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Jurnal Pembelajaran Matematika
Published by Universitas Sebelas Maret
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Mathematics
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Articles 10 Documents
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Search results for , issue "Vol 1, No 2 (2013): Pembelajaran Matematika" : 10 Documents clear
PENGEMBANGAN MODEL ASSESSMENT FOR LEARNING (AfL) MELALUI PENILAIAN TEMAN SEJAWAT UNTUK PEMBELAJARAN MATEMATIKA PADA POKOK BAHASAN PERSAMAAN GARIS LURUS DI MADRASAH TSANAWIYAH PONDOK PESANTREN MODERN ISLAM ASSALAAM SUKOHARJO Kirbani, Kirbani
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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ABSTRACT:The aims of this research were: (1) to determine whether the AFL with peer assessment on topics straight line equation can be applied in MTs PPMI Assalaam, (2) to know the influence of the application of the AFL with peer assessment in improving students’ achievement compare with direct instruction, (3) to know the influence of students ability to cooperate toward mathematics learning achievement of students in the subject of straight line equation, (4) to determine the effect of the application of the AFL with peer assessment in improving student achievement compare with direct instruction in terms of students' ability to cooperate on subject of a straight line equation. The research was divided into two phases, namely the determination of the model development stage and the AfL with peer assessment are included in research and development. In this stage, data collection, prototype planning model, Focus Group Disscusion (FGD) were implemented and manufacture of prototype model then be tested. Tests carried out by 4 learning cycles. The next stage was to test the effectiveness of a model that includes quasi-experimental research design research 2×3. The population was eighth grade students of MTs PPMI Assalaam Sukoharjo first semester of the school year 2012/2013. Samples were divided into two groups, experimental and control groups. The data analysis technique used in this study was two-way analysis of variance unbalanced. Based on the result of the analysis, we can conclude that: (1) the model of the AFL with peer assessment can be applied in MTs PPMI Assalaam, (2) students taught using AFL with peer assessment have mathematics achievement better than students taught using direct instruction, (3) students with high cooperate ability levels have higher mathematics achievement than students with medium and low of ability to cooperate. While students with a medium level of ability to cooperate have a better achievement than students with a low level of ability to cooperate, (4) at all levels of ability to cooperate, students with applied learning AFL with peer assessment have better mathematics achievement than students with direct learning.Key words : Assessment, Assesment for Learning (AfL), Peer Assessment, Ability to Cooperate
EKPERIMENTASI MODEL PEMBELAJARAN DISCOVERY DAN GROUP INVESTIGATION TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KREATIVITAS SISWA Ira Vahlia
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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AbstractThe aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student creativity. The learning model compared were discovery, group investigation and conventional. The type of the research was a quasi-experimental research. The population was the students of Junior High School in Surakarta city on academic year 2012/2013. The samples of this research were taken by using the stratified cluster random sampling technique. The samples consist of 281 students who were divided into 94 students in the first experiment class, 94 students in the second experiment class, and 93 students in the control class. The results of this research are as follows: (1) the discovery learning model results in better learning achievement than the group investigation and conventional learning model. The group investigation learning model results in an equal learning achievement to the conventional learning model, (2) the students having high level of creativity have better learning achievement than those having medium and low levels of creativity. The students having medium level of creativity have an equal learning achievement to those having low level of creativity, (3) on the discovery learning model, students having high creativity have better learning achievement than those having medium and low levels of creativity and students having medium level of creativity have an equal learning achievement to those having low creativity. On the group investigation model, students in each level of creativity have the same learning achievement, (4) the students who were tought with the discovery learning model have better learning achievement than those taught with the group investigation and conventional learning model in the category of having high level of creativity. The students who were tought group investigation and conventional model results in an equal learning achievement in the category of having high level of creativity. The students having medium level of creativity have an equal learning achievement to those having low level of creativity in each learning model.Key words: discovery, group investigation, learning achievement, and creativity
ANALISIS PROSES BERPIKIR KREATIF SISWA SEKOLAH MENENGAH KEJURURUAN (SMK) DALAM PEMECAHAN DAN PENGAJUAN MASALAH MATEMATIKA PADA MATERI PERSAMAAN KUADRAT Agus Prianggono
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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Abstract : This research was aimed at identifying and describing students creativity level, creative thinking process and the factors which cause the students became not creative in solving and posing mathematics problems. This study was a descriptive qualitative research, which used case study method. Identifying the students’ creativity level and the steps of creative thinking were conducted by problem-solving and problem-posing tasks (TPPM). The creativity levels divided into three levels, namely creative, less creative and not creative. The creativity criteria were based on the fluency, flexibility and originality. The stages of creative thinking process were refered to creative thinking model developed by Wallas which has some stages. They are preparation, incubation, illumination, and verification. The data analysis was conducted using Miles and Huberman model. At the preparation stage, less creative students were able to gather relevant information to solve the problem. At the incubation stage, less creative and not creative students were need time to recall what they have learned previously. Not creative students tended to stop and did not find any idea to solve the problem. At the illumination stage, less creative students were able to find ideas, but only give a single solution and did not give another solution. At the verification stage, less creative students and not creative students re-checked their work. The factors which cause the students became not creative in solving and posing the problem were: students failed in finding ideas to complete the task, which had never been done before. Students were trapped in using only a way in solving and posing problems. They weren’t able to use various ideas in solving and posing the problems.Keywords : creativity, problem-solving, problem-posing, creative thingking processes.
PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN TEKNIK PEMBELAJARAN MAKE A MATCH DAN NUMBERED HEADS TOGETHER TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KECERDASAN GANDA SISWA Nurani Nurani
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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ABSTRACTThe objectives of this research are to investigate: (1) which learning model of the J-MAM, J-NHT, and conventional learning results in a better learning achievement in Mathematics; (2) which multiple intelligence of the Logical-Mathematical, Visual-Spatial, and Interpersonal types results in a better learning achievement in Mathematics; (3) in each multiple intelligence, which learning model of the J-MAM, J-NHT, and conventional learning results in a better learning achievement in Mathematics; and (4) in each learning model, which multiple intelligence of the Logical-Mathematical, Visual-Spatial, and interpersonal types results in a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. Its population was all of the students in Grade XI of State Vocational High Schools in Sragen regency. The samples of the research were taken by using the stratified random sampling technique. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the significance level of 5%. The results of the research are as follows: 1) The J-MAM and J-NHT learning models result in the same good learning achievement in Mathematics, but both result in a better learning achievement in Mathematics than the conventional learning model, 2) There are no any differences in the learning achievement in Mathematics of the students with the Logical-Mathematical, Visual-Spatial, and Interpersonal types, 3) In each multiple intelligence type, the J-MAM and J-NHT learning models result in the same good learning achievement in Mathematics, but both result in a better learning achievement in Mathematics than the conventional learning model, 4) In each learning model, the students with Logical-Mathematical, Visual-Spatial, and Interpersonal types have the same learning achievement in Mathematics.Keywords: Jigsaw learning model, conventional learning model, multiple intelligence, learning achievement in Mathematics.
EFEKTIVITAS PENERAPAN METODE DISKUSI DENGAN PENDEKATAN MATEMATIKA REALISTIK (PMR) DAN PENDEKATAN QUANTUM LEARNING (QL) DITINJAU DARI TIPE KEPRIBADIAN SISWA UNTUK MENINGKATKAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI DI KABUPATEN LAMPUNG TIM Desty Septianawati
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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Abstract: The aims of this research are to know: (1) Which one more effective, learning using discussion with realistic mathematics approach, Quantum Learning (QL) or a conventional learning. (2) Which one gives better mathematics learning achievement, student with personality types Sanguine, Melancholy, Choleric or Phlegmatis. (3) Which one more effective for each personality type of students, learning using discussion with PMR, QL or a conventional learning. This research used quasi experimental method with its population included all of students of state junior high school in East Lampung Regency. Sampling was done by stratified cluster random sampling. The size of the samples was 303 students. The data collection technique were the document that was the last of examination the seven grade for initial capability data before the experiment, achievement tests for mathematics student achievement data, and questioner of personality types. The data was analyzed using analysis of variance. The conclusions of the research were as follows: (1) learning mathematics using discussion with PMR is as effective as learning mathematics using the method of discussion with QL. However, learning of mathematics using discussion with PMR approach is more effective than learning mathematics using discussion with conventional approach. Likewise, learning mathematics using discussion with QL approach is more effective than learning mathematics using discussion with conventional approach. (2) Students with personality types of Sanguine, Melancholy, Choleric, nor Phlegmatis have the same mathematics achievement. (3) For each personality type of students, learning using discussion with PMR approach is as effective as using discussion with QL. However, using discussion with PMR and QL approach is more effective than learning mathematics the method of discussion with conventional approach.Keywords: Realistic Mathematics Approach, Quantum Learning Approach, Personality Types
EFEKTIVITAS PENDEKATAN QUANTUM LEARNING DAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI POLA ASUH ORANG TUA SISWA SMP DI KABUPATEN MAGETAN TAHUN AJARAN 2012/2013 Restu Lusiana
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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ABSTRACTThe objectives of the research are to investigate: (1) which learning approach of the quantum learning approach with discussion method, the contextual teaching and learning with discussion method, and the direct learning method results in a better learning achievement; (2) which students of those with authoritarian, democratic and permissive parenting patterns have a better learning achievement; (3) in each approach, which students of those with authoritarian, democratic, and permissive parenting have a better learning achievement; (4) in each type of parenting patterns, which learning approach of the quantum learning approach with discussion method, the contextual teaching and learning with discussion method, and the direct learning method results in a better learning achievement results in a better learning of achievement. This research used the quasi experimental research method with the factorial design of 3x3. The population of the research was the students in Grade VII of State Junior Secondary Schools in Magetan regency in Academic Year 2012/2013. The samples of the research were taken by using the stratified cluster random sampling technique. The data of the research were gathered through documentation method, questionnaire of parenting patterns, and test of learning achievement. The data of the research were analyzed by using unbalanced two-way analysis of variance. The results of the research are as follows. 1) The quantum learning approach results in a better learning achievement than those with the contextual teaching and learning approach or the direct learning approach, but the contextual teaching and learning approach results in a better learning achievement than the direct learning. 2) The students with the authoritarian parenting pattern have the same good learning achievement as those with the democratic parenting pattern or those with the permissive parenting pattern, but the students with the democratic parenting pattern have a better learning achievement than those with the permissive parenting pattern. 3) In each parenting pattern, the quantum learning approach with the discussion method results in a better learning achievement than the contextual teaching and learning with the discussion method or the direct learning method. 4) In each learning approach, the students with the authoritarian parenting pattern have the same good learning achievement in Mathematics as both those with the democratic parenting pattern and those with the permissive parenting one. Yet, the students with the democratic parenting pattern have a better learning achievement in Mathematics than those with the permissive one.Keywords: Quantum learning, contextual teaching and learning, parenting patterns, and learning achievement in Mathematics
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN PENDIDIKAN MATEMATIKA REALISTIK DAN PROBLEM BASED LEARNING PADA OPERASI BILANGAN BULAT DITINJAU DARI GAYA BELAJAR SISWA Nur Rohman
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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ABSTRACTThe objectives of this research are to investigate: (1) which learning approach among realistic mathematics learning, problem-based learning, and conventional learning result in the students’ better learning achievement; (2) which learning style among visual, auditory, and kinesthetic learning styles results in the students’ better achievement; (3)In each learning approach, which learning achievement is better among the students with the visual, auditory and kinesthetic learning styles, and (4)In each learning style, which learning achievement is better among the students with realistic mathematics learning, problem-based learning, and conventional learning.This research used the quasi-experimental research method. The population of the research was all of the students in Grade V of State Primary Schools in Dander sub-district, Bojonegoro regency in Academic Year 2012/2013. The samples of the research were taken by using the stratified random sampling technique.The hypotheses of the research were tested by using the unbalanced two-way analysis of variance.The results of the research are as follows: 1) The realistic mathematics learning results in the same learning achievement as the problem-based learning does, but both the realistic mathematics learning and the problem-based learning result in a better learning achievement than the conventional one does. 2) The students with the auditory learning style have a better learning achievement than those either with the visual learning style or with the kinesthetic learning style, but the students with the visual learning style have the same learning achievement as those with the kinesthetic learning style. 3)In the realistic mathematics learning, the students with the visual learning style have a better learning achievement than those with the kinesthetic learning style, but the students with the auditory learning style have the same learning achievement as those with the kinesthetic style. In the problem-based learning, the student with the auditory learning style have a better learning achievement than those with the kinesthetic learning style, but the students with the visual learning style have the same learning achievement as those with the kinesthetic learning style. In the conventional learning, the learning achievements of the students with the auditory, visual, and kinesthetic learning styles are similar. 4) In the group of students with the visual learning style, the students instructed with the three learning approaches have the same learning achievement. In the group of students with the auditory learning style, learning achievements of the students instructed with the realistic mathematics, the problem-based learning, and the conventional one are similar, but the students instructed with the problem-based learning have a better learning achievement than those instructed with the conventional one. In the kinesthetic learning style, the learning achievements of the students instructed with the auditory, visual, and kinesthetic learning styles are similar
EKSPERIMENTASI PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN GROUP INVESTIGATION TERHADAP PRESTASI BELAJAR PERSAMAAN GARIS LURUS DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VIII SMP DI KABUPATEN PONOROGO Jemani, Jemani
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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AbstractThis Research aims to find out: (1) which one is better, the learning use Expository, Jigsaw or Group Investigation models to effect mathematics achievement of straight line equation, (2) which one is better, the learning with linguistic intelligence, logical mathematical intelligence or visual spatial intelligence to effect mathematics achievement of straight line equation, (3) for students of multiple intelligences various, which one is better, the learning use Expository, Jigsaw or Group Investigation models to effect mathematics achievement of straight line equation. The research was desained by faktorial 3x3. The research population was VIII grade of Junior High School first semester of 2012/2013 at Ponorogo regency. The sample was taken by using Stratified Cluster Random Sampling, obtained some students of SMP Negeri 6 Kecamatan Ponorogo, SMP Negeri 5 Kecamatan Ponorogo dan SMP Negeri 2 Kecamatan Babadan ordered as high, medium and low groups. The data collection was taken by document, questionnaire dan test method. Document method was used for finding the report scores of VII grade second semester of 2011/2012 academic year, as balance test for GI, Jigsaw and Expository learning. Questionnaire method was used to know the dominance multiple intelligences of students. So, test method was used to know mathematics achievement of straight line equation. Technique of data analizing was used an unbalanced two way analysis of variance. The result of research were: (1) Group Investigation learning and Expository learning have the mathematics achievement of straight line equation better than Jigsaw learning, meanwhile Expository learning have the mathematics achievement of straight line equation same as Group Investigation learning, (2) among student with linguistic intelligence, logical mathematical intelligence or visual spatial intelligence have the same of mathematics achievement of straight line equation, (3) among the students of multiple intelligence, Group Investigation learning and Expository learning to effect mathematics achievement of straight line equation better than Jigsaw learning and Group Investigation learning to effect mathematics achievement the same as Expository learning.Keywords: Group Investigation, Jigsaw, Expository, Multiple Intelligences
EKPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DENGAN METODE PROBLEM SOLVING PADA POKOK BAHASAN PERSAMAAN GARIS LURUS DITINJAU DARI KATEGORI MULTIPLE INTELLIGENCES PESERTA DIDIK KELAS VIII SMP NEGERI DI KABUPATEN KARANGANYAR Fitriawan, Dona
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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Abstract: The aims of the research were to determine the effect of learning models onlearning achievement viewed from students’ multiple intelligences. The learning models compared werecooperative learning model Two Stay Two Stray (TSTS) with problem solving method, Two Stay TwoStray (TSTS) and conventional. This research was a quasi-experimental research using 3?3 factorialdesign. The populations of the research were all students of Junior High School (SMP) onKaranganyar Regency. The samples of the research were the eight grade students of SMP Negeri 1Tasikmadu, SMP Negeri 2 Jaten, and SMP Negeri 5 Karanganyar containing 282 students (94students for first experimental class, 93 students for second experimental class, and 95 students forcontrol class). The samples were chosen by using stratified cluster random sampling. In collectingthe data, the instruments used were test and questionnaire. Test was used to get the students’learning achievement data and questionnaire was used to get multiple intelligences data. Thetechnique of analyzing the data was unbalanced two-ways Anova. The result of the research showsthat: (1) TSTS with problem solving method is better than TSTS and conventional in producingthe students’ Mathematics learning achievement, meanwhile TSTS is as good as conventional inproducing students’ Mathematics learning achievement; (2) students having high multipleintelligences are better than those having middle and low multiple intelligences in producing thestudents’ Mathematics learning achievement, meanwhile students having middle multipleintelligences are better than those who have low multiple intelligences in producing Mathematicslearning achievement; (3) (a) the students’ having high multiple intelligences taught by usingTSTS with problem solving method are better than those having middle or low multipleintelligences in producing the students’ Mathematics learning achievement whereas studentshaving middle multiple intelligences have better learning achievement than those who have lowmultiple intelligences; (b) The students’ having high multiple intelligences taught by using TSTSare better than those who have low multiple intelligences in producing the students’ Mathematicslearning achievement but the students having high multiple intelligences taught by using TSTS areas good as those who have middle multiple intelligences; (c) The students taught by usingconventional having high, middle or low multiple intelligences produce same learningachievement; (4) (a) the students having high multiple intelligences taught by using TSTS withproblem solving method are as good as who are taught by using TSTS and conventional inproducing students’ Mathematics learning achievement; (b) the students having middle multipleintelligences taught by using TSTS with problem solving method are better than those who aretaught by using TSTS and conventional in producing students’ mathematics learning achievementbut they are as good as those who are taught by using TSTS whereas the students taught by usingTSTS are as good as those who taught by using conventional; (c) the students having low multipleintelligences taught by using TSTS with problem solving method, TSTS, and conventional havethe same mathematics learning achievement.Keywords : TSTS, problem solving, multiple intelligences
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN QUANTUM LEARNING PADA POKOK BAHASAN STATISTIKA DITINJAU DARI MINAT BELAJAR SISWA KELAS XII SMK KELOMPOK TEKNOLOGI SE-KABUPATEN KEBUMEN TAHUN PELAJARAN 2012/2013 Rizana, Dani
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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AbstractThe objective of this research is to investigate: (1) which of the TPS learning model with Quantum Learning approach, the TPS learning model, and the conventional learning model results in a better learning achievement of the students; (2) which of the students with the high, medium, and low learning interest levels have a better learning achievement; (3) which of the students taught in the TPS learning model with Quantum Learning approach, the TPS learning model, and the conventional learning model have a better learning achievement with the high, medium, and low learning interest levels; and (4) which of the students have a better learning achievement in each of the learning interest levels with the TPS learning model with Quantum Learning approach, the TPS learning model, and the conventional learning model. This research used the quasi-experimental method with the factorial design of 3 x 3. The population of this research was all of the 12th-grade students of the engineering vocational secondary schools in Kebumen regency in the academic year of 2012/2013. The data of this research were gathered through documentation, questionnaire, and achievement test. The test on the hypothesis of the research was conducted by using unbalanced Two-way Analysis of Variance. The results of this research are as follows: (1) the TPS learning model with Quantum Learning approach and the TPS learning model result in an equal learning achievement whereas the TPS learning model with Quantum Learning approach results in a better learning achievement than the conventional learning model. However, the TPS learning model and the conventional learning model result in an equal learning achievement; (2) the students with the high learning interest level have an equal learning achievement to those with the medium and low learning interest levels; (3) the TPS learning model with Quantum Learning approach results in an equal learning achievement to the TPS learning model but results in a better learning achievement than the conventional learning model in the high, medium, and low learning interest levels whereas the TPS learning model results in an equal learning achievement to the conventional learning model in the high, medium, and low learning interest levels; and (4) the students with the high learning interest level have an equal learning achievement to those with the medium and low learning interest levels in the TPS learning model with Quantum Learning, the TPS learning model, and the conventional learning model.Keywords: Learning achievement, TPS, Quantum Learning, conventional, and learning interest

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