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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN THREE STEPS INTERVIEW (TSI) PADA MATERI FUNGSI DITINJAU DARI KECERDASAN LOGIS MATEMATIS Purnamasari, Anita; Mardiyana, Mardiyana; Subanti, Sri
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 purpose of this study was to determine the effect of the learning models TAI, PC, and direct learning model on mathematics learning achievement viewed from the students adversity quotient. The type of this study was quasi experimental study with 3x3 factorial design. The population were the eighth-grade students of junior high schools in Sukoharjo Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and adversity quotient questionnaire. The data analysis technique used was the two-way ANAVA with unbalanced cell. Based on the hipothesis test, it was concluded as follows. 1) The mathematics learning achie vement of TAI was better than PC and direct learning model, the mathematics learning achievement of PC was better than direct learning model. 2) The mathematics learning achievement of students with climbers category were better than campers and quitters category. Students with campers category were better than quitters category. 3) Students with climbers category who were treated by TAI, PC, and direct learning models had same mathematics learning achievement; students with campers category who were treated by TAI was same of PC and was better than direct learning model, PC was better than direct learning model; students with quitters category who were treated by TAI had same mathematics learning achievement with PC and direct learning model, PC was better than direct learning model. 4) In TAI learning model, the mathematics learning achievement of climbers category were better than campers and quitters category, the mathematics learning achievement of campers category was better than quitters category; in PC learning model, students with climbers category has equal of campers and was better than quitters category, the mathematics learning achievement of campers category were better than quitters category; in direct learning model, students with climbers category has better mathematics learning achievement than campers and quitters category, students with campers category has equal of quitters category.Keywords: Team Assisted Individualization, Pairs Check, Direct Learning Model, Adversity Quotient, Achievement.

PROSES BERPIKIR KRITIS PESERTA DIDIK DALAM MEMECAHKAN MASALAH SISTEM PERSAMAAN LINIER DUA VARIABEL DITINJAU DARI GAYA BELAJAR KELAS IX B SMP NEGERI 2 SURAKARTA TAHUN PELAJARAN 2015/2016 Marfuah, Ismiyati; Mardiyana, Mardiyana; Subanti, Sri
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 describe the studentsâ critical thinking process with visual, auditory, and kinesthetic learning style to solve the linear equations system of two variables. The subjects of this qualitative research were students of IXB class of SMPN 2 Surakarta year 2015/2016 that were selected by purposive sampling. The data was collected by interview based task. The data analysis used data reduction, data display, and conclusion drawing. The results showed: (1) visual students: (a) identification: the students interprete and examine the problems exactly. (b) analysis: the students could integrate the informations to formulate the problems to linear equations system of two variables and determine the solving methods exactly. (c) evaluation: the students could apply the methods correctly, investigate the answers, and make conclusion in accordance with problems. (2) auditory students: (a) identification: the students interprete and examine the problems exactly. (b) analysis: there is student that could integrate the informations to formulate the problems and determine the solving methods. There is also student that could not formulate the problems to linear equations system of two variables. (c) evaluation: there is student that could apply the methods correctly, investigate the answers, and make conclusion in accordance with problems. There is also student that could not solve the problems into linear equations system of two variables. (3) kinesthetic students: (a) identification: the students interprete and examine the problems exactly. (b) analysis: there is student that could integrate the informations to formulate the problems and determine the solving methods. There is also student that could not formulate the problems to a system of linear equations of two variables. (c) evaluation: there is student that could apply the methods correctly, investigate the answers, and make conclusion in accordance with problems. There is also student that could not solve the problems into linear equations system of two variables.Keywords: critical thinking process, linear equations system of two variables problem solving, learning stylesÂ

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE PREDICT DISCUSS EXPLAIN OBSERVE DISCUSS EXPLAIN (PDEODE) DENGAN ASSESSMENT FOR LEARNING DAN PDEODE DENGAN PENILAIAN KONVENSIONAL PADA MATERI PELUANG DITINJAU DARI GAYA BELAJAR SISWA KELAS XII SMK Lestari, Fajar; Mardiyana, Mardiyana; Subanti, Sri
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 objective of this research was to investigate the effect of the learning models on learning achievement viewed from learning style types of the students. The learning models compared were PDEODE with AfL, PDEODE with conventional assessment, and direct learning. The population of this research was the students in grade XII Vocational School engineering, health, and agriculture group in Kediri City on academic year of 2015/2016. The hypothesis test used unbalanced two ways analysis of variance. The results of the research were as follow. (1) The learning models of PDEODE with AfL, PDEODE with conventional assessment, and direct learning have an equal learning achievement in mathematics; (2) The mathematics learning achievement of students with auditory learning style was better than students with visual and kinesthetic learning style; the mathematics learning achievement of students with visual and kinesthetic learning styles have an equal learning achievement in mathematics; (3) In each learning style, the students who taught by PDEODE with AfL, PDEODE with conventional assessment, and direct learning have an equal learning achievement in mathematics; and (4) In each learning model, the students with visual, auditory, and kinesthetic learning styles have an equal learning achievement in mathematics.Keywords: Predict Discuss Explain Observe Discuss Explain (PDEODE), Assessment for Learning (AfL), a conventional assessment, and learning style.

ANALISIS MISKONSEPSI SISWA PADA MATERI PECAHAN DALAM BENTUK ALJABAR DITINJAU DARI GAYA KOGNITIF SISWA KELAS VIII DI SMP NEGERI 2 ADIMULYO KABUPATEN KEBUMEN TAHUN AJARAN 2013/2014 Savitri, Maria Endah; Mardiyana, Mardiyana; Subanti, Sri
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 research were to: (1) identify the occurrence of misconceptions in the eighth grade junior high school students in the material form of algebraic fractions, for students which are classified to cognitive style field independence and field dependence, and (2) describe the occurrence of misconceptions eighth grade junior high school students in the material form of algebraic fractions, for students which are classified to cognitive style field independence and field dependence. This research used a descriptive qualitative Â method with a case study. Subjects of this research are eighth grade students of SMP Negeri 2 Adimulyo academic year 2013/2014. The sample of the research was taken by using the snowball sampling technique. The identification of the existence of misconceptions was done by using misconception diagnostic test. While the identification of the students cognitive styles was conducted by using student cognitive style questionnaire instrument. Data validity used the source of triangulation method. Analysis of data use the model of Miles and Huberman. The results of this research indicate that: (1) misconceptions that occur in the FD students more likely to misconceptions on the concept of understanding the elements of the algebra and the terms of a fraction is called fractional form algebra, the concept of canceling, the concept of operating powers, and understand the properties the concept of distributive, (2) the highest misconceptions experienced by the FI students in understanding the concept of distributive properties, as well as understanding the elements of the algebra the condition is referred to as a fraction in the form of algebraic fractions, (3) causes of the misconceptions students FD is dominated by reasoning is not complete and students who lack of ability to process and memorize course, (4) factors causing of misconceptions students FI dominated by reasoning is not complete.Keywords: Misconceptions, algebraic fractions, cognitive style.

KSPERIMENTASI PENDEKATAN PEMBELAJARAN RECIPROCAL TEACHING DENGAN ALAT PERAGA PADA POKOK BAHASAN LINGKARAN DITINJAU DARI KREATIVITAS SISWA Thalib, Faradila; Mardiyana, Mardiyana; Sutrima, Sutrima
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: This research aims at revealing:(1) which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach; (2) which one has better mathematics learning achievement among students with high, average, or low creativity; (3) at each of creativity levels (high, average, and low), which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional apprroach; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), which group of students has better learning achievement among groups with high, average, or low creativity. This research was quasi-experimental research which employs 3 x 3 factorial design. The population of this research was all of the eleventh grade students of State Junior High Schools in Ternate. The sampling technique used was stratified cluster random sampling. There were 178 students selected as the sample of this research. Based on the research findings, it can be concluded that: (1) students taught by Reciprocal Teaching with Learning Tools have better mathematics learning achievement than those taught by Reciprocal Teaching, students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional approach, and students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional teaching; (2) students with high, average, and low creativity have the same mathematics learning achievement; (3) at each of creativity levels (high, average, and low), Reciprocal Teaching with Learning Tools results better mathematics learning achievement than Reciprocal Teaching and conventional approach do, and Reciprocal Teaching results better mathematics learning achievement than conventional approach does; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), students with high, average, and low creativity have the same mathematics learning achievement.Keywords: Reciprocal Teaching with Learning Tools, Reciprocal Teaching, Conventional Approach, Creativity, Mathematics Learning Achievement.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) DAN TWO STAY TWO STRAY (TSTS) PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP SE-KABUPATEN REMBANG TAHUN PELAJARAN 2015/2016 Proborini, Ellen; Mardiyana, Mardiyana; Subanti, Sri
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 objective of this research was to investigate the effect of the learning model on learning achievement viewed from studentsâ learning style. The learning models compared were TGT, TSTS and direct learning. The population of this research was the students in grade VIII of state junior high schools in Rembang year 2015/2016. The hypothesis test used unbalanced two way analysis of variance. The results of the research were as follow. 1) TGT and TSTS learning model gave equal students achievement, the students achievement that given TGT was better than direct learning, and the students achievement that given TSTS was better than direct learning. 2) The auditory students achievement was better than visual, but the auditory and kinesthetic have equal students achievement, and visual and kinesthetic have equal students achievement, 3) In TGT, auditory and kinesthetic have equal students achievement, auditory and visual have equal students achievement, and kinesthetic students achievement was better than visual. In TSTS, the auditory and visual have equal students achievement, auditory and kinesthetic have equal students achievement, and visual students achievement was better than kinesthetic. In direct learning, the auditory and visual have equal students achievement, the auditory and kinesthetic have equal students achievement, and kinesthetic and visual have equal students achievement, 4) In auditory, TGT and TSTS learning model gave equal students achievement, wether TSTS and direct learning gave equal students achievement, and TGT and direct learning gave equal students achievement. In visual, students achievement that given TSTS was better than TGT, wether TGT and direct learning gave equal students achievement, and TSTS was better than direct learning. In kinesthetic, students achievement that given TGT was better than TSTS, wether direct learning and TGT gave equal students achievement, and direct learning and TSTS gave equal students achievement.Key words: TGT, TSTS, Direct Learning, Learning Style.

EKSPERIMENTASI PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER DENGAN MENGGUNAKAN MEDIA KOMPUTER TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KREATIVITAS BELAJAR SISWA Juniarto, Suci; Mardiyana, Mardiyana; Usodo, Budi
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 purpose of this research was to determine the effect model of learning and creativity of students learning the mathematics achievement. The research was quasi experimental. The population of this research was all students of grade VIII SMP/ MTs Muhammadiyah of the District Surakarta, academic year 2011/2012. Instruments used to collect data were mathematics achievement instrument test and questionnaires creativity students toward mathematics instrument. Data analysis technique used hypothesis test with two-way analysis of variance with unbalanced cells resume test of double comparisons. From the results of the analysis, can be concluded that: 1) the learning achievement in mathematics of the students who were learning mathematics with cooperative learning model NHT computer-assisted media were better than the with cooperative NHT and conventional, however the students who were learning mathematics with cooperative learning model NHT were better than the with conventional, 2) the learning achievement in mathematics of the students with the high learning creativity were better than the ones with the medium and low, however the students with the medium learning creativity were betterÂ than the ones with the low, 3) in the cooperative learning model NHT computer-assisted media, the learning achievement in mathematics of the students with ones who have the high learning creativity were better than the students with the low learning creativity, students with the high learning creativity were as good as the ones who have medium learning creativity, and students with the medium learning creativity were as good as the ones who have low learning creativity as well. In the cooperative learning model NHT and conventional, the students with the high, medium, and low learning creativity had the same achievement in learning mathematics, 4) in the students with the high learning creativity, the learning achievement of the students who were learning mathematics with ones who have cooperative learning model NHT computer-assisted media were better than the students were learning mathematics with cooperative NHT, the students who were learning mathematics with cooperative NHT had the same achievement in learning mathematics with conventional, and the students who were learning mathematics with cooperative learning model NHT computer-assisted media had the same achievement in learning mathematics with cooperative NHT. The students with the medium and low learning creativity had the same achievement in learning mathematics among the ones who were given the cooperative learning model NHT computer-assisted media, NHT, and conventional on solid geometry.Key words: Numbered Heads Together (NHT), Computer media, Conventional Learning Model, Learning Creativity, Achievement Learning Mathematics.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI AKTIVITAS BELAJAR Agung Nugroho, Tri Wahyu; 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 know the effect of learning models on mathematics learning achievement viewed from the students learning activity. The learning models compared were the cooperative learning model of the numbered heads together with scientific approach (NHT-S), the cooperative learning model of the Think Pair Share with scientific approach (TPS-S), and model of classical learning with scientific approach (K-S). The type of the research was a quasi experimental research with the factorial design of 3 x 3. The population were all seventh grade students of Junior High School in Temanggung Â regency on academic year 2014/2015. The samples of the research were taken by using the stratified cluster random sampling. The instruments used were mathematics achievement test and learning activities questionnaires. The hypotheses of the research was analyzed by using the two-way analysis of variance with unbalanced cells at the significance level of . The results of the research were as follows. 1) NHT-S gave better mathematics achievements than TPS-S and K-S. Both TPS-S and K-S gave the same mathematics achievements. 2) Students with high learning activity gave better mathematics achievements than students with medium learning activity and low learning activity, while students with medium learning activity got mathematics achievements as good as students with low learning activity. 3) For NHT-S, students with high learning activity and medium learning activity got the same mathematics achievements, students with high learning activity got better mathematics achievements than student with low learning activity, and students with medium learning activity and low learning activity Â got same mathematics achievements. For TPS-S and K-S, student with high, medium, and low learning activity got the same mathematics achievements. 4) For students with high and medium learning activity, NHT-S gave better mathematics achievements than TPS-S , both NHT-S and TPS gave the same mathematics achievement with K-S. For students with low learning activity , NHT-S, TPS-S Â and K-S gave the same mathematics achievements.Keywords: NHT, TPS, Classical, Scientific Approach, Learning Activity

ANALISIS KESALAHAN SISWA DALAM PEMECAHAN MASALAH BERDASARKAN PENDAPAT JOHN W. SANTROCK PADA POKOK BAHASAN BANGUN RUANG SISI LENGKUNG DITINJAU DARI GAYA BELAJAR DAN GAYA BERPIKIR SISWA Rosyida, Entyka Mayhasti; Riyadi, Riyadi; Mardiyana, Mardiyana
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: This research aimed to find out the errors and causes of studentsâ with learning and thinking styles in non-polyhedra geometry. The subject of research was 30 students in SMP Negeri 1 Plantungan, in the school year of 2012/2013. The selection of research subjects is based on the problems arising from students in mathematical problem solving, especially in non-polyhedra geometry. Data triangulation used in this research was method triangulation. Before questionnaire was distributed, the author had conducted observation. After in non-polyhedra geometry was taught, diagnostic test item were administered and the result with most errors were selected as the research subject. The result of research are Auditory-Sequential students includes determining a formula error, errors of count, and the error determining unit. The causes were the students donât understanding the concept of matter; Auditory-Random students errors included that of not writing all the elements on the part and the error of count. The causes were the students less creativity in choosing the measure of problem solving; Visual-Sequential students involved errors set the formula, an error entering element values into the formula, and errors of calculating. The causes were students not understanding concept of matter; Visual-Random student errors included that of determining the formula, converting volume unit, and of drawing a conclusion from the result of calculation. The causes were students paying attention imprecisely to answer and question; Kinesthetic-Sequential students involved errors set the formula, an error including the value element into formula, calculating error, and the error determining unit. The causes were students not forgetting the formula of objects, working in the problem imprecisely, and working the problem in hurry; Kinesthetic-Random students involved errors identifying any elements known from the picture, set the formula errors, errors of counting, and error of determining unit. The causes were that the students identified picture imprecisely.Key words: error analysis, problem solving, learning style, thinking style.

EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN DISCOVERY LEARNING (DL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA Wicaksana, Hafid; Mardiyana, Mardiyana; Usodo, Budi
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: This research aimed to know: (1) which one of thelearning models give a better achievement between PBL, DL, or classical with scientific approach, (2) which one has a better achievement between the student categorization, climbers, campers, or quitters, (3) at adversity quotient categorization, which one of the learning models give a better achievement between PBL, DL, or classical with scientific approach, and 4) at each the learning models, which one of the adversity quotient have a better achievement between student categorization, climbers, campers, or quitters. This was a quasi-experimental study. The research population were the seventh-grade students of all state junior high schools in Sukoharjo Regency in the academic year of 2014/2015. The data were analyzed through hypothesis testing using two-way ANOVA with unequal cells.Based on the analysis, the following conclusions are drawn. 1) The PBL model generates better learning outcomes than the DL model and the classical learning model using scientific approaches. The DL model generates better learning outcomes than the classical learning model using scientific approaches. 2) The students in the climber category have better learning outcomes than those in the camper category and the ones in the quitter category. The students in the camper category have better learning outcomes than those in the quitter category. 3) In the climber category, the students taught using the scientific PBL model have better learning outcomes in mathematics than those taught either using the scientific DL model or the classical learning model with scientific approaches. In the camper category, the students taught using the scientific PBL model have equal learning outcomes in mathematics to those taught using the scientific DL model but they have better learning outcomes than the students of the same category taught using the classical learning model with scientific approaches. 4) In relation to the PBL model using scientific approaches, the learning outcomes of the students in the climber category are better than those in the categories of campers and quitters. The students in the camper category have equal learning outcomes to those in the quitter category. In relation to the DL model using scientific approaches, the learning outcomes of the students in the climber category are equal to those in the camper category and better than those in the quitter categories.Keywords: Problem-Based Learning, Discovery Learning, Classical, Scientific Approaches, Adversity Quotient, Achievement.

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