cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota surakarta,
Jawa tengah
INDONESIA
Jurnal Pembelajaran Matematika
Published by Universitas Sebelas Maret
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Mathematics
Arjuna Subject : -
Articles 347 Documents
 15   16   17   18   19 
PENGEMBANGAN MODEL PEMBELAJARAN TPS BERBASIS AfL MELALUI PENILAIAN TEMAN SEJAWAT UNTUK PEMBELAJARAN MATEMATIKA PADA POKOK BAHASAN SISTEM PERSAMAAN LINEAR DUA VARIABEL DI SMP/MTS SE-KABUPATEN MAGELANG TAHUN PELAJARAN 2013/2014 Putra Adi Wibowo; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The objectives of the research were to find out: (1) how the process and the product of an AfL-based TPS learning model development were through peer assessment, (2) which learning model provided better learning outcome, the AfL-based TPS through peer assessment or the TPS one, (3) which students had better learning outcome, those with high, those with moderate or those with low learning independency, (4) in each learning model, which students had better learning outcome, those with high, those with moderate or those with low learning independency, and (5) in each category of learning independency, which learning model provided better learning outcome, the AfL-based TPS through peer assessment or the TPS one. This research was divided into two stages. The first one was learning model development belonging to research and development research. This stage included material collection, model prototype designing, model tryout, and model establishment. The tryout was conducted in four learning. The second was model effectiveness test belonging to a quasi-experimental research with a 2x3 research design. The population was the first semester VIII graders of SMP/MTs (Junior High Schools/Islamic Junior High Schools) throughout Magelang Regency  in the school year of 2013/2014. The sampling technique used in this research was stratified cluster random sampling. The sample of research consisted of 138 students: 68 for the experiment 1 class and 70 for the experiment 2 class. Considering the result of hypothesis testing, the following conclusions could be drawn. (1) The AfL-based TPS learning model through peer assessment could be applied at SMP/MTs level in Magelang Regency. (2) The learning outcome of the students treated with AfL-based TPS learning model through peer assessment was better than that of those treated with the TPS one. (3) The learning outcome of students with high learning independency was better than that of those with moderate and low one. The learning outcome of the students with moderate learning independency was as good as that of those with low one. (4) In both the AfL-based TPS learning model through peer assessment and the TPS, the learning outcome of students with high learning independency was better than that of those with moderate and low one, but that of the students with moderate learning independency was as good as that of those with low one. (5) In high, moderate, and low categories of learning independency, the learning outcome of the students treated with AfL-based TPS learning model through peer assessment was better than that of those treated with the TPS one.Keywords: Think Pair Share (TPS), Assessment for Learning (AfL), Peer Assessment, Student Learning Independency.
EFEKTIVITAS PENDEKATAN QUANTUM LEARNING DAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI POLA ASUH ORANG TUA SISWA SMP DI KABUPATEN MAGETAN TAHUN AJARAN 2012/2013 Restu Lusiana
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACTThe objectives of the research are to investigate: (1) which learning approach of the quantum learning approach with discussion method, the contextual teaching and learning with discussion method, and the direct learning method results in a better learning achievement; (2) which students of those with authoritarian, democratic and permissive parenting patterns have a better learning achievement; (3) in each approach, which students of those with authoritarian, democratic, and permissive parenting have a better learning achievement; (4) in each type of parenting patterns, which learning approach of the quantum learning approach with discussion method, the contextual teaching and learning with discussion method, and the direct learning method results in a better learning achievement results in a better learning of achievement. This research used the quasi experimental research method with the factorial design of 3x3. The population of the research was the students in Grade VII of State Junior Secondary Schools in Magetan regency in Academic Year 2012/2013. The samples of the research were taken by using the stratified cluster random sampling technique. The data of the research were gathered through documentation method, questionnaire of parenting patterns, and test of learning achievement. The data of the research were analyzed by using unbalanced two-way analysis of variance. The results of the research are as follows. 1) The quantum learning approach results in a better learning achievement than those with the contextual teaching and learning approach or the direct learning approach, but the contextual teaching and learning approach results in a better learning achievement than the direct learning. 2) The students with the authoritarian parenting pattern have the same good learning achievement as those with the democratic parenting pattern or those with the permissive parenting pattern, but the students with the democratic parenting pattern have a better learning achievement than those with the permissive parenting pattern. 3) In each parenting pattern, the quantum learning approach with the discussion method results in a better learning achievement than the contextual teaching and learning with the discussion method or the direct learning method. 4) In each learning approach, the students with the authoritarian parenting pattern have the same good learning achievement in Mathematics as both those with the democratic parenting pattern and those with the permissive parenting one. Yet, the students with the democratic parenting pattern have a better learning achievement in Mathematics than those with the permissive one.Keywords: Quantum learning, contextual teaching and learning, parenting patterns, and learning achievement in Mathematics
KESULITAN METAKOGNISI SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA PADA MATERI PELUANG DITINJAU DARI TIPE KEPRIBADIAN TIPOLOGI HIPPOCRATES – GALENUS KELAS XI MIA 1 SMA NEGERI I SOE Bulu, Vera Rosalina; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The objective of research was to describe difficulty, cause, and solution to the difficulties the 11th MIA 1 Grades of SMA Negeri I Soe faced in using their metacognitive of ability to solve mathematics problem in probability material using melancholic, sanguinic, phlegmatic and choleric personality types. This study was an exploratory qualitative research. The procedure used of selecting subject is snowball sampling, so that 12 subjects were obtained whose data could be analyzed. The data collection was conducted using think aloud method. The data validation was carried out using time triangulation. Techniques of analyzing data used were: (1) classifying data into 4 categories: (a) understanding problem, (b) thinking about plan, (c) implementing the plan, (d) rechecking the answer, (2) presenting the data in narrative text and (3) drawing a conclusion about difficulty, cause, and solution to metacognitive difficulty in each category. The results of research showed that the metacognitive difficulties in solving problem of probability material for melancholic and choleric students were as follows. (a) The students difficulty realized strategic deliberation and the advantage of strategy used, (b) Students experience metacognitive difficulty in realizing the strategic change when they were wrong, (c) Difficulty in realizing the evaluation on confusion, (d) Difficulty in realizing when a strategy is used, (e) Difficulty in realizing the different strategies, (f) Difficulty of other strategy in problem solving, (g) Difficulty in realizing their work product evaluation, and (h) Difficulty in realizing the consideration of all options in solving problem. The difficulty of sanguinic and phlegmatic students were as follows. (a)  Difficultly realized strategic deliberation and the advantage of strategy used, (b) Difficulty in realizing the advantage of strategy used (c) Difficulty realizing when a strategy was used (d) Difficulty in realizing when a strategy was used (d) Difficulty in realizing the reason of using different strategies in  various situation (e) Difficulty in realizing other strategy in solving problem and (f) Difficulty in realizing the deliberation of all options in solving problem.Keywords: Metacognitive Difficulty, Problem Solving, Hippocrates-Galenus Personality Type. 
EKSPERIMENTASI MODEL PEMBELAJARAN MATEMATIKA PROBLEM POSING DENGAN TEKNIK LEARNING CELL PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI GAYA KOGNITIF SISWA PADA SISWA SMP KELAS VIII DI KABUPATEN SUKOHARJO Supriyanti Supriyanti; Budiyono Budiyono; Gatut Iswahyudi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This research was aimed at searching and finding: 1) the most effective mathematics learning model among three models, including problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model, 2) more effective student’s cognitive style of field independent and field dependent, 3) more effective student’s cognitive style of field independent and field dependent on each model, and 4) the most effective mathematical learning model among three models, including problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model on each student’s cognitive style. This type of the research was a quasy-experimental research. The population was all students of grade VIII of state junior high school in Sukoharjo regency in 2013/2014. The size of the samples was 302 students consisted of 102 students in the first experimental group, 101 students in the second experimental group, and 99 students in control group. The data instruments used were documents of student’s early achievement, cognitive style questionnaire, and mathematics achievement test. The data was analyzed using analysis of variance. The conclusions of the research were as follows. (1) Problem posing mathematics learning model with learning cell technique is more effective than problem posing model without learning cell technique; problem posing mathematics learning model with learning cell technique is more effective than direct learning model; and problem posing learning model without learning cell technique is more effective than direct learning model, (2) Students having field independent cognitive style have greater achievement than those having field dependent cognitive style, (3) Dealing with problem posing model with learning cell technique, students having field independent cognitive style and field dependent cognitive style have the same achievement; dealing with problem posing learning model without learning cell technique, students having field independent cognitive style have greater achievement than those having field dependent cognitive style; and dealing with direct learning model, students having field independent cognitive style have greater achievement than those having field dependent cognitive style, and (4) To students having field independent cognitive style, problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model give the same student’s achievement; to students having field dependent cognitive style, problem posing model with learning cell technique gives higher student’s achievement than problem posing model without learning cell technique and direct learning model, and problem posing  model without learning cell technique gives higher student’s achievement than direct learning model.Key Words: problem posing, learning cell, cognitive style, achievement
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) YANG DIMODIFIKASI PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI DI KABUPATEN PONOROGO Suharyanto Suharyanto; Budiyono Budiyono; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This research aimed to know: (1) which of the NHT modified model, the NHT model or the direct learning model promoted the students? better achievement on mathematics, (2) which one is better, the students with visual learning style, auditorial learning style, or kinesthetics learning style, and (3) in various learning style, which one having better achievement on mathematic, the NHT modified model, the NHT model or the direct learning model. This research was a quasi-experiments research with factorial design 3x3. The population of this research was the eight grade students of State Junior High Schools in Ponorogo. The sample was taken by the use of stratified cluster random sampling technique. The data collecting made use the documentation, questionnaire, and test methods. The documentation method was used to collect the data of the second-semester students? achievement on mathematics in the academic year 2011/2012 as found in their report books. This finding was further applied to check the balance of the students of the two exsperiment classrooms and one control classroom. The questionnaire was used to find the type of learning style mostly owned by the students. Whiles, the test was used to determine the students? achievement on mathematics in the straight line equation topic. Examination of hypothesis used an unbalanced two way analysis of variances at significance levels 5%. The results of the research was as follows: (1) the students? achievement on mathematics due to NHT modified model was equally due to NHT model, while the two models above was better than due to direct learning model, (2) there was no distinction among visual learning style, auditorial learning style, and kinesthetics learning style based on the students? achievement on mathematics, and (3) in various of learning style, the students? achievement on mathematics due to NHT?s modification model was equally due to NHT model, while the two models above was better than due to direct learning model.Keywords: the NHT Modified, the Direct Learning Model, the Learning Style
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
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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.
KARAKTERISTIK BERPIKIR MATEMATIS SISWA SMP MAJELIS TAFSIR AL-QUR’AN (MTA) GEMOLONG DALAM MEMECAHKAN MASALAH MATEMATIKA PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV) DITINJAU DARI KEMAMPUAN PENALARAN SISWA DAN GENDER Agus Supriyanto; Mardiyana Mardiyana; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The aims of this research were to know and to describe mathematical thinking characteristic of grade VII students of SMP MTA Gemolong in solving mathematic  problems at linear equation of two variables (LETV) observed from the reasoning capability and gender. This research belonged to descriptive research with qualitative explorative approach. The sample was taken by using purposive sampling technique. There were six samples used in this research. The category of the sample based on this reasoning ability was taken by reasoning test and space field test. There were two types of instruments that were used in this research to collect the data. The first was solving problem test instrument, and the second was interview guidance. Validation test of the data that was used in this research was time triangulation test. The results of this research indicated as follows. (1) The characteristic of mathematical thinking of male and female students with high reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction and connection phase. Whereas in analysis phaseit was not completed. (2) The characteristic of mathematical thinking of male and female students with intermediate reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction and the connection phase.  Whereas in analysis phase, it was not completed. (3) The characteristic of mathematical thinking of male and female students with low reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction phase. Whereas in the connection and analysis phase, it was not completed.Keywords: mathematic thinking, solving problem, reasoning ability, gender
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN ROUNDTABLE TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI AKTUALISASI DIRI SISWA SMP NEGERI DI KABUPATEN MAGELANG Agnes Reswari Ingkansari; Mardiyana Mardiyana; Budi Usodo
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The aim of this research was to determine the effects of learning models on mathematics achievement viewed from the students’ self-actualization. The learning models compared were conventional model, cooperative learning model NHT type and RoundTable type. The type of this research was quasi-experimental  research. The population was the 8th grader students of the state junior high school in Magelang regency on academic year 2012/2013. The instruments used  were mathematics achievement test and questionnaire. The data were analyzed using unbalanced two way ANOVA. The research conclude as follows. (1) Students’ mathematics achievement using cooperative learning model with Roundtable type, have better students’ mathematics achievement than the ones who use both cooperative learning model with NHT type and conventional learning model, while students mathematics achievement using either NHT or conventional learning model showed similar good result.(2) Students’ mathematics achievement of students who have a high self-actualization is better than students who have both medium and low self-actualization while students who have either medium and low self-actualization have similar good mathematics achievement. (3) In the conventional learning models and cooperative learning model with NHT type, students who have high, medium and low self-actualization have similar mathematics achievement. While in the RoundTable cooperative learning model, students who have high self-actualization produce better mathematics achievement than students who have medium and low self-actualization while either students who have medium self-actualization or  students who have low self-actualization have similar good mathematics achievement. (4) On students with high levels of self-actualization, the students’ mathematics achievement using RoundTable type of cooperative learning have better students’ mathematics achievement than by using conventional learning models while by using either NHT type of cooperative learning or conventional learning models produce the similar good mathematics achievement. However, the students who have medium and low self-actualization by using conventional learning model, cooperative learning model NHT and RoundTable have similar good mathematics achievement. Keywords: Self-actualization, Cooperative Learning, NHT, RoundTable.
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
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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 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
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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.

Page 17 of 35 | Total Record : 347

 15   16   17   18   19 

Filter by Year

2013 2018


Reset
Filter By Issues
All Issue Vol 5, No 3 (2018): Jurnal Pembelajaran Matematika Vol 5, No 2 (2018): Jurnal Pembelajaran Matematika Vol 5, No 1 (2018): Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika Vol 4, No 4 (2016): Pembelajaran Matematika Vol 4, No 4 (2016): Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika Vol 1, No 1 (2013): Pembelajaran Matematika More Issue