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PENGEMBANGAN BAHAN AJAR DENGAN EDMODO UNTUK MENINGKATKAN LEVEL BERPIKIR PROBABILISTIK SISWA KELAS VIII SMP NEGERI 12 SURAKARTA Kurniasih, Rini; Sujadi, Imam; 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 purposes of this study were: 1) to determine the process and to get the development of learning materials in accordance with Edmodo, 2) to decide whether the level of students probabilistic thinking that use learning materials with Edmodo better than the level of probabilistic thinking that use the existing learning materials or not.This study is a research and development (R&D). This study is divided into three stages namely the preliminary stage, the development stage and the testing stage or experimentation. Preliminary stage includes research and information collecting. The development stage includes planning and develop preliminary form product, preliminary field testing and main product revision, main field testing and operational product revision, operational filed testing and final product revision. The testing stage includes the qualitative analysis and quantitative analysis with the Kolmogorov-Smirnov test . Data analysis that used is descriptive analysis and the quality of learning materials based on the criteria of validity, practicality and effectiveness of learning materials. Determination of the final product is done by focus group discussion (FGD) between researchers and teachers or practitioners. Based on the study results obtained the following conclusions : 1) the preliminary stage is concluded learners at the level of the subjective and transitional; the development stage is conclude the obtained validity with an average of 3.57 of a media expert, 3.67 of subject matter experts; the practicality has exceeded the criteria above 75 % and the effectiveness gained an average response learners receive is 93.25 %; and from the result of FGD concluded that learning materials can be used in the process of learning in the curriculum 2013 and can be disseminated, 2) learning that use Edmodo learning materials is more effectively to improve the level of probabilistic thinking learners than the learning that use the existing learning materials.Key words: learning material, Edmodo, level, probabilistic thinking

PROSES BERPIKIR REFLEKTIF SISWA KELAS VII SMP NEGERI 3 POLANHARJO KLATEN DALAM PEMECAHAN MASALAH PECAHAN Wahyuni, Fina Tri; Sujadi, Imam; 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 aims of this research was to describe the characteristics of reflective thinking process of the students in Grade VII of State Junior Secondary School 3 ofÂ Polanharjo Klaten who have the high, moderate, and low abilities in solving fractional problems. This research used qualitative case study approach. The data of research were gathered through task-based in-depth interview. The results of research were the characteristics of reflective thinking process of the students as follows: 1) The students with the high initial ability in Mathematics: (a) in the problem understanding phase, they were able to mention information of the problems and to explain what has been done; (b) in the problem-solving planning phase, they were able to identify the concept of the problems and to explain what has been done; (c) in the implementation of problem-solving plan phase, they were able to realize the mistakes and to fix them, to examine the truth of an argument, to employ the internal knowledge, to relate the information that they have known, and to communicate ideas with symbols instead of pictures or direct objects; and (d) in the reexamination phase, they were able to draw conclusions to return the answers back into the contexts and to explain what has been done. 2) The students with the moderate initial ability in Mathematics: (a) in the problem understanding phase, they were able to mention information of the problems and to explain what has been done; (b) in the problem-solving planning phase, they were able to identify the concept of the problems, to employ the internal knowledge, to relate the information that they have known, and to explain what has been done; (c) in the implementation of problem-solving plan phase, they were unable to do reflective thinking; (d) in the reexamination phase, they were able to draw conclusions to return the answers back into the contexts and to explain what has been done. 3) The students with the low initial ability in Mathematics were able to do reflective thinking merely on the problem understanding phase, with the following characteristics: they were able to mention information of the problems and to explain what has been done.Keywords: Characteristics of reflective thinking process, problem solving, and initial ability in Mathematics.

ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA KONTEKSTUAL PADA MATERI SEGIEMPAT BERDASARKAN ANALISIS NEWMAN DITINJAU DARI PERBEDAAN GENDER (Studi Kasus pada Siswa Kelas VII SMPN 20 Surakarta) Siswandi, Erlan; Sujadi, Imam; Riyadi, Riyadi
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 identify the types of students error at 7th grade of SMPN 20 Surakarta in solving contextual mathematical problems on quadrilateral topic by using Newmanâs error analysis viewed from gender differences. The type of this research is a qualitative research. Subjectâs selection procedure was by using purposive sampling. There are 6 subjects in this research. Data collection technique was task-based interviews. The validity was determined by time triangulation. The data analysis was Miles and Huberman model including reduction, data displays, and conclusion. The results of this research showed as follows. The types of male students error in solving contextual mathematical problems based on Newmanâs error analysis were: (1) The male subject with high initial made the mistakes including transformation error and encoding error. (2) The male subject with normal initial made the mistakes including transformation error and encoding error. (3) The male subject with low initial made the mistakes including transformation error, process skills error, and encoding error. The types of female students error in solving contextual mathematical problems based on Newmanâs error analysis were: (1) The female subject with high initial made the mistakes including transformation error and encoding error. (2) The female subject with normal initial made the mistakes including transformation error and encoding error. (3) The female subject with low initial made the mistakes including comprehension error, transformation error, process skills error, and encoding error.Keywords: Contextual Problem Solving, Analysis Newman, and GenderÂ

Analisis Proses Pembelajaran Matematika Berdasarkan Kurikulum 2013 pada Materi Pokok Peluang Kelas X SMA Negeri 1 Surakarta Kuncara, Adi Wahyu; Sujadi, Imam; 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 aims of research was to describe the teacher understanding of 2013 curriculum-based learning process and assessment, learning process and assessment based on the 2013 curriculumÂ in main subject of probability in classroom X SMA Negeri 1 Surakarta. This research used the qualitative method with the case study approach, by deeply studyingÂ the learning activities so as to describe the learning process taking place in the mathematics learning, especially the material of probability. The subject of research was mathematics teacher of the tenth grade of SMA Negeri 1 Surakarta with the criterion of having attended the training about 2013 curriculum. The data in this study were: (i) teacherâs understanding of the learning and assessment process based onÂ 2013 curriculum (ii) mathematics learning process that imparting knowledge, attitudes, and skills with scientific approach (iii) the assessment process of knowledge, attitudes, and skills. Step analysis of the data in the study carried out in three stages, namely data reduction, data presentation, and withdrawal conclusion. The results of this study are as follows. (i) The learning process in curriculum 2013 was centered on the students, and the teacher merely functions as a facilitator. In addition, the learning process was not the only aspect of the knowledge imparted to students but the learning process in 2013 curriculum inculcate attitudes and skills aspects as well. According to teacher, assessment process using the aspects of knowledge, it can be a matter of testing and instrument description, aspects of attitude by observing and instrument in the form of sheets of observations, as well as aspects of skills with the practice tests or portfolios and instrument in the form of a rubric. (ii) Observed activities carried out by asking the students to listen to the explanation given by the teachers. The questioning activities carried out by asking questions to the students related to the material being studied. Information gathering activities that occur are students reading books and worksheets to answer the question or questions given by teacher. In this information gathering activities of teachers instill active attitude to the students. Inform process activities occur that students use information obtained from books and worksheets to answer the questions given by the teacher. On inform process activities, teachers inculcate cooperation and responsibility to the students. Communicated activities carried out by asking students to write the results of group discussions in class. (iii) Knowledge assessment process conducted by giving a quiz to the student at the end of learning and the instrument that is used in the form of a description. The attitude assessment process was carried out during the learning process. Teachers assess students attitudes to the observation technique. Skills assessment process were carried out during the learning process. Teachers assess students skills when communicating with the activities of the students and see the results of the discussion by looking at the results of the quiz given to students.Keywords : mathematics learning process, scientific approach, assessment process, curriculum 2013

ALUR PIKIR GURU MATEMATIKA DALAM MEMBELAJARKAN SUATU KOMPETENSI DASAR DI KELAS VII SMP (Studi Kasus pada Guru Matematika SMP Negeri 1 Karanganyar) Wulandari, Asih; Sujadi, Imam; Kusmayadi, Tri Atmojo
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 is to describe the mindset of Mathematics teachers in planning and implementation of learning process of a basic competency in Grade VII of State Junior High School 1 of Karanganyar. This research used the qualitative approach with the case study. The subjects of research were Mathematics teachers in Grade VII of State Junior High School 1 of Karanganyar, an experienced Mathematics teacher and a young Mathematics teacher. The data of research were collected through documentation, interview, and observation, and validated by using the source triangulation. The data that did not match were used as other findings. The data were analyzed by using the technique of data analysis from Miles and Huberman, by reducing the data, displaying the data, and drawing the conclusion. The results of this research are the mindset of teachers in the planning of the learning process begins with determining the basic competenciesÂ of each Core Competencies by examining the syllabus and describing it into indicators of competency achievement through Schoolâs Subject Teachers Forum, designing learning objectives, determining learning materials, and determining learning activities with scientific approaches. The designing of the assessment tools begins with describing the basic competencies of each core competency into indicator of competency achievement, determining assessment technique, and designing assessment tools. The mindset of teachers in implementation of the learning process refers to the Lesson Plan. It is shown by the use of scientific approaches, various learning methods that emphasize on the student-centered learning and authentic assessment.Keywords: Mindset of mathematics teacher, Lesson Plan,Â learning process, curriculum 2013.

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

PENALARAN ALJABAR SISWA KELAS VII SMP NEGERI 1 MARGOYOSO KABUPATEN PATI DALAM PEMECAHAN MASALAH MATEMATIKA TAHUN PELAJARAN 2014/2015 Nuraini, Latifah; Sujadi, Imam; 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 aims of this study were (1) to determine the levels of algebraic reasoning seventh grade students ofÂ SMP N 1 Margoyoso, and (2) to describe the characteristics of each algebraic reasoning level seventh grade students of SMP N 1 Margoyoso. This research was a qualitative case study. Subject selected from the seventh grade student of SMP N 1 Margoyoso on first semester of the academic year 2014/2015. The research instruments were researcher as the main instrument, the written test and interview guidelines as auxiliary instrument. Data were analyzed based on algebraic reasoning indicators, there were understanding the problem, generalization, create general form, and solving problems. Retrieved ten subjects, two subjects at level 0, two subjects at level 1, three subjects at level 2, and three subjects at level between level 2 and level 3. The characteristics of algebraic reasoning level 0: students were understand problem, used natural language, which means that students didnât use or didnât understand the meaning of variable, depend on the specific object, the students couldnât create the general form, so they couldnât perform operation on the variable in a general form. The characteristics of algebraic reasoning level 1: students were understand the problem, used natural language, which means that students didnât use or didnât understand the meaning of the variable, perform generalization but couldnât create the general form, so they couldnât perform operation on variable in a general form. The characteristics of algebraic reasoning level 2: students were understand the problem, generalizing and used symbolic language, the general form created as the result of a generalization that uses variable, capable to create general form, but couldnât perform operation on variable. The characteristics of algebraic reasoning level between level 2 and level 3: students were understand the problem, generalizing and used symbolic language, the general form created as the result of a generalization that uses variable, capable to create general form, but canât perform operation variable straightaway.Key words: reasoning, algebraicÂ reasoning, levels of algebraic reasoningÂ

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 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 Â 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.

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