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Jurnal Pembelajaran Matematika
Published by Universitas Sebelas Maret
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Mathematics
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Articles 347 Documents
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EKSPERIMENTASI PEMBELAJARAN MATEMATIKA MENGGUNAKAN MEDIA KOMPUTER PADA MATERI POKOK PERSAMAAN GARIS LURUS DITINJAU DARI MOTIVASI BELAJAR SISWA KELAS VIII SMP SURAKARTA Hirtanto Hirtanto; Mardiyana Mardiyana; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
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Abstract: The purposes of this research were to determine: 1) which students have better achievement in learning mathematics among Macromedia Flash and PowerPoint used as learning media 2) which students have better achievement in learning mathematics, ones with high, medium, or low learning motivation, 3) at each leaning by using media (Macromedia Flash and PowerPoint) which students have better achievement in learning mathematics, ones with high, medium, or low learning motivation, 4) at each of categories of learning motivation (high, medium, and low) which students have better achievement in learning mathematics, ones who are use Macromedia Flash or PowerPoint as learning media. The research was a quasi experimental. The population of this research was all students of grade VIII Junior High School of the Surakarta City, academic year 2011/2012. The samples in this research were 177 students taken by stratified cluster random sampling. Instruments used to collect data were mathematics achievement instrument test and questionnaires of student’s learning motivation instrument. Data analysis technique used hypothesis test with two-way analysis of variance with unbalanced cells resume test of multiple comparisons. From the results of the analysis, can be concluded that: 1) the learning achievement in mathematics of the students who were learning mathematics with macromedia flash were better than with powerpoint as learning media, 2) the learning achievement in mathematics of the students with the high learning motivation were better than the ones with the medium and low learning motivation, however the students with the medium  learning motivation were better  than the ones with the low learning motivation, 3) in students with high learning motivation, students who use macromedia flash have a learning achievement were better than using powerpoint. Students with medium and low learning motivation have the same learning achievement, using either the macromedia flash or powerpoint, 4) in mathematics learning with macromedia flash, students who have high motivation have better math achievement of students with medium and low motivation. But the students who have medium and low motivation the achievement were equally as good. In mathematics learning used powerpoint, students who have high, medium and low learning motivation have the same learning achievement.Keywords: Learning, Macromedia Flash, PowerPoint, Motivation, Achievement Learning Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN NUMBERED HEADS TOGETHER (NHT) PADA MATERI GARIS SINGGUNG LINGKARAN DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VIII SMP NEGERI SE-KOTA MADIUN TAHUN AJARAN 2013/2014 Octarina Hidayatus Sholikhah; Budiyono Budiyono; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: The aims of this research were to know: (1) which one of the learning models gave a better achievement among NHT model, GI model, and direct model, (2) which one had a better achievement among the students with mathematic-logic intelligence, interpersonal intelligence, and linguistic intelligence, (3) at each of the learning models, which one had a better achievement among the students with mathematic-logic intelligence, interpersonal intelligence, and linguistic intelligence, (4) on each multiple intelligence, which one of the learning models gave a better achievement among NHT model, GI model, and direct model. The research used was quasi experimental research with 3´3 factorial design. The population of this research was all eighth grade students of Junior High School at Madiun city. The sample of this research was selected by stratified cluster random sampling technique. The sample consisted of 246 students from SMPN 4 Madiun, SMPN 6 Madiun, and SMPN 11 Madiun. The instruments used to collect the data were a questionnaire of multiple intelligences and learning mathematics achievement test. The data analysis technique used was unbalanced two ways analyze of variance. The result of the research are: (1) NHT model gave better achievement than GI model and direct model; GI model gave better achievement than direct model; (2) students with mathematic-logic intelligence had better achievement than those of students with interpersonal intelligence and linguistic intelligence; students with interpersonal intelligence had the same achievement as students with linguistic intelligence, (3) at NHT model, students with mathematic-logic intelligence,  interpersonal intelligence, and linguistic intelligence had the same achievement; at GI model, students with mathematic-logic intelligence had the same achievement as students with interpersonal intelligence, students with mathematic-logic intelligence had better achievement than students with linguistic intelligence, students with interpersonal intelligence had the same achievement as students with linguistic intelligence; at direct model, students with mathematic-logic intelligence had better achievement than students with interpersonal intelligence, students with mathematic-logic intelligence had better achievement than students with linguistic intelligence, students with interpersonal intelligence had the same achievement as students with linguistic intelligence, (4) at mathematic-logic intelligence, NHT model gave the same achievement as GI model, NHT model gave better achievement than direct model, GI model gave the same achievement as direct model; at interpersonal intelligence, NHT model gave the same achievement as GI model, NHT model gave better achievement than direct model, GI model gave better achievement than direct model; at linguistic intelligence, NHT model gave better achievement than GI model, NHT model gave better achievement than direct model, GI model gave the same achievement as direct model.Keywords: GI , NHT , Multiple Intelligences
POLA INTERAKSI GURU DAN SISWA TUNANETRA DALAM PEMBELAJARAN MATEMATIKA DI SMPLB A YKAB SURAKARTA (Studi Kasus Pada Siswa Kelas IX SMPLB A YKAB Surakarta Semester Ganjil Tahun Pelajaran 2012/2013) Siti Khoiriyah; Imam Sujadi; Pangadi Pangadi
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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with visual impairment in mathematics teaching learning on a conceptual and procedural knowledge in class IX SMPLB A YKAB Surakarta. This research was a qualitative case study, investigating deeply about the interaction of the teacher and the students in order that the interaction pattern can be described in the mathematics teaching learning. The subjects of this research were a mathematics teacher and all students of class IX SMPLB A YKAB Surakarta. The data in this study were in the form of teacher and students interactions obtained from transcriptions of the teaching learning recordings during twice observations. The transcription results were the teacher and the students’ conversations that are further reduced in order to obtain certain conversation related to the teaching learning of conceptual and procedural knowledge. Furthermore, labeling speech act and speech interaction was conducted in the conversation of conceptual and procedural teaching learning. Based on the labeling, speech interaction were categorized into three, namely: 1) speech interaction that was begun with speech act of giving information (BIn), 2) speech interaction that was begun with speech act of performing information (UIn), and 3) speech interaction that was begun with speech act of stimulating information (TIn). Each of the categories was analyzed so that the subjects that are interacting can be examined. The result of the analysis became the data of teacher and students interaction. The technique used to validate the data was time triangulation done by matching the data of the teacher and the students’ interaction taken from the first observation and the data of the teacher and the students’ interaction taken from the second observation.The results of the matching process were used to describe the interaction pattern. The findings of this research were: 1) the interaction pattern of the teacher and the students with visual impairment in mathematics teaching learning on a conceptual knowledge in class IX SMPLB A YKAB Surakarta was a two-way interaction pattern with inter-students interactions.Two-way interactionwith studentteachersis dominatedby theactivities ofthe teacherto giving information (BIN) and the performing information (TIN) to the students. While theinteractionbetween studentsis dominatedbythe activities ofthe studentsto performanceinformation(UIN). 2) the interaction pattern of the teacher and the students with visual impairment in mathematics teaching learning on a procedural knowledge in class IX SMPLB A YKAB Surakarta was a multiple-way interaction pattern (optimal result). Teacherinteractionwith studentsis dominatedby theactivities ofthe teacherto giving information(BIN), andstimulating information(TIN) to the students. Whilestudent interactionwith studentsspreadis dominated bythe performanceof information(UIN).Keywords:interactionpattern, conceptual knowledge, procedural knowledge, mathematics teachinglearning, students with visual impairment
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DAN MODEL KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) PADA MATERI DIMENSI TIGA DITINJAU DARI KEMAMPUAN BERPIKIR KREATIF SISWA (KBK) Nanda Noor Fadjrin; Budiyono Budiyono; Dewi Retno Sari Saputro
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract. The objective of this research was to investigate the effect of the learning models on achievement viewed from creative thinking abilities (CTA) of the students. The learning models compared were PBL, TGT and direct instruction (DI). The type of the research was quasi-experimental research with 3x3 factorial design. The population of this research was the students in grade X senior high school in Purbalingga on academic year of 2014/2015. The size of the sample was 277 students, which was taken by using stratified cluster random sampling technique. The instruments used for data collection were creative thinking test and achievement test. The hypothesis test used unbalanced two ways analysis of variance. The results of the research were as follows. (1) PBL gave better achievement than TGT and DI. TGT gave better achievement than DI. (2) The students with high and medium CTA had better achievement than the students with low CTA. The students with medium CTA had better achievement than the students with low CTA. (3) In PBL, the students with high CTA had better achievement than medium and low CTA, the students with medium and low had the same achievement. In TGT, the students with high and medium CTA had the same achievement, the students with high CTA had better achievement than low CTA, the students with medium and low CTA had the same achievement. In DI, the students with high, medium and low CTA had the same achievement. (4) At the students with high CTA, PBL and TGT gave the same achievement. PBL and TGT gave better achievement than DI. At the students with medium CTA, PBL and TGT gave the same achievement, PBL gave better achievement than DI, TGT and DI gave the same achievement. The students with low CTA, PBL, TGT and DI gave the same achievement.Keywords: Problem Based Learning, Teams Games Tournamnet, Direct Instruction, Creative Thinking Abilities , Achievement.
ANALISIS BERPIKIR KRITIS SISWA DALAM PEMECAHAN MASALAH MATEMATIKA BERDASARKAN POLYA PADA POKOK BAHASAN PERSAMAAN KUADRAT (Penelitian pada Siswa Kelas X SMK Muhammadiyah 1 Sragen Tahun Pelajaran 2013/2014) Harlinda Fatmawati; Mardiyana Mardiyana; Triyanto Triyanto
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
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Abstract : This research aims were to describe: (1) students’ level of critical thinking, (2) students’ process of critical thinking in problem solving based on Polya, (3) factors influencing students’ process of critical thinking. This was a descriptive qualitative research. Subject of the research was students grade X AP 1 of SMK Muhammadiyah 1 Sragen consisting of four students. Subject was selected using purposive sampling. Instrument of collecting data were observation, problem solving test and interview. Validity of the data was tested using triangulation method. The data were analyzed by: (1) classifying the data in level of critical thinking based on indicators of critical thinking stated by Ennis; (2) analyzing each critical thinking level based on four steps of Polya’s problem solving; (3) analyzing factors influencing students’ process of critical thinking. From the research on 36 students, the results of students’ level of critical thinking are 19.4% for critical thinking level 0, 72.2% for critical thinking level 1, 5.6% for critical thinking level 2 and 2.8% for critical thinking level 3. Students’ process of critical thinking in (a) understanding problems, critical thinking level 0 was not able to construct point of the problems and reveal the facts, critical thinking level 1, 2, and 3 were able to construct point of the problems and reveal the facts; (b) making a plan, critical thinking level 0 was not able to detect the bias and determine theorem in solving problems, critical thinking level 1 was not able to detect the bias but was able to theorem in solving problems, critical thinking level 2 and 3 were able to detect the bias and determine theorem in solving problems; (c) carrying out the plan, critical thinking level 0 was not able to solve problems as the planning, critical thinking level 1, 2 and 3 were able to solve problems as the planning; (d) looking back the completed solution, critical thinking level 0 and 1 were not able to select logical argument and to draw conclusion, however, critical thinking level 1 was able to solve the problems using another method, critical thinking level 2 was not quite able to select logical argument and to draw conclusion, but it was able to solve the problems using another method, and critical thinking level 3 was able to select logical argument, to draw conclusion and to solve the problems using another method. Factors influencing students’ process of critical thinking are students were not accustomed to solve story problems so that they were not able to understand the problems, students found it difficult to construct Mathematics model, and students were accustomed to solve questions using only one method.Key words: Critical thinking, Polya’s problem solving, Process of critical thinking, Level of critical thinking.
PENGEMBANGAN MODEL ASSESSMENT for LEARNING (AfL) MELALUI PENILAIAN TEMAN SEJAWAT PADA PEMBELAJARAN MATEMATIKA PADA POKOK BAHASAN TRIGONOMETRI DITINJAU DARI GAYA BELAJAR SISWA SMA NEGERI KARANGPANDAN TAHUN PELAJARAN 2012/2013 Dismas Suparmo; Budiyono Budiyono; Sutanto Sutanto
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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ABSTRACT : The aims of this research were: (1)to determine whether the AfLwith peer assessment of trigonometry topics can be applied in Karangpandan Senior High School, (2) to know which is more effective of the application of the AfL with peer assessment in improving students’ achievement compare with direct instruction,(3) to know the influence of students’ learning styles toward mathematics learning achievement of students in the trigonometry subject, (4)to determine the effect of the application of the AfL with peer assessment in improving student achievement be compared with direct instruction in terms of students' learning styles on trigonometry subject. The research was dividedi nto two phases, the first phase is the determination of the model development stage and the AfL with peer assessment are included in research and development. In this stage, be done data collection, prototype planning model,Focus Group Discussion (FGD) were implemented and manufacture of prototype model then be tested. Tests carried out by 4 learning cycles.The second phase was to test the effectiveness of a model that includes quasi-experimental research by design research 2×3. The population of this research was eleven grade students of Karang pandan Senior High School of the first semester of the academic year 2012/2013. Samples were divided into two groups,experimental and control groups. The data analysis technique of this research that being used inthis study was unbalanced two-way analysis of variance.Based on the result of the analysis, we can conclude that:(1) the model of the AfL with peer assessment can be applied in Karangpandan Senior High School State. During the implementation of theAfL with peer assessment, the students being involved in learning and assessment learning, so more enjoyable and mathematics achievementof students is also increasing (2)students taught using AfL with peer assessment have mathematics achievement better than students taught using direct instruction, (3) students with kinesthetics learning style have higher mathematics achievement thanstudents with visual and auditory, while students with a visual learning style have a better achievement than students with auditory learning style, (4)at all the kinds of learning styles, students with applied learning AfL with peer assessment have better mathematics achievement than students with direct learning.Keywords: Assessment, Assesment for Learning (AfL), Peer Assessment, Learning Styles
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
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS ASSISTED INDIVIDUALIZATION (TAI) YANG DILENGKAPI ASSESMENT FOR LEARNING PADA POKOK BAHASAN BANGUN DATAR DITINJAU DARI GAYA KOGNITIF SISWA KELAS VII SMP N SE-SURAKARTA TAHUN PELAJARAN 2013/2014 Arief Kristyawan; Budiyono Budiyono; Gatut Iswahyudi
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
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Abstract: The purposes of this study were to determine: (1) among the cooperative learning model TAI type equipped AfL, TAI or direct learning equipped AfL that provide better learning achievement. (2) among students who have cognitive style type of field dependent or fields independent that provided better learning achievement. (3) on each of students group with cognitive style type (field dependent or field independent), which learning models that provide better learning achievement. (4) on each of learning model (cooperative learning model of TAI type equipped AfL, TAI or direct learning equipped AfL), which cognitive styles that provide better learning achievement. This research was quasi-experimental research. The population was all of seventh grade students of State Junior High School in Surakarta in academic year of 2013/2014. The research samples ware 302 students, taken used a stratified cluster random sampling technique. The data collection instruments used ware learning achievement test and cognitive style test. Hypothesis testing used unbalanced two ways analysis of variance. The research conclusions are as follows.  (1) The TAI learning model equipped AfL provides better learning achievement than TAI learning model and direct learning equipped AfL, while TAI learning model provides better learning achievement than direct learning model equipped AfL. (2) Students with cognitive style of field independent have better learning achievement than students with field dependent. (3) In the cognitive style of field dependent and field independent, TAI learning models equipped AfL provides better learning achievement than TAI learning model and direct learning model equipped AfL, while TAI learning model provides a better learning achievement than direct learning model equipped AfL. (4) In the TAI learning model equipped AfL, TAI and direct learning model equipped AfL, the students group with cognitive styles of field independent have better learning achievement than students with field dependent.  Keywords: TAI, AfL, Cognitive Style, and Learning Achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK (PMR) PADA POKOK BAHASAN SEGIEMPAT DITINJAU DARI GAYA BELAJAR SISWA SMP NEGERI DI KOTA SALATIGA TAHUN AJARAN 2012/2013 Sulistiyono, Sulistiyono; Mardiyana, Mardiyana; Sari, Dewi Retno
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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ABSTRACT: The aims of the research were to determine the effect of learning models on learning achievement viewed from students’ learning styles. The learning models compared were cooperative learning model Numbered Heads Together (NHT) with Realistic Mathematics Education (RME) approach, Numbered Heads Together (NHT) and conventional. This research was a quasi-experimental research using factorial design of 3x3. The population of the research were all students of the Public Junior High Schools (SMP Negeri) in Salatiga City. The samples of the research were seven grade students of SMP Negeri 2, SMP Negeri 5 and SMP Negeri 7 in Salatiga City (85 students for for first experimental class, 83 students for second experimental class, and 86 students for control class). The samples were chosen by using stratified cluster random sampling. In collecting the data, the instruments used were multiple-choice test of learning achievement in mathematics and student learning style questionnaire. The technique of analyzing the data was unbalanced two-ways Anova. The results of the research are as follows: (1) the cooperative learning model NHT with RME approach and cooperative learning model NHT result in the same good learning achievement in mathematics, and both result in a better learning achievement in mathematics than the conventional learning model; (2) there are no any differences in the learning achievement in mathematics of the students with the visual, auditory, and kinesthetic learning styles; (3) in each learning style, the cooperative learning model NHT with RME approach and cooperative learning model NHT result in the same good learning achievement in mathematics, and both result in a better learning achievement in Mathematics than the conventional learning model; (4) in each learning model, the students with the visual, auditory, and kinesthetic learning styles have the same learning achievement in mathematics. Keywords: cooperative learning, NHT, RME, learning style, learning achievement in mathematics.
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.

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