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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 4, No 2 (2016): Pembelajaran Matematika" : 10 Documents clear
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF STAD DENGAN AUTOGRAPH DITINJAU DARI SIKAP PERCAYA DIRI DAN KREATIVITAS SISWA KELAS VIII SMP DI KABUPATEN MAGETAN TAHUN AJARAN 2013/2014 Fransiskus Xaverius Agus Siswanto; Imam Sujadi; Mania Roswitha
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract: The aim of this study was to determine and compare cooperative learning model of STAD by AutoGraph and STAD viewed of  self-confidence and creativity. This study was a quasi experimental research with 2x2x2 factorial design. The population of this study was all students of junior high school in Magetan Regency in academic year 2012/2013. Sampling was done by stratified cluster random technique. The total of sample was 172 students, with details of 86 students for first experiment class  and 86 students for second experiment class. The instruments used to collect data were test of prior knowledge in mathematics, self-confidence questionnaire, creativity questionnaire and mathematics achievement test. The balance test of students prior knowledge in mathematics data used t-test and concluded that two of experimental classes have balance prior knowledge in mathematics. The testing of hypothesis used three-way analysis of variance with unballanced cell. The testing of hypothesis concluded as follows. (1) The students who taught by cooperative learning model of STAD by AutoGraph type have same mathematics achievement than students who taught by cooperative learning model of STAD type. (2) The students who have high self-confidence have better mathematics achievement than students who have low self-confidence. (3) Students who have high creativity have better mathematics achievement than students who have low creativity. (4) There was an interaction between learning model and self-confidence toward mathematics achievement. The students taught by cooperative learning model of STAD by AutoGraph type and who have high self-confidence have better  mathematics achievement than the students who have low self-confidence.  (5) There was no an interaction between learning model and creativity toward mathematics achievement. (6) There was no an interaction between self-confidence and creativity toward mathematics achievement. (7) There was an interaction between learning model, self-confidence and creativity toward mathematics achievement. The students taught by cooperative learning model of STAD type and who have low self-confidence and high creativity have better mathematics achievement than the students who have low creativity.Keyword: STAD by Autograph, STAD, Self-Confidence, Creativity, Mathematics  Achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINKING ALOUD PAIRS PROBLEM SOLVING (TAPPS) DAN TEAMS ASSISTED INDIVIDUALIZATION (TAI) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR DITINJAU DARI GAYA BELAJAR SISWA Marchamah Ulfa; Mardiyana Mardiyana; Dewi Retno Sari Saputro
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract: The objective of research was to know the effect of learning models on mathematics learning achievement viewed from the student learning style. The learning models compared were TAPPS, TAI and classical with scientific approach. This research used the quasi experimental method. The population was the students of junior high school in Surakarta regency on academic year 2014/2015. The tecnique of taking sample was stratified cluster random sampling. The size of the sample was 291 students. The instruments used were examination test and learning styles test. The proposed hypothesis were analyzed using the unbalanced two-way analysis of variance. The conclusions were as follows. 1) TAPPS with scientific approach have better mathematics achievement than TAI and classical with scientific approach, TAI and classical with scientific approach have the same achievement. 2) auditory students have better mathematics achievement than visual and kinesthetic students, visual and kinesthetic students have the same achievement. 3) In TAPPS with scientific approach, auditory students have better achievement than visual students, kinesthetic studentshave the same achievement as visual and auditory students. In TAI with scientific approach, auditory students have better achievement than visual and kinesthetic students, visual and kinesthetic students have the same achievement. In classical with scientific approach, auditory students have the same achievement as visual and kinesthetic students, visual students have better achievement than kinesthetic students. 4) In visual students, TAPPS with scientific approach have the same achievement as TAI and classical with scientific approach,  classical with scientific approach have better achievement than TAI with scientific approach. In auditorial students, TAPPS and TAI with scientific approach have the same achievement, TAPPS and TAI with scientific approach have better achievement than classical with scientific approach. In kinesthetic students, TAI with scientific approach  have the same achievement as TAPPS and classical with scientific approach, TAPPS with scientific approach have better achievement than classical with  scientific approach.Key words: TAPPS, TAI, classical, scientific approach, learning styles, achievement of learning.
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA PADA MATERI VOLUME PRISMA DENGAN FONG’S SHCEMATIC MODEL FOR ERROR ANALYSIS DITINJAU DARI GAYA KOGNITIF SISWA Fitri Andika Nurussafa’at; Imam Sujadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract: This study aims to find out students’ error in solving stories problems on prism volume using fong’s shcematic model for error analysis viewed from the students’ cognitive style. This study was conducted in SMP IT Ibnu abbas Klaten in the academic year of 2013/2014. This study is a qualitative study. The technique used in selecting the research subjects was purposive sample. The subjects used in this study were 6 students taken from grade VIII. The result is: (1) the errors experienced by students with field dependent type is more dominant than operational errors, and mathematical themes errors, (2) the errors experienced by students with field independent type is more dominant than language errors, (3) the factors that caused students with field dependent type to make mistakes in solving prism volume word problems based were: the inadvertence on reading the problems, the forgetfulness, in a hurry to finish, the effect of the previous mistakes, and the lack of understanding on the sequence of solving the problems, (4) the factors that caused students with field independent type to make mistakes in solving prism volume problems based were: the assumption that the symbol (=) might be replaced with the symbol (:), the desire to quickly finish the problems, in a hurry in solving the problems, the habit of incomplete problems writing, the effect of the previous mistakes, the lack of the steps mastery of solving the given problems.Keywords: Error analysis, Prism Volume, Fong’s Shcematic Model For Error Analysis, Cognitive style.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA POKOK BAHASAN HIMPUNAN DITINJAU DARI KECERDASAN EMOSIONAL KELAS VII SMP NEGERI DI KABUPATEN SUKOHARJO Fakhri Auliya, Nanang Nabhar; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 2 (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 in Mathematics viewed from the emotional quotient of the students. The learning models compared were the cooperative learning model of the NHT type with scientific approach, the Cooperative Learning Model of the TPS type with scientific approach, and the classical model with scientific approach. This research used the quasi experimental research. It’s population was all of the students in Grade VII of State Junior Secondary Schools in Sukoharjo. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 262 students. They were grouped into three classes, namely: 92 students in Experimental Class 1, 85 students in Experimental Class 2, and 85 students in Control Class. The instruments to gather the data were test of achievement in Mathematics on the learning topic of Set, and emotional quotient questionnaire. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalanced cells. The results of the research were as follows. 1) The cooperative learning model of the NHT type with scientific approach results in a better learning achievement in Mathematics than the cooperative learning model of the TPS type with scientific approach, and the classical model with scientific approach, the cooperative learning model of the TPS type with scientific approach results in a better learning achievement in Mathematics than the classical model with scientific approach. 2) Emotional quotient gives students a different effect on mathematics achievement of students in the topic of Set. The students with the high emotional quotient have a better learning achievement in Mathematics than those with the moderate emotional quotient and those with the low emotional quotient, the students with the moderate emotional quotient have a better learning achievement in Mathematics than those with the low emotional quotient. (3) There was not an interaction the aforementioned learning models and the categories of the emotional quotient on the learning achievement in Mathematics of the students.Keywords: NHT, TPS, Classical, Scientific Approach and Emotional Quotient.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS VII SMP NEGERI SE-KABUPATEN BOYOLALI Adiningsih, Sri; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from student’s AQ. The learning models compared were TPS with scientific approach, NHT with scientific approach, and classical with scientific approach. The type of the research was a quasi-experimental research. The population were all students of Junior High School in Boyolali. The samples are the students of SMPN 1 Boyolali, SMPN 1 Sawit and SMPN 3 Sawit, which taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and AQ questionnaire. The data was analyzed using unbalanced two-ways Anova. The conclusions were as follows. (1) TPS with scientific approach gives better mathematics achievement than NHT with scientific approach, and both gives better mathematics achievement than classical with scientific approach. (2) Climbers students have better mathematics achievement than campers and quitters students,  campers students have better mathematics achievement than quitters students. (3) For TPS with scientific approach, climbers students have better mathematics achievement than campers and quitters students. Campers and quitters students have the same mathematics achievement. For NHT and classical with scientific approach, climbers students have better mathematics achievement than quitters students. Climbers and campers students have the same mathematics achievement. Campers and quitters students have the same mathematics achievement. (4) For climbers students, TPS with scientific approach and NHT with scientific approach give the same mathematics achievement. NHT with scientific approach and classical with scientific approach give the same mathematics achievement. TPS with scientific approach gives the better mathematics achievement than classical with scientific approach. For campers and quitters students, all learning models give the same mathematics achievement.Keywords: TGT, NHT, Classical, Scientific Approach, AQ.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THREE STEPS INTERVIEW (TSI) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI FUNGSI DITINJAU DARI MULTIPLE INTELLIGENCES SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SUKOHARJO Maharani, Rizqona; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract: The purpose of this study was  to determine the effect of the learning models on the learning achievement in mathematics viewed from the students’ multiple intelligences. The learning models compared were the cooperative learning of the three steps interview (TSI) type with scientific approach, think pair share (TPS) model type with scientific approach, and classical learning with  scientific approach. The type of this study was quasi experimental study with a 3x3 factorial design. The population was all grade 8 students of Secondary Schools in Sukoharjo Regency. Instruments used for data collection were mathematics achievement test and multiple intelligences questionnaire. The data analysis technique used was the two-way ANOVA with unequal cell. Based on the hipothesis, the results of the study could be concluded as follows. (1) TSI with scientific approach got better learning achievement than TPS with scientific approach and classical with scientific approach. In addition, TPS with scientific approach got better learning achievement than classical with scientific approach. (2) Students with logical mathematical intelligence got better achievement than students with linguistic intelligence and students with interpersonal intelligence, students with linguistic intelligence got better achievement than students with interpersonal intelligence. (3) Viewed from learning models, students with logical mathematical intelligence got better achievement than students with linguistic intelligence and students with interpersonal intelligence. However, students with linguistic intelligence got better achievement than students with interpersonal intelligence. (4) Viewed multiple intelligences’ categories, TSI model with scientific approach got better achievement than TPS with scientific approach and classical with scientific approach. However, TPS with scientific approach got better achievement than classical with scientific approach.Keywords: Three Steps Interview (TSI), Think Pair Share (TPS), Classical Learning, Scientific Approach, and Multiple Intelligences.
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM POSING DAN PROBLEM SOLVING DENGAN PENDEKATAN PMR TERHADAP PRESTASI BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS DITINJAU DARI KREATIVITAS SISWA KELAS VII SMP NEGERI DI KABUPATEN SUKOHARJO Hodiyanto, Hodiyanto; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract: The objective of this research was to investigate the effect of learning models with realistic mathematic education (RME) approach on learning achievement and mathematical communication ability viewed from student creativity. The learning models compared were Problem Posing (PP), Problem Solving (PS) and direct learning models. This research used a quasi-experimental research. The population were the seventh grade students of junior high school in Sukoharjo. The samples of this research were taken by using the stratified cluster random sampling technique. The proposed hypothesis of this research was analyzed by using the two way multivariate analysis of variance with unbalanced cells. The results of the research are as follows: (1) model of PP learning and model of PS learning with RME approach result the same achievement, but model of PP learning with RME approach results in a better mathematical communication ability than model of PS learning with RME. Model of PP learning and model of PS learning with RME approach result in better achievement and mathematical communication ability than direct learning model. (2) the students with the high creativity have better achievement and mathematical communication ability than those with the moderate or low creativity, but the students with the moderate and low creativity have the same achievement and mathematical communication ability. (3) in each creativities of students, model of PP learning and model of PS learning with RME approach result in better achievement and mathematical communication ability than direct learning model. Model of PP learning and model of PP learning with RME approach result the same achievement, but model of PP learning with RME approach results in a better mathematical communication ability than model of PS learning with RME. (4) in each learning models, the students with high creativity have better achievement and mathematical communication ability than those with medium and low creativity, and the students with moderate and low creativity have the same achievement and mathematical communication ability.Keywords: PP Learning, PS Learning, RME Approach, Direct Learning, Mathematical Communication Ability, Achievement, and Creativity of students.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE, NUMBERED HEADS TOGETHER DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DITINJAU DARI KONSEP DIRI Darmawan, Agus; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract: The aim of this research was to investigate the effect of learning models on mathematics achievement viewed from the student self concept. The learning model compared were Think Pair Share, Numbered Heads Together dan Problem Based Learning with saintific approach (TPS-S, NHT-S and PBL-S). This research was a quasi experimental with the factorial design of 3×3. The population of this research was all of students in grade VII of State Islam Junior High Schools of Magetan regency in academic year 2014/2015. The samples of the research consisted of 243 students and were gathered through stratified cluster random sampling. The instruments consisted of the test of learning achievement and self concept questionnaire. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. Based on the results of hypotheses testing, it was concluded as follows. 1) Students with  the cooperative learning model of the TPS-S, NHT-S and PBL-S learning model had the same mathematics achievement. 2) Students with high self concept had better mathematics achievement than students with medium and low self concept, students with medium self concept and low self concept have the same mathematics achievement. 3a) On the TPS-S learning model, students with high self concept had better mathematics achievement than students with low self concept, students with high self concept and medium self concept have the same mathematics achievement, students with medium self concept and low self concept have the same mathematics achievement. 3b) On the NHT-S and the PBL-S learning models, students mathematics achievement on each self concept categories had the same mathematics achievement. 4) On the each students self concept categories, students achievement on each learning model types had the same mathematics achievement.Keywords: Think Pair Share (TPS), Numbered Heads Together (NHT), Problem Based Learning (PBL), Scientific Approach and Self Concept.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI RELASI DAN FUNGSI DITINJAU DARI KEMAMPUAN PENALARAN SISWA SMP NEGERI KELAS VIII DI KABUPATEN KARANGANYAR Abdul Razak; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract: The objective of this research was to investigate the effect of learning model toward learning outcomes in mathematics viewed from the reasoning ability. The learning models of this research were cooperative learning model of the GI with scientific, the cooperative learning model of the TPS with scientific, and the classical learning with scientific.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 Karanganyar. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 280 students. The instruments used to gather the data were test of learning outcomes in mathematics and test of reasoning ability. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research were as follows. 1) The students instructed with GI with scientific had a better learning outcomes in mathematics than those instructed TPS with scientific and those instructed the classical learning with scientific. Furthermore, the students instructed TPS with scientific had a better learning outcomes in mathematics than those instructed the classical learning model with scientific. 2) The learning outcomes in mathematics of the students with the high and moderate reasoning ability had a better than that of the students with the low reasoning ability. In addition, the students with the high reasoning ability had the same learning outcomes in mathematics as the students with the moderate reasoning ability. 3) On model of the GI with scientific, the students with the high and low reasoning ability had the same learning outcomes in mathematics as the students with the moderate reasoning ability. Moreover, the students with the high reasoning ability had a better learning outcomes in mathematics than those the students with the low reasoning ability. On model of the TPS with scientific and the classical learning with scientific results in the same learning outcomes in each of reasoning ability. 4) The students with the high reasoning ability, GI with scientific and the classical learning with scientific results in the same learning outcomes in mathematics as TPS with scientific. Furthermore, GI with scientific results in a better learning outcomes in mathematics than the classical learning with scientific. The students with the moderate and low reasoning ability had the same learning outcomes in each of learning model.Keywords: GI with scientific, TPS with scientific, learning outcomes, reasoning ability.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK TALK WRITE (TTW) DAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VII SMP NEGERI SE-KABUPATEN BLORA Zuhdha Basofi Nugroho; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract: The objective of this research was to investigate the effect of the learning models on learning achievement viewed from the logical mathematical intelligence of the students. This research was a quasi-experimental research with a 3x3 factorial design. The population of the research was the seven class students of Junior High School at Blora regency on academic year 2014/2015 and the samples were students from SMP Negeri 2 Blora, SMP Negeri 1 Ngawen, and SMP Negeri 1 Japah which was taken by using stratified cluster random sampling technique. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) TTW with scientific approach gave better achievement than TPS, and classical with scientific approach TPS with scientific approach gave better achievement than classical with scientific approach. 2) The students with high logical matematical intelligence better achievement than the students with medium and low logical matematical intelligence. The students with medium logical matematical intelligence better achievement than the students with low logical matematical intelligence. 3) At the students with high and medium logical matematical intelligence, TTW, TPS, and classical with scientific approach gave the same achievement. At the students with low logical matematical intelligence TTW and TPS with scientific approach gave the same achievement, TTW and TPS with scientific approach gave better achievement than classical scientific learning model. 4) In TTW with scientific approach, students with high and medium logical matematical intelligence had the same achievement, students with medium and low logical matematical intelligence had the same achievement, and students with high logical matematical intelligence had better achievement than students with low logical matematical intelligence. In TPS with scientific approach students with high logical matematical intelligence had better achievement than students with medium and low logical matematical intelligence, and students with medium and low logical matematical intelligence had the same achievement. In classical with scientific approach, students with high and medium logical matematical intelligence had the same achievement, students with high and medium logical matematical intelligence had better achievement than students with low logical matematical intelligence.Keywords:  Think Pair Share, Think Talk Write, Classical learning model, Scientific Approach, Logical Matematical Intelligence, Achievement.

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