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INDONESIA
Jurnal Pembelajaran Matematika
Published by Universitas Sebelas Maret
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Mathematics
Arjuna Subject : -
Articles 2 Documents
 1 
Search results for , issue " Vol 4, No 5 (2016): Pembelajaran Matematika" : 2 Documents clear
AKTIVITAS METAKOGNISI DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI GENDER SISWA KELAS VII SMP NEGERI 1 NANGGULAN KABUPATEN KULON PROGO Sari, Retno; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: This research was aimed to decribe metacognition activity of male and female students in mathematics problem solving. This research was a qualitative research which used case study method. The subject of the research was 7th students of SMP Negeri 1 Nanggulan. The subject selection criteria was based on students opinion expressing competency either in spoken and written form. The data was collected using think aloud method where the students were asked to express their ideas and questions loudly in mathematical problem solving processes. Then the time triangulation was run to produce a valid data from the research subject. The data analysis was conducted using Miles and Huberman model. The result of research showed : 1) the metacognition activity of the male students are : a) understanding the problems phase : perform activities related to strategic knowledge; b) devising a plan phase : perform activities associated with knowledge about cognitive tasks; c) carrying out the plan phase : perform activities related to strategic knowledge and associated with knowledge about cognitive tasks; d) looking back phase : perform activities related to knowledge strategy and perform activities associated with self-knowledge. 2) the metacognition activity of the female students are : a) understanding the problems phase: perform activities related to strategic knowledge and perform activity associated with self-knowledge; b) devising a plan phase : perform activity associated with knowledge about cognitive tasks; c) carrying out the plan phase : perform activity related to strategic knowledge and associated with knowledge about cognitive tasks; d) looking back phase: perform activities related to strategic knowledge and  perform activity associated with self-knowledgeKeywords: metacognition, mathematics problem solving, gender 
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 : Jurnal Pembelajaran Matematika

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Abstract

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  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  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  and K-S gave the same mathematics achievements.Keywords: NHT, TPS, Classical, Scientific Approach, Learning Activity

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