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Journal of Mathematics and Mathematics Education (JMME)
Published by Universitas Sebelas Maret
ISSN : 20898878     EISSN : 27158276     DOI : https://dx.doi.org/10.20961/jmme
Core Subject : Education,
Education Mathematics
Journal Mathematics and Mathematics Education (JMME) is a peer-refereed open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics and mathematics education. This journal was founded by the Magister of Mathematics Education, Universitas Sebelas Maret. It is published twice in a year (June and December). The JMME welcomes high-quality manuscripts resulted by researchers, scholars, teachers, and professionals from a research project in the scope of Pure Mathematics, Computing Mathematics, Statistics, Mathematics Learning, Evaluation and Assessment in Mathematics Learning, STEAM, Ethnomathematics, ICT in Mathematics Education, Design / Development Research in Mathematics Education
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 157 Documents
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KAJIAN MATERI VEKTOR ALJABAR LINEAR: SEBUAH ALTERNATIF DALAM MEMAHAMI ALAM SEMESTA DENGAN MATEMATIKA Bambang Eko Susilo
Journal of Mathematics and Mathematics Education Vol 1, No 1 (2011): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v1i1.9922

Abstract

ABSTRAK Proses pendidikan sewajarnya dilaksanakan dengan memusatkan perhatian pada tujuan pendidikan itu sendiri,  sehingga  masalah  inti  dalam  pendidikan  tidak  dikesampingkan.  Tujuan  pendidikan  nasional adalah  untuk  mengembangkan  potensi  peserta  didik  agar  menjadi  manusia  yang  beriman  dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi  warga  negara  yang  demokratis  serta  bertanggung  jawab,  secara  hirarki  penempatan  sasaran yang dituju menunjukkan target minimal yang seharusnya diperoleh dari suatu proses pendidikan atau dalam  suatu  jenjang  pendidikan.  Tujuan  agar  peserta  didik  menjadi  manusia  yang  beriman  dan bertakwa  kepada  Tuhan  Yang  Maha  Esa  dan  berakhlak  mulia  menjadi  standar  minimal  di  seluruh jenjang, karena merupakan faktor keselamatan manusia di dunia dan di akhirat, sehingga dalam setiap proses  pembelajaran  hendaknya  selalu  disentuh,  tidak  terkecuali  dalam  pembelajaran  matematika sebagaimana materi vektor aljabar linear untuk menambah keyakinan terhadap kesempurnaan Tuhan dalam penciptaan alam semesta ini.Kata kunci: tujuan pendidikan nasional, mendidik hati dan akal , ruang vektor, alam semesta 
PENGEMBANGAN PEMBELAJARAN PETA KONSEP DAN APLIKASI E-LEARNING MOODLE: UPAYA MENINGKATKAN KETUNTASAN BELAJAR DAN SIKAP POSITIF TERHADAP MATEMATIKA SISWA SMK SURAKARTA1) Henny Ekana Chrisnawati; Ira Kurniawati; Yemi Kuswardi
Journal of Mathematics and Mathematics Education Vol 2, No 2 (2012): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v2i2.9954

Abstract

Abstract This main purpose of this research is developing a mind mapping model of learning  with moodle e learning application to increase SMK’s student mathematics achievement and positive attitudes towards of mathematics. In line with the objective of the  research, so this research is  R and D research model. This research aim to produce a learning devices and research instruments that comply a mind mapping model of learning  with moodle e learning application. It used 4D procedur by Thiagarajan that  comprised  some phase, namely :  Define,  Design, Develop, and DisseminateThe subject of development research is XH class of SMK Warga Surakarta’s students. The collection data methods, we used achievement test of students, validation sheet of all instruments research , and  observation sheet of positives attitudes students of towards mathematics, observation sheet of management classroom by the teacher, students response sheet towards devices and the implementation of learning. To analyze the datas, we used quantitative descriptive analyze. The descriptive analyze used to describe achievement of learning outcomes from validator, that consist of   mathemetics  achievement, positives attitudes towards mathematics and students responses to mind mapping model of learning  with moodle e learning application. The result of this research has been developed the devices of learning  and implementation of mind mapping model of learning  with moodle e learning application. That is   (1) the average of positives attitudes towards mathematics reliabilities is 79.2 %. It means the result of observations made both observers was credible and the instruments had a good category (2) the average of reliabilities of teacher’s abilities to manage his classroom is 84.75 %. It means the result of observations made both observers was credible and the instruments had a good category. (3) the result of respons’s students was unknown thal all aspects were above 70%,  exception was an aspect that related by classroom condition (3) the achievement tes that was developed from this research were valid instrument, have reliability indeks 0.77 and the average of sensitive indeks was 0.5051. It means that all instrument of learning can be used. Kata Kunci : pembelajaran peta konsep, aplikasi e learning moodle, sikap positif siswa terhadap matematika, hasil belajar
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS (SNH) DAN TWO STAY TWO STRAY (TSTS) DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA Fitri Era Sugesti; Budiyono Budiyono; Sri Subanti
Journal of Mathematics and Mathematics Education Vol 4, No 1 (2014): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v4i1.9986

Abstract

Abstract: This research aims at finding out: (1) which one results better mathematics learning achievement among type SNH through RME approach, type TSTS through RME approach, or direct instruction; (2) which one has better mathematics learning achievement among students with high, average, or low AQ; (3) at each of types (SNH through RME approach, TSTS through RME approach, and direct instruction), which group of students  has better mathematics learning achievement among groups with high, average, or low AQ; (4) at each of AQ categories (high, average, and low), which one results better mathematics learning achievement among type SNH through RME approach, type TSTS through RME approach, or direct instruction.This research employed quasi-experimental design taking all of the seventh grade students of State Junior High Schools in Surakarta as the population. The sampling technique used was stratified cluster random sampling. There were 285 students selected as the sample of this research. The techniques of collecting data were documentation which was used to know the students’ mid-test score in the even semester as the prior knowledge score, test which was used to know the students’ mathematics learning achievement, and questionnaire which was used to know the students’ AQ category. The hypothesis test used 3x3 two-way analysis of variance with unbalanced cells in the level of significance 0.05. The conclusions of the research were as follows. (1) Cooperative learning type SNH through RME approach results better mathematics learning achievement than type TSTS through RME approach does and cooperative learning type TSTS through RME approach results better mathematics learning achievement than direct instruction does; (2) Students with high AQ have better mathematics learning achievement than those with average and low AQ, and students with average AQ have better mathematics learning achievement than those with low AQ; (3) In the use of cooperative learning model type SNH through RME approach, students with high AQ have better mathematics learning achievement than those with low AQ, students with high AQ have relatively the same mathematics learning achievement as those with average AQ, and students with average AQ have relatively the same mathematics learning achievement as those with low AQ. In the use of cooperative leaning model type TSTS through RME approach, students with high, average, and low AQ have the same mathematics learning achievement; (4) For students  with high AQ, the use of learning model type SNH through RME approach results better mathematics learning achievement than that of type TSTS through RME approach and direct instruction, and the use of learning model type TSTS through RME approach results the same mathematics learning achievement as that of direct instruction. For students with average and low AQ, the use of learning model type SNH through RME approach results the same mathematics learning achievement as that of type TSTS through RME approach and direct instruction, and the use of learning model type TSTS through RME approach results the same mathematics learning achievement as that of direct instruction.Key words: Cooperative Learning Model, Structured Numbered Heads, Two Stay Two Stray, Realistic Mathematics Education Approach, Adversity Quotient
PENERAPAN STRATEGI ARCS DENGAN PEMBERIAN SCAFFOLDING : UPAYA MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIKA DAN PEMBENTUKAN KARAKTER MAHASISWA PADA MATA KULIAH MATEMATIKA DASAR Henny Ekana Chrisnawati; Budi Usodo; Ira Kurniawati; Yemi Kuswardi
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v5i2.10018

Abstract

ABSTRACT                                                                                                       This research has purposes to increase mathematical understanding ability and build character of undergraduate in mathematics foundation which uses ARCS’s strategy with giving scaffolding. Mathematics foundation which has abstract’s characteristic and necessary from understanding ability both computational also fungtional become priority of researcher’s thought. Characteristic of mathematical concept which is pyramidal compel students to understanding basic concept correctly for the sake of understanding new concept.  Not only for understanding but also building character is one of affectionate factors priority to reach success in learning mathematics. Pay attention of developing character, undergraduate are wished to show positively character in learning so that gives positively implication to the results. This research is classroom activity research which gives some informations about the changes or increase that ae caused by an activity. This research uses undergraduate of physics education in year academic 2015/2016  as a subject. Technique of collecting data uses test and observation while learning and research’s instrument is developed by validation of professional judgment. The result from application of ARCS’s strategy with giving scaffolding in learning is exist an increase of mathematical understanding ability. It showed by the results of mathematical understanding ability’s test in first and second cycle which gave information that there exist an increase of completeness percentage for understanding mathematical concept which from 39, 5 % up to 77,4 % in first cycle then continued up to 82,6 % in second cycle. Like that, it also showed by the mean of the test’s result which gave an increase from 61 in first cycle up to 81,1 in second cycle. The application of ARCS’s strategy also increased the affectionate learning’s result. It showed by the results of observation in first and second cycle which showed that the mean percentage of    character building from indicators: honest, discipline, hardworking, creative, stand alone, has a curiosity, appreciate achievement, friendly, responsible which were developed. Those results increase from bottom category in pre-cycle became in middle and high category in second cycle. It means that   used motivation technique (attention, relevance, confidence and satisfaction) in learning activity of mathematics foundation gave fact that those technique fulfilled need of undergraduate for reaching optimal achievement. Keywords : understanding concept ability, character, ARCS’s strategy, scaffolding
KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VII SMP NEGERI 1 MOJOLABAN TAHUN PELAJARAN 2014/2015 Nor Khoiriyah; Imam Sujadi; Sri Subanti
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v6i1.10040

Abstract

Abstract. The purpose of this research was to describe the ability of student’s mathematical communication who had low, medium, and high early mathematics ability in class VII SMP Negeri 1 Mojolaban on aspect grammatical, sociolinguistic, strategic, and discourse competence in solving mathematics problem. This research was a qualitative research. The subjects in this research were seven students of class VIIE SMP Negeri 1 Mojolaban, which consisted of three students who had low early mathematical ability, two students who had medium early mathematics ability, and two students who had  high early mathematical ability.The subjects in this research were taken by using the purposive sampling technique. The main instrument used in this research to collect the data was the researcher and the other instrument were a task that contains of test question and interview guide instrument. Data analysis technique were conducted by data reduction, data presentation and conclusion. The validity of the data was conducted by using time triangulation that compared the data of the first task based interviews with the data of the second task based interviews. The equal valid data of mathematical communication ability on aspect grammatical, sociolinguistic, strategic, and discourse competence was made the main finding, whereas the different of valid data was made other finding of the research. The result of this research are the students who had low, medium, and high early mathematics abilities were have imperfect mathematical communication on grammatical, sociolinguistic, strategic, and discourse competence. The imperfection that appear  on each competence caused by some indicators that not fulfilled completely.Keywords: Mathematical communication, grammatical competence, discourse competence
PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN PENDEKATAN CTL PADA MATERI TEOREMA PYTHAGORAS DI KELAS VIII SEKOLAH MENENGAH PERTAMA Yafita Arfina Mu’ti; Mardiyana Mardiyana; Dewi Retno Sari Saputro
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v7i1.20242

Abstract

Abstract: This study aimed to: (1) produce teaching and learning materials with CTL approach on Pythagorean theorem at VIII Grade of Junior High School that was valid, practical, and effective, (2) investigate the better achievement in mathematics, whether using teaching and learning materials of CTL approach than using conventional teaching and learning materials. This study was development research. The development model used in this research was a developmental  research by  Plomp that contained five phases, (1) preliminary investigation, (2) design, (3) realization/ construction, (4) test, evaluation, and revision, and (5) implementation.  Teaching and learning materials said have quality if fulfilled validity, practical, and effective criteria. Teaching and learning materials was categorized validity based on expert judgement. Taeching and Learning materials was categorized practical if based on theory, teaching and learning materials was able to use it without revision or little revision and had fulfilled criteria of a practical teaching and learning materials. Teaching and learning materials was categorized effective if it fulfilled the indicators for a effective learning, including students activity during studying, learning activities based on syntax, student response about the learning, and students learning result. The data in this research was collected using test, questionnaire, observation, documentation, and interview.  To investigate the better student achievement used t-test. The results of this study were as follows: teaching and learning materials of CTL approach that include lesson plans, worksheets, and test of learning outcome was said to be valid, practical, and effective. Besides  that, student achievement with teaching and learning materials of CTL approach was better than student achievement with teaching and learning materials of conventional approach.Keywords: Teaching and learning materials, CTL, Pythagorean theorem
ANALISIS KESULITAN SISWA SMA NEGERI 1 KEDUNGWUNI MATERI LOGARITMA Istifada Nurul Hayati; Budiyono Budiyono
Journal of Mathematics and Mathematics Education Vol 8, No 2 (2018): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v8i2.25844

Abstract

Abstract:During the process of mathematics learning, problem solving is one of the important factors in influencing the success of mathematics learning. The objective of this study is determining students’ difficulties in understanding logarithm functions. It is also intended to find out alternative solutions in overcoming the problems. The form of this research is a qualitative descriptive study using Spradley model data analysis through research procedures from Sudjana publication book. Based on preliminary observations, students’ mathematics problem solving skill at SMAN 1 KEDUNGWUNI has various ways. The number of students of class X MIPA 3 SMAN 1 Kedungwuni 1 is 32 students. 25% of students have high problem-solving skill, whereas 75% have low problem-solving skill. The cause of the problem is derived from teachers, students, and learning tools. Students’ mistakes in solving some tasks related to logarithm functions material become obstacles in the next learning process. The written test analysis results and interviews results of students regarding their difficulties in solving logarithm function include: students tend to have low understanding related to initial concepts of logarithm functions, students have difficulty in understanding the application of logarithm functions, and they find a difficulty in applying it into task in the form of story. Alternative solutions that can be implemented to deal with these problems are building the concept of logarithm functions from the previous chapter, namely root and exponent, emphasizing the concept of logarithm functions by giving related tasks, and practicing more tasks about logarithm functions.Keywords:Analysis, Mathematics, Logarithms, Roots, Exponents.
The Problem of Junior High School Students in Learning Ratio of Two Variables and The Alternative Solving Teguh Saryanto
Journal of Mathematics and Mathematics Education Vol 9, No 1 (2019): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v9i1.48284

Abstract

Mastering of Competency in Explaining Ratio two variables and problem solving that is related to ratio two variables is very important. This competency is needed to understand Mathematics material/ subject for the next steps, and in real life, many problems that is related to ratio. The purpose of this research is to know the problems that are face by junior high school students in studying ratio in mathematics subject. This research methods uses qualitative case studying to know the student’s problem in ratio in this pandemic situation. There are 90 seventh students of junior high scholl 15 Surakarta as the subjects in this research. This instrument that is used in this research is mathematics test of ratio two variables. The test are developed from essay questions the analyze the students answer. The low capability in answering ratio two variables test is caused by the low of conceptual understanding, unaccuration in procedure and principle. 
PENGARUH PEMBELAJARAN BERBASIS MASALAH DAN INKUIRI DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS X SMA NEGERI KABUPATEN BLORA Imam Mashuri
Journal of Mathematics and Mathematics Education Vol 2, No 1 (2012): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v2i1.9944

Abstract

Abstrak: Tujuan penelitian ini adalah untuk mengetahui: (1) Manakah model pembelajaran yang memberikan prestasi belajar matematika yang lebih baik, model pembelajaran berbasis masalah (PBM), inkuiri atau konvensional, (2) Manakah yang memberikan prestasi belajar matematika yang lebih baik, kemandirian belajar tinggi, kemandirian belajar sedang, atau kemandirian belajar rendah, (3) Pada masingmasing model pembelajaran, manakah yang memberikan prestasi belajar matematika yang lebih baik, kemandirian belajar tinggi, kemandirian belajar sedang, atau kemandirian belajar rendah. (4) Pada masingmasing klasifikasi kemandirian belajar siswa, manakah model pembelajaran yang memberikan prestasi belajar matematika yang lebih baik, model PBM, inkuiri atau konvensional. Penelitian ini merupakan penelitian eksperimental semu. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Negeri Kabupaten Blora Provinsi Jawa Tengah tahun pelajaran 2011/2012.Teknik pengambilan sampel dilakukan dengan stratified cluster random sampling. Sampel dalam penelitian ini berjumlah 287 siswa, dengan rincian 92 siswa pada kelas eksperimen satu, 96 siswa pada kelas eksperimen dua, dan 99 siswa pada kelas kontrol. Instrumen yang digunakan untuk mengumpulkan data adalah tes kemampuan awal, angket kemandirian, dan tes prestasi belajar. Uji coba instrumen tes meliputi validitas isi, tingkat kesukaran, daya pembeda, dan reliabilitas. Uji coba instrumen angket meliputi validitas isi, konsistensi internal, dan reliabilitas. Uji prasyarat meliputi uji normalitasmenggunakan metode Lilliefors dan uji homogenitas variansi menggunakan metode Bartlett. Dengan a = 0,05, diperoleh kesimpulan bahwa sampel berasal dari populasi yang berdistribusi normal dan mempunyai  variansi yang homogen. Uji keseimbangan terhadap data kemampuan awal menggunakan analisis variansi satu jalan dengan sel tak sama diperoleh kesimpulan bahwa ketiga kelas mempunyai kemampuan awal yang seimbang. Pengujian hipotesis menggunakan analisis variansi dua jalan dengan sel tak sama. Berdasarkan hasil pengujian hipotesis diperoleh kesimpulan bahwa (1) Model pembelajaran inkuiri menghasilkan prestasi belajar matematika lebih baik dibandingkan model PBM, model PBM menghasilkan prestasi belajar matematika lebih baik dibandingkan model pembelajaran konvensional, dan model pembelajaran Inkuiri menghasilkan prestasi belajar matematika lebih baik dibandingkan model pembelajaran konvensional, (2) Siswa dengan kemandirian belajar tinggi memiliki prestasi belajar matematika lebih baik dibandingkan siswa berkemandirian belajar sedang, siswa dengan kemandirian belajar sedang memiliki prestasi yang sama baiknya dengan siswa berkemandirian belajar rendah, dan siswa dengan kemandirian belajar tinggi memiliki prestasi yang lebih baik dibandingkan siswa dengan kemandirian belajar rendah, (3) Pada model pembelajaran inkuiri, siswa dengan kemandirian belajar tinggi memiliki prestasi belajar matematika sama baiknya dengan siswa berkemandirian belajar sedang, siswa dengan kemandirian belajar tinggi memiliki prestasi yang lebih baik dibandingkan siswa berkemandirian belajar rendah, dan siswa dengan kemandirian belajar sedang memiliki prestasi yang sama baiknya dengan siswa dengan kemandirian belajar rendah. Pada model PBM dan konvensional, ketiga klasifikasi kemandirian belajar siswa memberikan prestasi belajar yang sama baiknya, (4) Pada siswa dengan kemandirian belajar tinggi, model pembelajaran inkuiri menghasilkan prestasi belajar matematika lebih baik dibandingkan model PBM, model PBM menghasilkan prestasi belajar matematika sama baiknya dengan model pembelajaran konvensional, dan model pembelajaran inkuiri menghasilkan prestasi belajar matematika lebih baik dibandingkan model pembelajaran konvensional. Pada siswa dengan kemandirian belajar sedang dan rendah, ketiga model pembelajaran menghasilkan prestasi belajar matematika yang sama baiknya.Kata kunci: Inkuiri, Pembelajaran Berbasis Masalah (PBM), Konvensional, Kemandirian Belajar Siswa
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI DI KOTA MADIUN Kiki Riska Ayu Kurniawati; Budiyono Budiyono; Dewi Retno Sari S
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v4i2.9976

Abstract

Abstract: The aims of this research were to find out the different effect of each categories of learning model, students interpersonal intelligence and their interaction towards students mathematics learning achievement on the subject of plane geometry. The research was quasi experimental with 3×3 factorial design. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. Sampling was done by stratified cluster random sampling technique. The sample of this research consisted of the students of SMP N 3 Madiun, SMPN 7 Madiun, and SMPN 10 Madiun. The sample consisted of 260 students. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded that: (1) the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model; (2) students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; (3) on the cooperative learning model of Jigsaw type, NHT type and direct learning model, students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; and (4) on students interpersonal intelligence high, medium and low, the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model.Keywords:  Jigsaw, NHT, interpersonal intelligence

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