMP NEGERI DI KABUPATEN SRAGEN TAHUN PELAJARAN 2014/2016 Safitri, Rini Dewi; Mardiyana, Mardiyana; Usodo, Budi
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 study was to determine the effect of learning models on the learning achievement in Mathematics viewed form reasoning ability of the students. The learning models compared were learning model of the scientific Teams Games Tournament (TGT), scientific Make a Match (MM), and scientific classical. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade VII students of Public Junior High Schools in Sragen Regency. Sample was collected by stratified cluster random sampling. Instruments used for data collection were mathematics achievement test and reasoning ability questionnaire. The data analysis technique used was the two-way ANOVAÂ with unequal cell. The conclusions of the study were as follows. (1) The mathematics learning achievement of students treated with TGT-PS learning model was better than that of those treated with MM-PS learning model and K-PS learning model.Â Â the mathematics learning achievement of students treated with learning model was as good as that of those treated with K-PS learning model. (2) The mathematics learning achievement of students with high reasoning ability was better than that of those with medium reasoning ability and low reasoning ability. The mathematics learning achievement of students with medium reasoning ability was better than that of those with low reasoning ability. (3) In TGT-PS learning model, the learning achievement of students with high reasoning ability was as good as that of those with medium reasoning ability, and that of those with high reasoning ability was better than that of those with low reasoning ability, and that of those with medium reasoning ability was as good as that of those with low reasoning ability. In MM-PS and K-PS learning models, the learning achievement of students with high reasoning ability was better than that of those with medium reasoning ability and low reasoning ability. And that of those with medium reasoning ability was as good as that of those with low reasoning ability. (4) In students with high reasoning ability and low reasoning ability, the students treated with TGT-PS model had the same learning achievement to those treated with MM-PS model, the students treated with TGT-PS model had the same learning achievement to those treated with K-PS model, the students treated with MM-PS model had the same learning achievement to those treated with K-PS model. In students with medium reasoning ability, the students treated with TGT-PS model had better learning achievement to those treated with K-PS model. The students treated MM-PS model had the same learning achievement to those treated with K-PS learning model.Keywords: Cooperative Learning, Teams Games Tournament, Make a Match, Classical Learning, Scientific Approach, Reasoning ability.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE DAN THINK PAIR SHARE PADA MATERI OPERASI ALJABAR DITINJAU DARI KETERAMPILAN SOSIAL SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SEMARANG TAHUN PELAJARAN 2014/2015 Dewi, Noviana Sukma; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
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 purposes of this study was to determine the effect of the learning models on the learning achievement in Mathematics viewed from the sosial skill of the students. The learning models compared were the cooperative learning model of the Think Talk Write (TTW) type with scientific approach, Think Pair Share (TPS) type with scientific approach, and classical model with scientific approach.The type of this study was a quasi-experimental study with a 3x3 factorial design. The study population were all of grade VII students of Junior High School in Kabupaten Semarang. Instruments used for data collection were mathematics achievement test and sosial skill questionnaire. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalanced cells. Based on the hypothesis testing it can be concluded as follows. (1) Studentsâ learning achievement treated by TTW learning model with scientific approach are better than students treated by TPS model with scientific approach and classical learning model with scientific approach. In addition to, studentsâ learning achievement treated by TPS model with scientific approach are better than students treated by classical learning model with scientific approach. (2) Studentsâ learning achievement who have high social skill are better than students who have moderate and low social skill. Furthermore, students who have moderate social skill are better than students who have low social skill. (3) In high, moderate, and low social skill category, students learning achievement treated by TTW model with scientific approach are better than student who treated by TPS learning model with scientific approach and classical learning model with scientific approaching. Asides from that, students learning achievement are treated by TPS learning model with scientific approach are better than students who treated by classical learning model with scientific approach. (4) In TTW learning model with scientific approaching, TPS with scientific approach and classical learning with scientific approach, students learning achievement who have high social skill are better than students who have moderate and low social skill. Moreover, students who have moderate social skill are better than students who have low social skill.Keywords: Think Talk Write (TTW), Think Pair Share (TPS), Scientific Approach, Student Social Skill.

ANALISIS MISKONSEPSI SISWA PADA MATERI POKOK LINGKARAN DITINJAU DARI KESIAPAN BELAJAR DAN GAYA BERPIKIR SISWA KELAS XI IPA SMA N 3 SURAKARTA TAHUN AJARAN 2013/2014 Wardani, Endang Purwati; Mardiyana, Mardiyana; Subanti, Sri
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 purposes of this research were: (1) knowing the characteristics of the misconception, and (2) knowing the causes of the misconception of the XI grade students in the academic year of 2013/2014 inÂ equation of circle and equation of tangent line of a circle viewed from the studentâs readiness and style of learning. Qualitative research was applied in this research. The subject of the research are students of the eleven grade of SMA Negeri 3 Surakarta. The source of data was taken from informants (students), documentation (questionnaire), and test. Data collection was taken by using interview, diagnostic test, and questionnaire. Data validity used the source of triangulation. Data analysis used Miles and Hubermanâs concept that are data collection, data reduction, presenting the data, and drawing the conclusion. The result of the research showed as follows: (1) students who are ready to learn and have the synthetic thinking style in understanding the locus of a point on the circle and determining the equation of tangent line ofÂ a circle,Â experience a misconception of theoretical concept. Meanwhile, in determining the circle equation, the students who are ready to learn with synthetic thinking style, donât have any misconception.Â (2) Students who are ready to study and have analytic thinking style in determining the equation of circle (determining the center point and the radius) experience a misconception in co relational concept. In understanding the locus of a point on the circle and determining the equation of tangent of line, students who are ready to study with analytical thinking style, experience a misconception in theoretical concept. (3) Students who are not ready to learn with synthetic thinking style experience a misconception in determining the equation of a circle (determining the center point and the radius), the misconception is in co relational and theoretical concept. In determining the equation of tangent line of a circle, students who are not ready with synthetic thinking style experience misconception of theoretical concept. While in understanding the locus of a point on the circle, generallyÂ Â students who not ready to learn with synthetic thinking style do not experience misconception. (4) Students who are not ready to learn with analytical thinking style experience misconception in determining the equation of circle (determining the center point and radius), namely the misconception of co relational and theoretical concepts. In determining the locus of a point on the circle, students who are not ready to learn with the analytical thinking style experience misconception of theoretical concept. (5) In general the cause of misconception for the students is the difficulty of the students to classify the form of the equation of the circle and the equation of tangent line of a circle.Keywords: misconception, readiness to learn, thinking style

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAME TOURNAMENT (TGT) DAN TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VII SMP NEGERI SE-KABUPATEN KARANGANYAR Uyun, Musmiratul; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
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: This research aimed to know: (1) which one of the learning models with scientific approach gave a better mathematics achievement, TGT, TAI, or classical; (2) which one has a better mathematics achievement, the students with high logical mathematical intelligence( LMI), the students with the medium LMI, and the students with the low LMI; (3) in each learning models with scientific approach, which one has a better mathematics achievement, the students with high LMI, the students with the medium LMI, and the students with the low LMI; (4) in each category LMI, which one gave a better mathematics achievement, TGT, TAI, or classical. This research used the quasi experimental research method with the factorial design of 3 x 3. This population was all of the students in Grade VII of State Junior Secondary Schools of Karanganyar. The samples of the research were taken by using the stratified cluster random sampling technique. The instruments used to gather the data were test of learning achievement in mathematics and test of LMI. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research were as follows. 1) The students instructed TGT had a better learning achievement in mathematics than those instructed TAI and those instructed with the classical learning model. Furthermore, the students instructed with TAI had a better learning achievement in mathematics than those instructed with the classical learning models. 2) The learning achievement in mathematics of the students with the high LMI was better than that of the students with the medium LMI and the students with the low LMI. In addition, the learning achievement in mathematics of the students with the medium LMI was better than that of the students with the low LMI. 3) In each learning model of the TGT, TAI, and the classical learning models, the students with the high LMI had a better learning achievement in mathematics than that ofÂ Â those with the medium LMI and those with the low LMI. Moreover, the students with the medium LMI had a better learning achievement in mathematics than that of those with the low LMI. 4) In each of the students with the high, medium, and low LMI, TGT gaveÂ better learning achievement in mathematics than TAI and the classical learning models. Furthermore, TAI gave better learning achievement in mathematics than the classical learning models.Keywords: Teams Game Tournament (TGT) Team Assisted Individualization (TAI),Â learning achievement, mathematical intelligenceÂ

EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DENGAN MIND MAPPING DITINJAU DARI GAYA BELAJAR PADA MATERI OPERASI ALJABAR SISWA KELAS VIII SMP NEGERI DI KABUPATEN SRAGEN TAHUN PELAJARAN 2014/2015 Primasari, Dessy Marlinda; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 6 (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 student learning style. The learning models compared were PBL with Mind Mapping, PBL and Classical learning. This researchÂ was a quasi experimental with the factorial design of 3 x 3. The population of this research was all students of class VIII of the State Junior High School in the region of Sragen Regency. The sampling technique used was stratified cluster random sampling. The size of the sample was 293 students, consisted of 98 students in experimental class 1, 98 students in experimental class 2, and 97 students in control class. The instruments of gather the data were test of achievement on the learning and questionnaire of learning style. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalance cells. The results of the research were as follows. (1) The PBL learning model with Mind Mapping gave the same achievement as students with PBL learning model, the PBL learning model with Mind Mapping gave better achievement than students with classical learning model, the PBL learning model gave the same achievement as students with classical learning model. (2) The students with the visual learning style had the same learning achievement as those with the auditory and kinesthetic learning style. The students with the auditory learning style had the same learning achievement as those with the kinesthetic learning style. (3) In each category of the learning style,Â the PBL learning model with Mind Mapping gave the same achievement as students with PBL learning model and classical learning model, the PBL learning model gave the same achievement as students with classical learning model. (4) Â In each of the learning models, the students with the visual learning style had the same learning achievement as those with the kinesthetic and auditory learning style, and the students with the kinesthetic learning style had the same learning achievement as those with the auditory learning style.Keywords : PBL, Mind Mapping, Learning Style.Â

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) DAN PROBLEM POSING BENTUK WITHIN-SOLUTION POSING PADA MATERI PERBANDINGAN DITINJAU DARI KECERDASAN INTERPERSONAL SISWA SMP NEGERI KOTA PONTIANAK Susiaty, Utin Desy; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
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 aims of this study were to investigate: (1) which learning model produces studentâs better mathematics learning achievement, Cooperative Integrated Reading and Composition (CIRC), Problem Posing Learning Model Within-Solution Posing (WSP) Form or classical learning model; (2) which studentâs have better mathematics learning achievement, those with high, medium, or low interpersonal intelligence; (3) viewed from learning models, which studentâs have better mathematics learning achievement, those with high, medium, or low interpersonal intelligence; (4) viewed from interpersonal intelligences, which learning model produces better mathematics learning achievement, CIRC, WSP or classical learning model. This research used quasi experimental method with its population included all of students of state junior high school in Pontianak City. Sampling was done by stratified cluster random sampling technique. The size of the sample was 313 students. The data collection technique was include the documentation method to get the 2013/2014 National Test (UN) of Elementary School for initial capability data before the experiment, achievement test for mathematics studentâs achievement data, and questioner of interpersonal intelligence. The data was analyzed using analysis of variance. Based on these results it can be concluded as follows. (1) Mathematics learning using CIRC produced the same mathematics achievement as using classical learning model. However, mathematics learning using WSP produced studentâs better mathematics learning achievement than using CIRC and classical learning model. (2) For students with high, medium, or low interpersonal intelligence have the same mathematics achievement. (3) Viewed from learning models, students with high, medium, or low interpersonal intelligence have the same mathematics achievement. (4) Viewed from interpersonal intelligences, mathematics learning using WSP produced studentâs better mathematics learning achievement than using CIRC and classical learning model. However, mathematics learning using CIRC and classical learning model have the same mathematics achievement.Keywords: CIRC learning model, WSP learning model, interpersonal intelligence, the mathematical achievement

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