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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 3, No 2 (2015): Pembelajaran Matematika" : 10 Documents clear
PENGEMBANGAN MULTIMEDIA INTERAKTIF UNTUK PEMBELAJARAN MATERI POKOK BALOK SISWA SMP KELAS VIII Hardiyanto, Edwin Latif; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: The purposes of this study were: (1) to develop a valid interactive multimedia learning as a source of student learning in understanding the topic of Cuboid of eight grade students; and (2) to know the effectiveness of learning interactive multimedia products which had been developed. This research was a development study using Borg & Gall model where the steps as follows: (1) preliminary study that consisted of literature study and field study; (2) development that consisted of purpose analysis, capability analysis, development design; (3) field test that consisted of limited field test, wider field test and operational test; (4) effectiveness test; (5) dissemination. The research population was all eight grade students of SMPN 2 Ponorogo.The sample was taken using cluster random sampling. Data were collected in the form of even UTS value 2013/2014 in mathematics subject used documentation method the validity of product used questionnaire method, the learning results in mathematics used test method. The validity of the developed interactive multimedia product used content validity by material expert and media expert.The validity of test item was determined by: (1) content validity; (2) discrimination power; (3) difficulty level; (4) reliability. The normality test used Lilliefors method and homogeneity of variance test used Bartlett method. The balanced and the hypothesis test used t-test statistic. The results of this study were as follows: (1) a valid interactive multimedia learning as a source of student learning in understanding mathematics of eight grade students of SMP especially Cuboid; (2) the result of effectiveness test showed that the mathematics learning results of students who used interactive multimedia were better than students who did not use interactive multimedia learning.Keywords:  Development, Interactive Multimedia, Interactive Multimedia Learning
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DENGAN PENDEKATAN MATEMATIKA REALISTIK PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI AKTIVITAS BELAJAR SISWA SMP KELAS VIII DI KABUPATEN SLEMAN TAHUN PELAJARAN 2013/2014 Saputra, Very Hendra; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: The objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the learning activity of the students. This research used the quasi experimental research with the factorial design of 3x3. Its population was all of the students in Grade VIII of  State Junior Secondary Schools of Sleman Regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 254 students. Balance test used one way ANOVA test. The prerequisite test of the research included normality test with Lilliefors’ method and homogeneity test with Bartlett’s method of Chi Square test. With the significance level of α = 0.05. The data was analyzed by using the two way analysis of variance with unbalanced cells. The results of the research are as follows: 1) the Two Stay Two Stray learning model results in the same good learning achievement in Mathematics as the direct learning model, and the Two Stay Two Stray with Realistic Mathematics Approach learning model results in a better than  the Two Stay Two Stray learning model and direct learning model, 2) the students with the high learning activity have a better learning achievement in Mathematics than those with moderate and low learning activities, and the students with the moderate learning activity have a better learning achievement in Mathematics than those with the low learning activity, 3) there is an intereaction the aforementioned learning models and the categories of the learning activity on the learning achievement in Mathematics of the student.Keyword: Realistic Mathematics Approach, Two Stay Two Stray (TS-TS), Learning Activity
EKSPERIMENTASI MODEL PEMBELAJARAN LC 5E DISERTAI AFL PADA MATERI PRISMA DAN LIMAS DITINJAU DARI ADVERSITY QUOTIENT Guritno Ari Wibowo; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: This research investigated the effect of using Learning Cycle 5E model using AfL in Mathematics course achievement viewed from Adversity Quotient. The quasi experimental research design was employed on this research. The technique analysis data used two-way analysis of variance with unbalanced cell frequencies at 0,05 level of significance. The results show as follows 1) LC 5E with AfL model gave better Mathematics course achievement than the one without AfL and conventional model, and LC 5E without AfL gave better Mathematics course achievement than conventional model. 2) The students who are climber have better Mathematics course achievement than camper and quitter, and  the students who are camper have similar Mathematics achievement compared to quitter. 3) In LC 5E with AfL model, the climber category students Mathematics achievements are better than the ones who are camper and quitter, and the camper category students Mathematics achievements were better than the ones who are quitter. In LC 5E model, the climber category students Mathematics achievements are better than the ones who are camper and quitter, and the Mathematics achievements of camper category students were similar with the ones who are quitter. In the conventional model, whether climber, camper, or quitter have the same Mathematics course achievement. 4) Mathematics course achievement of climber category students was the same whether when they were given LC 5E with AfL or LC 5E, on the other hand those are better than the conventional model. The students who are camper category had better Mathematics achievement when they were given LC 5E include AfL and LC 5E than when were given conventional model, however those students had the same Mathematics achievement whether when they were given LC 5E or conventional model. The quitter category students had the same Mathematics achievement when they were given LC 5E with AfL, LC 5E, or conventional model.Keywords: Learning model, LC 5E, Assessment for Learning, Adversity Quotient.
PENGEMBANGAN MEDIA PEMBELAJARAN MATEMATIKA BERBANTUAN KOMPUTER DENGAN LECTORA AUTHORING TOOLS PADA MATERI BANGUN RUANG SISI DATAR KELAS VIII SMP/MTS Kintoko Kintoko; Imam Sujadi; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: This research is aimed to: 1) describe the Lectora Authoring Tools (LAT)-based learning media application product design for computer-based Mathematics learning with the topic on geometry; 2) find out which media helped for better learning achievements: a Lectora Authoring Tools (LAT)-based learning or without employing any media.This research is a Research and Development model (R & D). The development was done by referring to the 4-D model found by Thiagarajan which were then modified into 3-D consisting of ‘defining’, ‘designing’, and ‘developing’. The product evaluation was done by the learning material expert covering the following aspects, namely the learning material completeness, learning material quality, linguistic quality, and visual quality, then, the learning media expert evaluated the following aspects, namely the readability, the image quality, the compatibility, the audio quality, the layout, and the animation. There were four teachers and four peers evaluated the content and display aspects. The subjects of the tryout were Grade VIII students in SMP PGRI Kasihan Bantul: 15 students for the limited tryout and 30 others for the field tryout. The data were collected through questionnaires, observation sheets, and learning achievement tests The equilibrium test was conducted using t-test, with α = 0.05, thereby it could be concluded that the experimental and control groups were in equilibrium. The prerequisite test included normality one using Liliefors test and homogeneity test using Bartlett method. With α = 0.05, it could be concluded that the sample derived from the homogeneous and normally distributed population..The research findings show that: 1) the media produced were in the form of Compact Disk (CD) as well as the Exe extension media which can be run in all computer operating system. This media was developed by employing Thiagarajan’s development model which consisted of ‘defining’, ‘designing’, and ‘developing’, whereas, the computer-assisted Mathematics learning media by employing the Lectora Authoring Tools (LAT) development resulted in better learning quality based on the validity, practicality, and effectiveness aspects. Those aspects showed a very good learning outcome as the developed learning media were able to display a learning material with easily understood animation graphics; 2) learning by employing the Lectora media presented higher achievements than those without it. It was proven by the mean value of the LAT This is evidenced by the results of hypothesis testing indicated on achievement tests of two classes, the value of test t = 2.236 with a t-table value = 1.960, while for DK = {t | t <-1960 or t> 1.960} tcount DK Thus, the means H0 is rejected so it can be concluded achievement test results in the experimental class with the control group there was a difference class-based learning as much as 77.78, which was better than that without the LAT with the mean value of 72.38.Keywords: developments, learning media, geometry, Lectora Authoring Tools software, concept mastery, achievements
STUDI IMPLEMENTASI PENDIDIKAN KARAKTER PADA PEMBELAJARAN MATEMATIKA PADA KELAS CERDAS ISTIMEWA BAKAT ISTIMEWA (CIBI) SMP NEGERI 2 SURAKARTA Munawaroh Munawaroh; Tri Atmojo Kusmayadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: The objective of research was to describe the implementation of character education to mathematics learning, the constraints the teacher faced and the solution the teachers took to the constraints with the implementation of character education in mathematics learning in the gifted and talented class of SMP Negeri 2 Surakarta. This study was a descriptive qualitative research; the subject of researcher was one mathematics teacher  and six students in the grade VII gifted and talented class. Techniques of validating data used were researcher persistence and time triangulation. Techniques of analyzing data used were (1) data reduction, (2) data display, and (3) conclusion drawing and verification. The results of research are as follows. 1) The process of character education implementation to learning was below. (a) The development of logical, critical, creative and innovative thinking character was conducted by means of assignment, directing the students to the correct answer and to make decision with debriefing. (b) The development of hard work character was conducted by means of group assignment. (c) The development of curiosity character was conducted by providing the example of material existing in real life. (d) The development of independency character was conducted by assigning the material reading to be discussed in the next meeting. (e) The development of self-confidence character was conducted by means of facilitating the students writing the result on the blackboard. 2) The constraints the teacher faced and the solutions the teacher took were as follows. (a) In the implementation of logical, critical, creative and innovative thinking character, the students monopolized actively the debriefing process so that the teacher should limit and provide other students the opportunity of asking question. (b) In the implementation of hard work character, not all students in the classroom had equal hard work ethos. The solutions taken were to play motivation video and to convince them about the ability they had, to display the students’ work, and to reward the students with the best performance. (c) In the implementation of curiosity character, the students who did not want to think too hard responded poorly to the stimulus given. In this case, the teacher could give reward in the form of mark (grade). (d) In the implementation of self-confidence character, the students with less self-confidence would select the easy assignment in presenting the group assignment, and they explained in very soft voice. The solutions taken were to give more mark to the students explaining group assignment, and to direct the students in the presentation. For teacher independency character, the teacher did not face a significant constraint.Keywords: Implementation, Character Education, Gifted and Talented Class.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN GUIDE NOTE TAKING (GNT) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN SISWA KELAS VIII SMP NEGERI DI KOTA SURAKARTA TAHUN AJARAN 2013 / 2014 Ajeng Novalin Wija Pratiwi; Budiyono Budiyono; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract : The study aimed to know: 1) which learning model of the cooperative learning model of the Jigsaw-GNT, the cooperative learning model of the Jigsaw, and the direct learning model results in a better learning achievement in Mathematics; (2) which students of the students with the high reasoning ability, the students with the moderate reasoning ability, and the students with the low reasoning ability have a better learning achievement in Mathematics; (4) in each category of the reasoning abilities, which learning model of the cooperative learning model of the Jigsaw-GNT, the cooperative learning model of the Jigsaw, and the direct learning model results in a better learning achievement in Mathematics; and (3) in each learning model, which students of the students with the high reasoning ability, the students with the moderate reasoning ability, and the students with the low reasoning ability have a better learning achievement in Mathematics. This study was a quasi-experimental study with a 3 x 3 factorial design. The study population was all of grade VIII students of Junior High School in Surakarta. Sampling was done by stratified cluster random sampling. The instruments employed to gather the data of the research were test of learning achievement in Mathematics and test of reasoning ability. The data were analyzed using unbalanced two ways ANOVA. From the analysis, it was concluded as follows 1) The cooperative learning of Jigsaw-GNT have a better learning achievement in Mathematics than those instructed with the cooperative learning model of the Jigsaw and those instructed with the direct learning model; the cooperative learning model of the Jigsaw high results in a better learning achievement in Mathematics than the direct learning model, 2) The students with the reasoning ability is better than that of the students with the moderate reasoning ability and that of the students with the low reasoning ability; the students with the moderate reasoning ability have the same good learning achievement in Mathematics as those with the low reasoning ability, 4) In each category of the reasoning abilities, the students instructed with the cooperative learning model of the Jigsaw-GNT have a better learning achievement in Mathematics than those instructed with the cooperative learning model of the Jigsaw and those instructed with the direct learning model, and the students instructed with the cooperative learning model of the Jigsaw have a better learning achievement in Mathematics than those instructed with the direct learning model, 3) In each learning model, the learning achievement in Mathematics of the students with the high reasoning ability is better than that of the students with the moderate reasoning ability and that of the students with the low reasoning ability, and the learning achievement in Mathematics of the students with the moderate reasoning ability is the same as that of the students with the low reasoning ability.Keywords: Jigsaw, Guided Note Taking (GNT), direct learning, reasoning ability, and learning achievement in Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN TTW DAN TPS PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIS SISWA Arie Purwa Kusuma; Budiyono Budiyono; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the reasoning abilities of the students. The models compared were the cooperative learning model of the Think Talk Write (TTW) type, the Think Pair Share (TPS) type, and the conventional learning model. 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 VIII of State Junior Secondary Schools of Wonosobo regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. They consisted of 278 students, and were divided into three classes, namely: 93 in Experiment Class 1, 93 in Experiment Class 2, and 92 in Control Class. The instruments employed to gather the data of the research were test of learning achievement in Mathematics and test of mathematical reasoning ability. The data of the research were analyzed by using the two-way analysis of variance with unbalanced cells. The results of the research are as follows. 1) The cooperative learning model of the TTW type results in a better learning achievement in Mathematics than the cooperative learning model of the TPS type and the conventional learning model, and the cooperative learning model of the TPS type results in a better learning achievement in Mathematics than the conventional learning model. Such results indicate the same result for each category of the mathematical reasoning abilities. 2) The students with the high mathematical reasoning have a better learning achievement in Mathematics than those with the moderate and low mathematical reasoning abilities, and the students with the moderate reasoning ability have a better learning achievement in Mathematics than those with the low mathematical reasoning ability. Such results signify the same result for each category of the learning models.Keywords: TTW, TPS, mathematics reasoning ability, mathematics achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) BERBASIS MIND MAPPING DITINJAU DARI GAYA BELAJAR SISWA KELAS VII SMP NEGERI SE-KABUPATEN PACITAN TAHUN PELAJARAN 2013/2014 Wahyu Utomo; Mardiyana Mardiyana; Tri Atmojo Kusmayadi
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: The objective of the research was to determine the influence of learning models toward mathematics achievement viewed from the students’ learning styles. The compared learning models were mind mapping based on Numbered Head Together (NHT) cooperative learning model, NHT cooperative learning model and direct instruction model. The type of the research was a quasi-experimental research. The population was the students of junior high school in Pacitan regency on academic year 2013/2014. The size of the sample was 237students consisted of 79 students in the first experimental group, 80 students in the second experimental group and 78 students in the control group.  The  instruments  used  were  mathematics achievement test and learning styles questionnaire. The data was analyzed using two way analysis of variance with unequal cell frequencies. The conclusions of the research were as follows. (1) mind mapping based on NHT cooperative learning model gives better mathematics achievement than NHT cooperative learning model and direct instruction model, NHT cooperative learning model gives better mathematics achievement than direct instruction model. (2) The visual learning style students have better mathematics achievement than the auditory learning style students and the kinaesthetic learning style students, the auditory learning style students have better mathematics achievement than the kinaesthetic learning style students. (3) For all learning models, the visual learning style students have better mathematics achievement than the auditory learning style students and the kinaesthetic learning style students, the auditory learning style students have better mathematics achievement than the kinaesthetic learning style students. (4) For all the students’ learning styles, mind mapping based on NHT cooperative learning model gives better mathematics achievement than NHT cooperative learning model and direct instruction model, NHT cooperative learning model gives better mathematics achievement than direct instruction model.Keywords: NHT, mind mapping, learning styles
ANALISIS PROSES BERPIKIR SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA BERDASARKAN LANGKAH POLYA DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VIII SMP AL AZHAR SYIFA BUDI TAHUN PELAJARAN 2013/2014 Supriadi, Danar; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: This research is aimed to describe: (1) student’s thinking  process with high emotional quotient in solving mathematics problem based on Polya’s step, (2) student’s thinking  process with middle emotional quotient in solving mathematics problem based on Polya’s steps, and (3) student’s thinking  process with high emotional quotient in solving mathematics problem based on Polya’s step. This research was a qualitative research. The subject of this research was taken by using purposive sampling. The subject of this research were nine of 8th grade students at SMP Al Azhar Syifa Budi Solo, consisting of three students with high emotional quotient, three students with middle emotional quotient, and three students with low emotional quotient. The techniques of collecting the data in this research were questionnaire, test, and interview. The techniques of validating the data were time triangulation. The techniques of analyzing the data was Miles and Huberman concept, namely, data reduction, data presentation, and conclusion drawing. This research finally provide the student’s thinking process as follows.  Students with high and medium emotional quotient are: (1) able to understand the problem by using a logical thinking process to understand the problem, (2) able to construct a problem solving plan to synthesize the problem, (3) able to carry out the problem solving plan to decide and to draw up the conclusion, and (4) able to re-evaluate the answer and to draw up the conclusion.  Students with low emotional quotient are: (1) not able to understand the problem well because the can’t apply perfectly a thinking process to understand the problem, (2) not able to construct a problem solving plan to synthesize the problem, (3) not able to carry out the problem solving plan well, and (4) not able to re-evaluate the answer and to draw up the conclusion well.Keywords: thinking process, problem solving, emotional quotient
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION DAN RECIPROCAL TEACHING PADA MATERI BANGUN RUANG DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN WONOGIRI TAHUN PELAJARAN 2013/2014 Mahendrawan, Ersam; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: This research aimed to know: (1) which one of the learning models gave a better achievement between problem based instruction, reciprocal teaching, or conventional, (2) which one of the students with types of learning style had a better achievement between students with visual, auditory, or kinesthetic, (3) at each learning style types, which one of the learning models gave a better achievement between problem based instruction, reciprocal teaching, or conventional, (4) at each the learning models, which one of the students with types of learning style had a better achievement between students with visual, auditory, or kinesthetic. The population of the research was the eighth class students of Junior High School at Wonogiri regency on academic year 2013/2014 and the sample was students from SMP Negeri 1 Slogohimo, SMP Negeri 1 Jatipurno and SMP Negeri 4 Jatisrono which was taken by using stratified cluster random sampling technique. This was a quasi-experimental research with a 3x3 factorial design. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) Problem based instruction gave better achievement than reciprocal teaching, conventional gave the same achievement as problem based instruction and reciprocal teaching, 2) The students with visual had better achievement than the students with auditory and kinesthetic, the students with auditory had better achievement than students with kinesthetic, 3) At the students with visual, reciprocal teaching gave the same achievement as problem based instruction and conventional, problem based instruction gave better achievement than conventional. At the students with auditory, problem based instruction gave better achievement than reciprocal teaching, conventional gave better achievement than reciprocal teaching and gave the same achievement as problem based instruction. At the students with kinesthetic, problem based instruction gave the same achievement as reciprocal teaching and conventional, 4) In reciprocal teaching, the students with visual had better achievement than the students with auditory, the students with kinesthetic had the same achievement as the students with visual and auditory. In problem based instruction, the students with visual had the same achievement as the students with auditory and had better achievement than the students with kinesthetic, the students with auditory had better achievement than the students with kinesthetic. In conventional model, the students with visual had the same achievement as the students with auditory and kinesthetic.Keywords: Problem Based Instruction, Reciprocal Teaching, Learning Style, Achievement.

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