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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 5 (2016): Pembelajaran Matematika" : 10 Documents clear
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS (SNH) DAN PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI POKOK BILANGAN DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VII SMPN DI KABUPATEN KEBUMEN Muslikhah Muslikhah; Mardiyana Mardiyana; Dewi Retno Sari Saputro
Jurnal Pembelajaran Matematika Vol 4, No 5 (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 students self regulated learning (SRL). The learning model compared were SNH with scientific approach, PBL with scientific approach and classical with scientific approach. This research used quasi-experimental research  with 3x3 factorial design. The population were all seventh grade students of SMPN  in Kebumen on academic year 2014/2015. This research used stratified cluster random sampling technique and sample consisted of students of SMPN 3 Kebumen, SMPN 7 Kebumen, SMPN 1 Sruweng. The instruments used were documentation, questionnaire, and test. The data analysis technique was used unbalanced two ways anova at the significance level of 0.05. Based on the data analysis, it can be concluded as follows. (1) SNH with scientific approach gives better achievement than PBL and classical with scientific approach, and PBL with scientific approach gives better achievement than classical with scientific approach. (2) Students who have high SRL have better achievement than students who have medium and low SRL,  students who have medium SRL have better achievement than students who have low SRL. (3) For SNH with scientific approach, students who have high and medium SRL have the same achievement, students who have high SRL have better achievement than students who have low SRL, students who have  medium and low SRL have the same achievement. For PBL and classical with scientific approach students who have high SRL have the same achievement with students who have medium and low SRL, students who have medium and low SRL have the same achievement. (4) For high SRL of the students, SNH and PBL with scientific approach gives the same achievement, SNH with scientific approach gives better achievement than classical with scientific approach, PBL and classical with scientific approach gives the same achievement. For medium and low SRL of the students, SNH with scientific approach gives the same achievement with PBL and classical with scientific approach, PBL and classical with scientific approach gives the same achievement.Keywords: SNH, PBL, Scientific Approach, Self Regulated Learning (SRL) 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) DAN THINK PAIR SHARE (TPS) PADA MATERI ALJABAR DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VII SMP NEGERI SE-KOTA SURAKARTA TAHUN PELAJARAN 2015/2016 Retna Ayuningrum; Budiyono Budiyono; Isnandar Slamet
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract: The objectives of this research were to find out: (1) which one learning model that provide better mathematics learning achievement, TGT learning model, TPS learning model, or direct learning model, (2) which one category logical matematical intelligence of students that giving better mathematics learning achievement, high, medium, or low, (3) in each category logical matematical intelligence which one providing better mathematics learning achievement, TGT learning model TPS learning model, or direct learning  model. (4) in each learning models which one providing better mathematics learning achievement category self confidence high, medium, or low. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade VII students of Junior High Schools in Surakarta Regency in the school year of 2015/2016. Population of this research was all VII graders of Junior High School of Surakarta. The samples of the research were taken by using the stratified cluster random sampling. The sample consisted of 291 students: 96 students for experiment I class, 97 for experiment II class and 98 for control class. The instruments used for the data collection were mathematics achievement test and logical mathematical intelligence The data analysis technique used was unbalanced two ways analysis of variance. Based on the hypotheses, the results of the study can be summarized as follows: (1) The use of TGT resulted better achievement than that of TPS and direct learning model, the use of TPS resulted better achievement than that of direct learning model. (2) The students’ achievement who have high logical mathematical intelligence was better than those who have middle or low logical mathematical intelligence, and students who have middle logical mathematical intelligence were better than those who have low logical mathematic intelligence.Keywords: TGT,TPS, Direct Learning, and Logical Mathematical Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS (SNH) DAN TWO STAY TWO STRAY (TSTS) PADA PEMAHAMAN KONSEP DAN PEMECAHAN MASALAH SISWA KELAS VII SMP NEGERI SURAKARTA DITINJAU DARI KECEMASAN SISWA PADA MATERI POKOK BANGUN DATAR Alfonsa Maria Sofia Hapsari; Budiyono Budiyono; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract: This research aims at determining the effect of learning models on conceptual understanding and problem-solving viewed from the  anxiety on mathematics. The learning models compared were TSTS, SNH, and direct instruction. This research used the quasi experimental research method. The proposed hypotheses of research were tested by using the two-way multivariate variance analysis with unbalanced cells. The results of research are as follows: 1) the cooperative learning model of the TSTS type gives a better conceptual understanding and problem solving than the cooperative learning model of the SNH type and the direct learning model, but both the cooperative learning model of the SNH type and the direct learning model give the same good conceptual understanding and problem solving; (2) the students with the low anxiety level on Mathematics have a better conceptual understanding and problem solving than those with the moderate anxiety level on Mathematics, and those with high anxiety level on Mathematics, and the students  with the moderate anxiety level on Mathematics have a better conceptual understanding and problem solving than those with the high anxiety level on Mathematics; (3) in the direct learning model, the students with the low anxiety on Mathematics have a better conceptual understanding and problem solving than those with the moderate anxiety level on Mathematics and those with the high anxiety level on Mathematics, but in the cooperative learning model of the SNH type and the cooperative learning model of the TSTS type, all of the groups of the students have the same good conceptual understanding and problem solving; and (4) in each anxiety level, the three learning models give the same good conceptual understanding and problem solving.Keywords: SNH, TSTS, problem solving, conceptual understanding
INTUISI SISWA KELAS VII SMP NEGERI 1 NGANJUK DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) Erdyna Dwi Etika; Imam Sujadi; Sri Subanti
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract: The aims of this research were to  describe: (1) the category of intuition of seventh grade student of SMPN 1 Nganjuk with type of climber, camper, and  quitter in solving mathematics problems. (2) the type of intuition of seventh grade student of SMPN 1 Nganjuk with type of climber, camper, and quitter in solving mathematics problems. The type of this research was a case study research. The prosedure of selecting the subject used purposive snowball sampling. Data was collected by using think aloud method. To determine the validity of data was undertaken with time-triangulation. The results showed as follows: (1) The category of intuition on the students of SMP N 1 Nganjuk : (a) students with climbers type, students used category affirmatory intuition in understanding the problem; students used affirmatory intuition in devising a plan; students used anticipatory intuition in carrying out the plan; students used affirmatory intuition in looking back the answer. (b) Students with campers types, students used affirmatory intuition in understanding the problem; students used  antisipatori intuition in devising a plan; students didn’t use intuition in carrying out the plan; students  didn’t use intuition in looking back the answer. (c) Students with quitters types, students didn’t use intuition in understanding the problem; students used affirmatory intuition in devising a plan; students used anticipatory intuition in carrying out the plan; students didn’t use intuition in looking back the answer. (2) Type of intuition on students of SMP N 1 Nganjuk: (a) Students with climber types, students used intuition based on the senses in understanding the problem; students used intuition based on the senses in devising a plan; students use intuition based on the senses in carrying out the plan; students used intuition based on the senses in looking back the answer. (b) Students with campers types, students used intuition based on the senses in understanding the problem; students used intuition based on real mathematical thinking in devising a plan; students didn’t use intuition in carrying out the plan; students didn’t use intuition in looking back the answer. (c) Students with quitters types, students didn’t use intuition in understanding the problem; students used intuition based on the senses in devising a plan; students used intuition based on the sense in carrying out the plan; students didn’t use intuition in looking back the answer.Keywords: Intuition, Category of intuition, Type of intuition, Adversity Quotient (AQ) 
AKTIVITAS METAKOGNISI DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI GENDER SISWA KELAS VII SMP NEGERI 1 NANGGULAN KABUPATEN KULON PROGO Sari, Retno; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract: This research was aimed to decribe metacognition activity of male and female students in mathematics problem solving. This research was a qualitative research which used case study method. The subject of the research was 7th students of SMP Negeri 1 Nanggulan. The subject selection criteria was based on students opinion expressing competency either in spoken and written form. The data was collected using think aloud method where the students were asked to express their ideas and questions loudly in mathematical problem solving processes. Then the time triangulation was run to produce a valid data from the research subject. The data analysis was conducted using Miles and Huberman model. The result of research showed : 1) the metacognition activity of the male students are : a) understanding the problems phase : perform activities related to strategic knowledge; b) devising a plan phase : perform activities associated with knowledge about cognitive tasks; c) carrying out the plan phase : perform activities related to strategic knowledge and associated with knowledge about cognitive tasks; d) looking back phase : perform activities related to knowledge strategy and perform activities associated with self-knowledge. 2) the metacognition activity of the female students are : a) understanding the problems phase: perform activities related to strategic knowledge and perform activity associated with self-knowledge; b) devising a plan phase : perform activity associated with knowledge about cognitive tasks; c) carrying out the plan phase : perform activity related to strategic knowledge and associated with knowledge about cognitive tasks; d) looking back phase: perform activities related to strategic knowledge and  perform activity associated with self-knowledgeKeywords: metacognition, mathematics problem solving, gender 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI AKTIVITAS BELAJAR Agung Nugroho, Tri Wahyu; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract: The aim of the research was to know the effect of learning models on mathematics learning achievement viewed from the students learning activity. The learning models compared were the cooperative learning model of the numbered heads together with scientific approach (NHT-S), the cooperative learning model of the Think Pair Share with scientific approach (TPS-S), and model of classical learning with scientific approach (K-S). The type of the research was a quasi experimental research with the factorial design of 3 x 3. The population were all seventh grade students of Junior High School in Temanggung  regency on academic year 2014/2015. The samples of the research were taken by using the stratified cluster random sampling. The instruments used were mathematics achievement test and learning activities questionnaires. The hypotheses of the research was analyzed by using the two-way analysis of variance with unbalanced cells at the significance level of . The results of the research were as follows. 1) NHT-S gave better mathematics achievements than TPS-S and K-S. Both TPS-S and K-S gave the same mathematics achievements. 2) Students with high learning activity gave better mathematics achievements than students with medium learning activity and low learning activity, while students with medium learning activity got mathematics achievements as good as students with low learning activity. 3) For NHT-S, students with high learning activity and medium learning activity got the same mathematics achievements, students with high learning activity got better mathematics achievements than student with low learning activity, and students with medium learning activity and low learning activity  got same mathematics achievements. For TPS-S and K-S, student with high, medium, and low learning activity got the same mathematics achievements. 4) For students with high and medium learning activity, NHT-S gave better mathematics achievements than TPS-S , both NHT-S and TPS gave the same mathematics achievement with K-S. For students with low learning activity , NHT-S, TPS-S  and K-S gave the same mathematics achievements.Keywords: NHT, TPS, Classical, Scientific Approach, Learning Activity
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING, TEAM ASSISTED INDIVIDUALIZATION DAN STUDENT TEAMS ACHIVEMENT DIVISIONS DENGAN PENDEKATAN SAINTIFIK TERHADAP PEMAHAMAN KONSEP DAN KETRAMPILAN KOMPUTASI MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT Ardiyanto, David; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract: The aim of this research was to know the effect of the Problem Based Learning (PBL), Teams Assisted Individualization (TAI), and Students Teams Achievement Divisions (STAD) with the scientific approach  viewed from students Adversity Quotient (AQ). The results of the research were as follows. (1) Students who were subjected to the PBL have a better understanding of concepts than students with the TAI while students were subjected to TAI have the same understanding of concepts as students who with STAD (2) Students who were subjected to the PBL have the same computing skills as students with the TAI, and TAI have the same computing skills as students with STAD, but students who were subjected to the PBL have better computing skills than students with STAD. (3) Students with high AQ have better conceptual understanding than students with medium and low AQ, and the students with medium AQ were better than low AQ. (4) Students with high AQ has better computing skills than students with medium and low AQ, and students with medium AQ have the same computing skills as low AQ. (5) In each of the learning model, students with high AQ have a better understanding of concepts than students with medium and low AQ, and students with medium AQ have a better understanding of concepts than low AQ. (6) In each of the learning model, students who have high AQ have better computing skills than students who have medium and low AQ, and students with medium AQ have the same computing skills equally as students who have low AQ. (7) In each AQ, students were subjected to the PBL have better understanding of concepts than students who were subjected to the TAI while students who were subjected to TAI have the same understanding of concept as with students who were subjected to the STAD. (8) In each AQ, students with the PBL have the same computing skills as students with TAI, students with TAI have the same computation skills as students of  STAD, but students who were subjected to the PBL has the computing skills has better than students with STAD.Keywords : Learning model of PBL, TAI, STAD, scientific approach, Adversity Quotient (AQ), conceptual understanding, computation skill.
EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH DAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KEMANDIRAN BELAJAR Brilliyanti, Fanny; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract: The aims of this research were to know: (1) which one gives better mathematics achievement, cooperative learning model Student Teams Achievement Division (STAD), model Problem Based Learning (PBL), or model classical with scientific approach;  (2) which one has better mathematics achievement, students who have high, medium, or low of self regulated learning; (3) for each learning model, which one has better  mathematics achievement, students who have high, medium, or lowof self regulated learning; (4) For each category of self regulated learning, which one gives better mathematics achievement, STAD, PBL, or classical with scientific approach. The populations were all students of Junior High School in Surakarta City. Sampling was done by stratified cluster random sampling. The samples were students of SMP N 2 Surakarta, SMP N 15 Surakarta and SMP N 24 Surakarta. The instruments used were mathematics achievement tests and self regulated learning questionnaire. The data was analyzed using unbalanced two-ways anova. The conclusion were as follows. (1) PBL with scientific approach gives better mathematics achievement than STAD with scientific approach, and STAD with scientific approach and classical with scientific approach have the same mathematics achievement. (2) Mathematics achievement of students who have high self regulated learning was better than students who have medium and low self regulated learning and students who have medium self regulated learning was better than students who have low self regulated learning (3) For STAD and PBL with scientific approach, students who have high and medium self regulated learning have the same mathematics achievement. Mathematics achievement of students who have high self regulated learning was better than students who have low self regulated learning. Students who have medium and low self regulated learning have the same mathematics achievement. For classical with scientific approach, students who have high, medium, and low self regulated learning have the same mathematics achievement. (4) For students who have high self regulated learning, STAD with scientific approach gives the same mathematics achievement with PBL and classical with scientific approach but PBL with scientific approach gives better mathematics achievement than classical with scientific approach. For students who have medium and low self regulated learning, all learning models give the same mathematics achievement.Keywords: Student Team Achievment Division (STAD), Problem Based Learning (PBL), classical, scientific approach, self regulated learning (SRL)
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN THREE STEPS INTERVIEW (TSI) PADA MATERI FUNGSI DITINJAU DARI KECERDASAN LOGIS MATEMATIS Riyanto, Nandyar Fisthi; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract:The purpose of this study was to determine the effect of the learning models TAI, TSI, and direct learning model on mathematics learning achievement viewed from the students logical mathematical intelligence. The type of this study was quasi experimental study with 3x3 factorial design. The population were the eighth-grade students of junior high schools in Boyolali Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and logical mathematical intelligence test. The data analysis technique used was the two-way ANAVA with unequal cell. Based on the hipothesis test, they were concluded that: (1) The mathematics learning achievement of TAI was better than TSI and direct learning model, the mathematics learning achievement of TSI was better than direct learning model. (2) The mathematics learning achievement of students with high logical mathematical intelligence were better than average and low logical mathematical intelligences. Students with average logical mathematical intelligence were better than low logical mathematical intelligences. (3) Students with high logical mathematical intelligence who were treated by TAI, TSI, and direct learning models had same mathematics learning  achievement; students with average logical mathematical intelligence who were treated by TAI was same of TSI and was better than direct learning model, TSI was better than direct learning model; students with low logical mathematical intelligence who were treated by TAI had better mathematics learning achievement than TSI and direct learning model, TSI students were better than direct learning model model. (4) In TAI learning model, the mathematics learning  achievement of high logical mathematical intelligence were better than the average and lower logical mathematical intelligence, the mathematics learning achievementof average has equal with low logical mathematical intelligence; in TSI learning model, students with high logical mathematical intelligence has equal of average logical mathematical intelligence, the mathematics learning achievements of high and average logical mathematical intelligence were better than the low logical mathematical intelligence; in direct learning model, students with high logical mathematical intelligence has better mathematics learning achievement than high and average of logical mathematical intelligence,  students with average logical mathematical intelligence has better mathematics learning achievement than low of logical mathematical intelligence.Keywords:Team Assisted Individualization, Three Steps Interview, Direct Learning Model, Logical Mathematical Intelligence, Achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK TALK WRITE DAN NUMBERED HEAD TOGETHER DENGAN PENDEKATAN SAINTIFIK DISERTAI STRATEGI PETA KONSEP PADA MATERI BILANGAN DITINJAU DARI GAYA BERPIKIR SISWA KELAS VII SMPN Se-KOTA METRO LAMPUNG TAHUN PELAJARAN 2014/2015 Nur Syarifah Fitriani; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract: This research aimed to know: (1) which one of the learning models with scientific approach gave a better achievement between TTW-Concept Mapping, NHT- Concept Mapping, or classical, (2) which one of the students with thinking style had a better achievement between students with concrete sequential, abstract sequential, concrete random, or abstract random, (3) at each of learning models with scientific approach, which one of the students with thinking style had a better achievement between students with sequential concrete, sequential abstract, concrete random, or abstract random, (4) at each thinking style, which one of learning models with scientific approach gave a better achievement between TTW-Concept Mapping, NHT- Concept Mapping, or classical. Population of the research was the seventh class students of Junior High School at Metro city on academic year 2014/2015. Instrument used to gather data were mathematics achievement test and thinking style questionnaire. Data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) TTW-CM gave better achievement than NHT-CM, NHT-CM gave better achievement than classical, 2) Students with concrete sequential had better achievement than students with abstract sequential, concrete random, and abstract random, students with abstract sequential gave the same achievement with concrete random, and abstract random, student with concrete random gave the same achievement with abstract random, 3) In each learning models, student with concrete sequential had better achievement than students with abstract sequential, concrete random, and abstract random. Students with abstract sequential had better achievement than students with concrete random, and abstract random, the student with concrete random gave the same achievement with abstract random, 4) In each of thinking style, students who was subject to TTW-CM models gave better achievement than NHT-CM, NHT-CM gave better achievement than classical.Keywords: Think Talk Write, Numbered Head Together, Thinking Style, Achievement. 

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