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Jurnal Pembelajaran Matematika
Published by Universitas Sebelas Maret
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Core Subject : Education,
Mathematics
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Articles 10 Documents
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Search results for , issue "Vol 4, No 1 (2016): Pembelajaran Matematika" : 10 Documents clear
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER DAN THINK PAIR SHARE DENGAN QUANTUM LEARNING DITINJAU DARI KECERDASAN MATEMATIS LOGIS SISWA SMP SE-KABUPATEN MAGELANG TAHUN PELAJARAN 2014/2015 Tanti Listiani; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The purpose of this study was to determine the effect of learning models on learning achievement viewed from the logical mathematical intelligence of the students. The learning models compared were the cooperative learning model of the Numbered Heads Together (NHT) type modified with Quantum Learning and scientific approach, Think Pair Share (TPS) type with Quantum Learning and scientific approach, and classical model with scientific approach. The type of this study was a quasi-experimental research with a 3×3 factorial design. The population was all of students on grade VIII of Junior High Schools in Magelang Regency in academic year 2014/2015. The data was analyzed by using two way analysis of variance with unbalanced cells. Based on the hypothesis, the results of the study could be summarized as follows. (1) NHT-Quantum Learning gave better achievement than TPS-Quantum Learning and classical model, TPS-Quantum Learning had same achievement as classical model. (2) Students with high logical mathematical intelligence gave better achievement than middle and low logical mathematical intelligence, students who had middle logical mathematical intelligence gave better achievement than those who had low logical mathematical intelligence. (3) In each category of the logical mathematical intelligence, NHT-Quantum Learning gave better achievement than TPS-Quantum Learning and classical model, TPS-Quantum Learning had same achievement as classical model. (4) In each of the learning models, the students who had high logical mathematical intelligence got better achievement than middle and low logical mathematical intelligence, the students who had middle logical mathematical intelligence got better achievement than those who had low logical mathematical intelligence.Keywords: Numbered Heads Together, Think Pair Share, Classical, Quantum Learning, Logical Mathematical Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN SURVEY, QUESTION, READ, RECITE, REVIEW (SQ3R) DAN SURVEY, QUESTION, READ, REFLECT, RECITE, REVIEW (SQ4R) DITINJAU DARI JENIS KELAMIN DAN GAYA BELAJAR Septi Wulandari; Budiyono Budiyono; Gatut Iswahyudi
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract:  The aims of the research was to determine the effect of learning models on mathematics learning achievement viewed from gender and the student learning styles. The learning models compared were SQ3R, SQ4R, and direct instruction. This was a quasi experimental research using 3x2x3 factorial designs. The hypotheses testing used three ways ANOVA with unbalance cell. This research concludes that: (1) SQ4R learning provided better mathematics learning achievement than SQ3R and direct instruction, while direct instruction provided better mathematics learning achievement than SQ3R; (2) girls had better mathematics learning achievement than boys; (3) the students with visual, auditory, and kinesthetic learning style, there was no difference in mathematics learning achievement; (4a) boys taught with SQ4R had better mathematics learning achievement than SQ3R and direct instruction, boys taught with SQ3R had mathematics learning achievement as good as direct instruction; (4b) girls taught with SQ4R and direct instruction had better mathematics learning achievement than SQ3R. Girls taught with SQ4R had mathematics learning achievement as good as direct instruction; (5a) the students with visual learning style who were taught SQ4R had better mathematics learning achievement than SQ3R. the students with visual learning style who were taught SQ4R had mathematics learning achievement as good as direct instruction, while students with visual learning style who were taught SQ3R provided mathematics learning achievement as good as direct instruction; (5b) the students with auditory learning style who were taught SQ4R had better mathematics learning achievement than SQ3R and direct instruction. Students with auditory learning style who were taught SQ3R had mathematics learning achievement as good as direct instruction; (5c) the students with kinesthetic learning style who were taught SQ4R had better mathematics learning achievement than SQ3R. Students with kinesthetic learning style who were taught SQ3R had mathematics learning achievement as good as direct instruction. Students with kinesthetic learning style who were taught SQ4R had mathematics learning achievement as good as direct instruction; (6) in the model of learning SQ3R, SQ4R, and direct instruction, not only boys but also girls with visual learning style had  mathematics learning achievement as good as they with auditory, and kinesthetic learning styles.Keywords: SQ3R, SQ4R, Gender, Learning Style, Mathematics Learning Achievement
PROSES BERPIKIR KRITIS SISWA KELAS XI FARMASI SMK CITRA MEDIKA SRAGEN DALAM PEMECAHAN MASALAH MATEMATIKA Dwi Retnowati; Imam Sujadi; Sri Subanti
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The aims of this research was to describe the critical thinking process of the students in Grade XI pharmacy of SMK Citra Medika Sragen who have the high, moderate, and low abilities in each stage of clarification, analysis and solving strategy in solving mathematics problem. This research used qualitative case study approach. The results of research are the critical thinking process of the students as follows (1) The students with the high initial ability in mathematics: (a) clarification, they mention the information which they know and ask question by using their own language; (b) analysis, the students identify the necessary information. They formulate the step of problem solving and explain it confidently. It is proven when they illustrate the reason logically about the necessary information, using inequalities symbol, and non-negative condition. The students use their prior knowledge, after that, they draw a conclusion by returning the final result to the problem context; (c) solving strategy, they evaluate their work to re-calculate and that find another problem solving alternative at last; (2) The students the moderate initial ability in mathematics: (a) clarification, they mention the information which they know and ask question by using their own language;  (b) analysis, the students identify the necessary information to reread the problem. They formulate the solving problem step precisely. They use their prior knowledge to draw the conclusion by returning the final result to the problem context; (c) solving strategy, the students evaluate their work by seeing it; (3) The students with the low initial ability in mathematics: (a) clarification, they mention the information which they know and question it after reading it for few times and they need of question stimulus; (b) analysis, the students identify the necessary information to reread the problem, and, again, they need a question stimulus. They takes long time in formulating the problem solving. They draw the conclusion by returning the final result to the problem context; (c) solving strategy, the students commit the evaluation by seeing their work from the beginning to the end.Keywords: Critical Thinking Process, Mathematics Problem Solving, and Initial Ability in Mathematics.
SPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) DAN STRUCTURED NUMBERED HEADS (SNH) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI SELF-EFFICACY Maratu Shalikhah; Budi Usodo; Sri Subanti
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement and learning interest viewed from students self-efficacy. The learning model compared were NHT with scientific approach, SNH with scientific approach, and classical with scientific approach. The type of the research was a quasi-experimental research. The populations were all students of Junior High School in Bantul regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 1 Pleret, SMPN 2 Sewon, and SMPN 2 Imogiri. The instruments used were mathematics achievement tests and self-efficacy questionnaire. The data was analyzed using unbalanced two-ways Anova. The conclusion were as follows. (1) SNH with scientific approach gives better mathematics achievement than NHT with scientific approach, and both gives better mathematics achievement than classical with scientific approach. (2) Mathematics achievement of students who have high self-efficacy was better than students who have medium and low self-efficacy, and both (medium and low) have the same mathematics achievement. (3) For NHT with scientific approach, students who have high and medium self-efficacy have the same mathematics achievement. Mathematics achievement of students who have high self-efficacy was better than students who have low self-efficacy. Students who have medium and low self-efficacy have the same mathematics achievement. For SNH with scientific approach, mathematics achievement of students who have high self-efficacy was better than students who have medium and low self-efficacy, and both (medium and low) have the same mathematics achievement. For classical with scientific approach, students who have high, medium, and low self-efficacy have the same mathematics achievement. (4) For students who have high self-efficacy, SNH with scientific approach gives better mathematics achievement than NHT with scientific approach and classical with scientific approach. NHT with scientific approach and classical with scientific approach gives the same mathematics achievement. For students who have medium and low self-efficacy, all learning models gives the same mathematics achievement.Keywords: Numbered Heads Together (NHT), Structured Numbered Heads (SNH), classical, scientific approach, self-efficacy.
PROSES INTEGRASI SIKAP SOSIAL DAN SPIRITUAL DALAM PEMBELAJARAN MATEMATIKA PADA SISWA KELAS VII SMP NEGERI DI KECAMATAN PURWODADI Asmarawati, Endah; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The purposes of this study were to describe: (1) how the teachers prepared learning activities to integrate social and spiritual attitude, (2) the integration of social and spiritual attitude in teaching and learning, (3) how teachers assessed the social and spiritual attitudes. Qualitative research was applied in this research.The subjects of the research were seventh grade mathematics teachers in Purwodadi Subdistrict and the subjects selection criteria were based on teachers who had followed the training curriculum in 2013 and recommended by the headmaster of the schools. The subjects are selected based on specific criteria by using  snowball sampling technique. Source of data derived from informants (teachers and students), documentation and learning process. The data collection technique was done by observation, interviews and documentation. Data analysis used Miles and Huberman’s concept that are data collection, data reduction, presenting the data, and drawing the conclusion. The validity of the data used source triangulation. The results of the study could be concluded as follows. (1) Preparation of learning activities to integrade spiritual attitude made by reviewing KI 1, choose the appropriate KD, making the indicator, developing the material, made the instrument to measure the spiritual attitude. While the preparation of learning activities that integrate social attitudes conducted by reviewing KI 2, choose the appropriate KD, making the indicator, developing the material, made the instrument to measure social attitudes. (2) Integration process of spiritual attitudes was conducted by the teachers in preliminary activities and in the core activities by providing motivation or encouragement, direction, and warning to students through a set of examples of Gods creation that is in their everyday lives. Spiritual attitudes developed by teachers were grateful and fear of God Almighty. Integration process of social attitudes conducted by teachers in preliminary activities, core activities and close activities with the teacher giving cover modelling, assignment, and referrals through examples of phenomena that exist in everyday life associated with the material set. Social attitudes developed by teachers were discipline, mutual help, caring, responsibility and tolerance. (3) The teachers made assessment of spiritual attitude in three ways: observation, journals and self-assessment. The teachers made assessment of social attitudes in three ways: observation, journals and peer assessment.Keywords: attitudes integration process, social attitudes, spiritual attitude, attitude assessment process.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI KEMANDIRIAN BELAJAR SISWA SMP DI KOTA SURAKARTA TAHUN AJARAN 2014/2015 Astutik, Dian Dwi; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The objectives of research were to find out: (1) which one gives better in mathematics achievement, cooperative learning model of Numbered Heads Together (NHT) or Think Pair Share (TPS) type or clasical learning model. (2) which one gives better in mathematics achievement, students who have high, medium, or low self-directed learning. (3) which one gives better in mathematics achievement, cooperative learning model of Numbered Heads Together (NHT), Think Pair Share (TPS) type or clasical learning model, in each of self-directed learning. (4) which one better  mathematics achievement among students who have high, medium, or low self-directed learning, on each learning models. This research was quasi experimental research with 3 x 3 factorial design. The population of research was all of the VII graders of Junior High Schools in Surakarta City. The sample was taken using stratified cluster random sampling. The sample of research consisted of 273 students: 96 students for the experiment I, 93 students for experiment II and 84 students for experiment III. The instruments used for collecting data were mathematics learning achievement test and student learning style questionnaire. Testing of hypothesis used unbalanced two-ways analysis of variance using significance level of  α = 0,05. Based on hypothesis test, the conclusions were as follows. (1) Students who taught by cooperative learning model of NHT type have better mathematics achievement than students who teach by cooperative learning model of TPS type and classical learning model. On the other side, students who teach by cooperative learning model of TPS type produced the same mathematics achievement as using classical learning model. (2) Students with high self-directed learning had mathematics achievement better than students with medium or low self-directed learning, while students with medium self-directed learning produced the same mathematics achievement as with low self-directed learning. (3) In aech category high, medium and low self-directed learning, students who taught by cooperative learning model of NHT type have better mathematics achievement than students who teach by cooperative learning model of TPS type and classical learning model. On the other side, students who taught by cooperative learning model of TPS type have better mathematics achievement than classical learning model. (4) On each model of learning, cooperative learning model of NHT type, TPS type and classical learning model, students with high self-directed learning had mathematics achievement better than students with medium or low self-directed learning, while students with medium self-directed learning had mathematics achievement better than students with low self-directed learning.Keywords: Cooperative Learning of NHT, TPS, Self-Directed Learning, Mathematics Achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DENGAN CONCEPT MAPS PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VIII SMP NEGERI DI KABUPATEN SUKOHARJO TAHUN PELAJARAN 2014/2015 Faizati, Khamsatul; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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using PBL with concept maps (CM), PBL, or classical learning, (2) which one gives better mathematics learning achievement, student with high, medium, or low emotional intelligence (EI) types, (3) which one is more effective for each learning model, student with high, medium, or low EI types,  (4) which one is more effective for each EI type of students, using PBL with CM, PBL, or classical learning. This research used quasi experimental method with its population included all of students of state junior high school in Sukoharjo Regency. Sampling was done by stratified cluster random sampling. The size of the sample was 282 students. The data collection technique was the document that was national test in elementary school for initial capability data before the experiment, achievement test for mathematics student achievement data, and questionnaire of EI. The data were analyzed using analysis of variance. The conclusions of the research were as follows: (1) Mathematics achievement using PBL with CM is better than using PBL or classical learning. Likewise, mathematics achievement using PBL is as same as using classical learning. (2) Students with high EI have mathematics achievement better than students with medium or low EI. Likewise, students with medium and low EI have the same as mathematics achievement. (3) For each learning model, students with high EI have mathematics achievement better than students with medium or low EI. Likewise, students with medium and low EI have the same as mathematics achievement. (4) For each EI type of students, mathematics achievement using PBL with CM is better than using PBL or classical learning. Likewise, mathematics achievement using PBL is as same as using classical learning.Keywords: Problem Based Learning, concept maps, and emotional intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEAD TOGETHER DAN LEARNING CELL PADA ASPEK PENGETAHUAN DAN KETERAMPILAN SISWA DITINJAU DARI KECERDASAN EMOSIONAL PADA MATERI OPERASI ALJABAR KELAS VIII SMP NEGERI DI KABUPATEN PACITAN Domas, Joko; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The objective of this research was to know the effect of the learning models on the learning achievement of knowledge and skill aspects in mathematics viewed from the emotional quotient of the students. The learning models compared were NHT, Learning Cell and classical model with scientific approach. This research used the quasi experimental research method. This population was all of the students in Grade VIII of State Junior Secondary Schools in Pacitan regency. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 261 students, divided into three groups, namely: 88 students in Experimental Group 1, 86 students in Experimental Group 2, and 87 students in Control Group. The instruments of the research include test of learning achievement of the knowledge aspect, test of learning achievement of the skill aspect, and questionnaire of emotional quotient. The technique of analyze data used the two-way multivariate analysis of variance with unbalanced cells. The results of the research were as follows: (1) the cooperative learning model of the NHT and the Learning Cell types with scientific approach gave a better learning achievement of knowledge and skill aspects than the classical learning model with scientific approach, and the cooperative learning model of the NHT and the Learning Cell types with scientific approach gave the same learning achievement of knowledge and skill aspects; (2) the students with the high emotional quotient had a better learning achievement of knowledge and skill aspects than those with the moderate and low emotional quotient, and the students with the moderate and low emotional quotient had the same learning achievement of knowledge and skill aspects; (3) in each learning model with scientific approach, the students with the high emotional quotient had a better learning achievement of knowledge and skill aspects than those with the moderate and low emotional quotient, and the students with the moderate and low emotional quotient had the same learning achievement of knowledge and skill aspects; (4) in each of the emotional quotient, the cooperative learning model of the NHT and the Learning Cell types with scientific approach gave a better learning achievement of knowledge and skill aspects than the classical model with scientific approach, and the cooperative learning model of the NHT and the Learning Cell types with scientific approach gave the same learning achievement of knowledge and skill aspects.Keywords: NHT, learning cell, classical, scientific approach, emotional quotient, knowledge, skill.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER DAN PAIRS CHECK DENGAN PENDEKATAN SAINTIFIK PADA MATERI FUNGSI DITINJAU DARI ADVERSITY QUOTIENT SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SUKOHARJO TAHUN PELAJARAN 2014/2015 Hafidhah, Tien Syarifah; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The purpose of this study was to determine the effect of learning models on the knowledge and skill aspect viewed from adversity quotient (AQ). The learning models compared were learning model of the Numbered Heads Together (NHT) with scientific approach, Pairs Check (PC) with scientific approach, and classical with scientific approach. This research was a quasi-experimental research. The population of the research was all of the eighth grade students of the State Junior High School in Sukoharjo. The instruments used to collect data were mathematics knowledge aspect test, mathematics skill aspect test and adversity quotient questionnaire. Technique of analyzing data that used was unbalanced two ways multivariat analysis of variance. From the research, it can be concluded that: (1) learning by using cooperative learning model of NHT with scientific approach gave the same knowledge and skill aspect with learning by using cooperative learning model of PC with scientific approach, learning by using cooperative learning model of NHT with scientific approach gave the same knowledge and skill aspect with learning by using classical learning with scientific approach, learning by using cooperative learning model of PC with scientific approach gave better knowledge and skill aspect than learning by using classical learning with scientific approach, (2) students who have adversity quotient of Climber gave better knowledge and skill aspect than students who have adversity quotient of Camper and Quitter, students who have adversity quotient of Camper gave the same knowledge and skill aspect with the students who have adversity quotient of Quitter, (3) on each learning model, students who have adversity quotient of Climber gave better knowledge and skill aspect than students who have adversity quotient of Camper and Quitter, students who have adversity quotient of Camper gave the same knowledge and skill aspect with the students who have adversity quotient of Quitter, (4) on each adversity quotient, learning by using cooperative learning model of NHT with scientific approach gave the same knowledge and skill aspect with learning by using cooperative learning model of PC with scientific approach, learning by using cooperative learning model of NHT with scientific approach gave the same knowledge and skill aspect with learning by using classical learning with scientific approach, learning by using cooperative learning model of PC with scientific approach gave better knowledge and skill aspect than learning by using classical learning with scientific approach.Keywords: cooperative learning model, NHT, PC, classical learning, scientific approach, knowledge aspect, skill aspect.
TINGKAT RESPON BERDASARKAN TAKSONOMI SOLO SISWA KELAS VIII YANG MENGALAMI MISKONSEPSI PADA TOPIK FAKTORISASI SUKU ALJABAR DI SMP NEGERI 5 KARANGANYAR PADA TAHUN PELAJARAN 2013/2014 Fauzi Mulyatna; Imam Sujadi; Tri Atmojo Kusmayadi
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The objectives of this research were to identify and to describe about misconceptions, and to find out the levels of response of VIII grade students of SMP N 5 Karanganyar experiencing misconceptions about factorization of the tribe in algebra based on SOLO taxonomy. This research was categorized as a qualitative research using a case study design which was only focused on one selected and comprehended phenomenon deeply, and neglecting other phenomena. This particular phenomenon was the response level based on SOLO taxonomy of VIII grade students of SMP N 5 Karanganyar experiencing misconceptions about factorization of the tribe in algebra. The subject of this research were VIII grade students of SMP N 5 Karanganyar. The criteria to choose the main subject of the research were that the students had learnt a topic about factorization of the tribe in algebra and the main subject were taken based on test results by using CRI technique and the teacher’s recomendation. The data in this research were in the form of the students’ written answer results in finishing the problem solving test. The result of those written answers became the first data analysis of the researcher. Those first data analysis were in the form of description about misconceptions experienced by the subject and the levels of the subject’s response based on SOLO taxonomy in each problem. Those first data analysis were also used as a guide to do interviews. The interviews were both to clarify the subject’s written answers and to strengthen the data finding of the first data analysis. Then the results of the subject’s written answers and the results of the data analysis from the interview were drew  conclusions. The triangulation technique was used as the validity of the data in the planning of the learning process by using problem solving test which was later clarified by the interview. The results of this research are follows. 1) The misconceptions experienced by the subject: the misconception in the use of the equal sign symbol (=), the subject were mistaken in interpreting the instruction order from left to right and the equals sign symbol (=) was wrongly interpreted as implication (⇒) to show the name which represented value and calculation with different results; the misconception of the substraction in algebra, it was a procedural misconception in the use of distributive rules by neglecting the minus sign; the misconception of the multiplication in algebra, it was a procedural misconception in the use of distributive rules by doing multiplication only in the first set when working with multiplication formula in algebra. 2) The levels of the subject’s response experiencing misconceptions were on the levels of multi-structural, uni-structural and pre-structural level.Keywords: Misconception, response level, SOLO taxonomy

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