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
 2   3   4   5   6 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DENGAN PENDEKATAN MATEMATIKA REALISTIK PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI AKTIVITAS BELAJAR SISWA SMP KELAS VIII DI KABUPATEN SLEMAN TAHUN PELAJARAN 2013/2014 Saputra, Very Hendra; Mardiyana, Mardiyana; Subanti, Sri
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 objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the learning activity of the students. This research used the quasi experimental research with the factorial design of 3x3. Its population was all of the students in Grade VIII of  State Junior Secondary Schools of Sleman Regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 254 students. Balance test used one way ANOVA test. The prerequisite test of the research included normality test with Lilliefors’ method and homogeneity test with Bartlett’s method of Chi Square test. With the significance level of α = 0.05. The data was analyzed by using the two way analysis of variance with unbalanced cells. The results of the research are as follows: 1) the Two Stay Two Stray learning model results in the same good learning achievement in Mathematics as the direct learning model, and the Two Stay Two Stray with Realistic Mathematics Approach learning model results in a better than  the Two Stay Two Stray learning model and direct learning model, 2) the students with the high learning activity have a better learning achievement in Mathematics than those with moderate and low learning activities, and the students with the moderate learning activity have a better learning achievement in Mathematics than those with the low learning activity, 3) there is an intereaction the aforementioned learning models and the categories of the learning activity on the learning achievement in Mathematics of the student.Keyword: Realistic Mathematics Approach, Two Stay Two Stray (TS-TS), Learning Activity
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA DAN PENDEKATAN PEMBELAJARAN KONSTRUKTIVISME MENGGUNAKAN TEKNIK HYPNOSIS IN TEACHING PADA MATERI GEOMETRI SISWA KELAS VII MTs DI KABUPATEN PONOROGO Jauhari, Hafidh; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): 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 one gives better mathematics learning achievement, Indonesian Realistic Mathematics Education (IRME) learning approaches, constructivism learning approach using hypnosis in teaching technique or conventional learning approaches, (2) which one gives better mathematics learning achievement, students who have visual, auditory or kinesthetic learning styles, (3) in each of the learning approach, which one gives better mathematics learning achievement, students with visual learning styles, auditory or kinesthetic; (4) in each of the student’s learning styles, which one gives better mathematics learning achievement, IRME learning approaches, constructivism learning approach using hypnosis in teaching technique or conventional learning approaches. This research used the quasi experimental research method with a 3x3 factorial design. Its population was the students in VII Grade of MTs in Ponorogo. The data samples of the research were taken by using the stratified cluster random sampling technique. The data collection tehnique used documentation, questionnaire, and test method. The documentation was used to know the scores of mathematics in Elementary School National Examination, and was used for balance test among the classes IRME learning approach, constructivism learning approach using hypnosis in teaching technique, and conventional learning approaches. The questionnaire method was used to determine the student's learning style, while the test method was used to determine student’s achievement in mathematics subject rectangle. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the level of significance is 5%. The results of study showed that: (1) use of IRME learning approaches on learning the material rectangle gives mathematics achievement better than the constructivism learning approach using hypnosis in teaching technique and conventional learning approaches, while the constructivism learning approach using hypnosis in teaching technique gives mathematics achievement better than the conventional learning approach; (2) the three types of learning styles, visual, auditory, and kinesthetic provide the same effect on mathematics achievement; (3) in each of the learning approach, the three types of learning styles, visual , auditory, and kinesthetic provide the same effect on mathematics achievement; (4) on the various types of student’s learning styles, the use of IRME learning approaches in the learning of material rectangle gives mathematics achievement better than the constructivism learning approach using hypnosis in teaching technique and conventional learning approaches, while the constructivism learning approach using hypnosis in teaching technique gives mathematics achievement better than conventional learning approaches.Keywords: learning approach, IRME, constructivist, hypnosis in teaching, conventional, learning styles
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR DITINJAU DARI GAYA BELAJAR SISWA SMP KELAS VIII DI KABUPATEN KARANGANYAR Apri Winar Cahyani; Budiyono Budiyono; Budi Usodo
Jurnal Pembelajaran Matematika Vol 4, No 4 (2016): 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 know the effect of learning models on mathematics achievement viewed from the learning style. The learning models compared were Numbered Heads Together, Problem Based Learning, and classical with saintific approach (NHT, PBL, Classical). This research was a quasi experimental with the factorial design of 3×3. The population of this research was all of students in second  grade of Junior High Schools of Karanganyar regency in academic year 2014/2015. The samples of the research consisted of 245 students and were gathered through stratified cluster random sampling. The instruments consisted of  pre test, test of learning achievement and learning style questionnaire. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. Based on the results of hypotheses testing, it were concluded as follows. 1) NHT and PBL learning models gave the same mathematics achievement. Both learning models give a better mathematics learning achievement than classical model. 2) Students with visual and auditory learning style have better mathematics achievement than students with kinesthetic ones. On the other hand, students with visual and auditory learning style have equal mathematics learning achievement. 3) On all learning models, cooperative learning NHT type, problem based learning, and classical models, students with visual learning style have an equal mathematics learning achievement with auditory. Both learning style have a better mathematics learning achievement than kinesthetic ones, (4) On all visual, auditory and kinesthetic learning style, cooperative learning with NHT type gives an equal  mathematics learning achievement with PBL. Both learning models give a better mathematics learning achievement than classical model.Keywords: Numbered Heads Together, Problem Based Learning, learning style, Scientific Mathematics learning achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE DENGAN GUIDED NOTE TAKING PADA POKOK BAHASAN BANGUN DATAR DITINJAU DARI KEMANDIRIAN BELAJAR PADA SISWA SMP KELAS VII DI KOTA SURAKARTA TAHUN PELAJARAN 2013/2014 Ambarwati, Dwi; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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

Abstract

Abstract: The aim of research is to determine the effect of learning models on learning achievement viewed from students independence learning. The type of the research is a quasi-experimental. The population are the seventh grade students of junior high school at Surakarta. The sample are 268 students. Sampling is done by stratified cluster random sampling. Instruments which are used to collect data are achievement tests and questionnaire of students independence learning. Hypothesis test is two-way analysis of variance with unbalanced cells. The results of this research are as follows: 1) the TPS-GNT learning model gives better learning achievement than TPS and direct learning model, and TPS learning model gives better learning achievement than direct learning model. 2)  the students with high independence learning have better learning achievement than students with medium and low independence learning, and the students with medium independence learning have better learning achievement than students with low independence learning. 3) in each  learning model, the students with high, medium and low independence learning have the same learning achievement. 4) in the high independence learning, students with TPS-GNT, TPS and direct learning model have the same learning achievement, but in the medium and low independence learning, students with TPS-GNT learning model have better learning achievement than students with direct model, students with TPS-GNT and TPS learning model have the same learning achievement and students with TPS and direct learning model have the same learning achievement.Keywords: Think Pair Share (TPS), Guided Note Taking  (GNT), Independence Learning
EKSPERIMENTASI MODEL NUMBERED HEADS TOGETHER DENGAN MAKE A MATCH (NHT MM) DAN NUMBERED HEADS TOGETHER DENGAN BAMBOO DANCING (NHT BD) DITINJAU DARI KECERDASAN INTERPERSONAL Dewi, Arianti Puspita; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 2 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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

Abstract

Abstract: The purposes of this research were to determine: (1) which students mathematics achievement would be better, student  given NHT MM, NHT BD, or direct learning model, (2) which students mathematics achievement would be better, student with interpersonal intelligence of high, medium or low, (3) which students mathematics achievement would be better, student with interpersonal intelligence of high, medium, or low on each learning model, (4) which student mathematics achievement would be better, student given NHT MM, NHT BD, or direct learning model in each interpersonal intelligence. The instruments were used mathematics achievement test and questionnaire of student’s interpersonal intelligence. The data was analyzed using two ANOVA ways then followed by multiple comparisson tests with using Scheffe’ method. Concluded that: (1) NHT MM model has better mathematics achievement than NHT BD model and direct learning model, while NHT BD model has better mathematics achievement than direct learning model, (2) the students with high interpersonal intelligence has better mathematics achievement than the medium and low interpersonal intelligence students, while the student with medium interpersonal intelligence has better mathematics achievement than the low interpersonal intelligence students, (3) for NHT MM, mathematics achievement of students with high interpersonal intelligence was as good as medium and low interpersonal intelligence, however the mathematics achievement of the students with high interpersonal intelligence were better than the students with low interpersonal intelligence; for NHTBD, the mathematics achievement of students with high intelligence were better than medium and low intelligence, and the mathematics achievement of students with medium intelligence was good as low intelligence; for direct learning, the mathematics achievement of students with high intelligence was better than medium and low intelligence, and the mathematics achievement of students with medium intelligence was good as low intelligence, (4) the students with high, medium, and low interpersonal intelligence have the same achievement of mathematics for the models of NHTMM, NHTBD, and direct learning; for medium and low interpersonal intelligence, the students mathematics achievement treated by NHTMM was better than students treated by NHTBD and direct learning model.Keywords: Numbered Heads Together, Make a Match, Bamboo Dancing, interpersonal intelligence, mathematics achievement.
EFEKTIFITAS MODEL PEMBELAJARAN KOOPERATIF JIGSAW II DANTEAMS-GAMES-TOURNAMENTS (TGT) PADA MATERI BARISAN DAN DERET DITINJAU DARI TIPE KEPRIBADIAN SISWA SMK KELAS X DI KABUPATEN KLATEN Mirati, Luthfiana; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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

Abstract

Abstract: The objectives of this research were to find out on  the topic of Sequences and Series: (1) which had better learning achievement among cooperative learning Jigsaw II, cooperative learning TGT or a direct learning; (2) which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students; (3) at each personality types, which had better learning achievement among Jigsaw II, TGT or direct learning, and (4) at each learning models, which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students. This research was a quasi-experimental with 3×4 factorial design. The population was all students in tenth grade of vocational schools technology, health, and agriculture in Klaten Regency on Academic Years 2012/2013. Sampling was done by stratified cluster random sampling technique. The total of sample was 233 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could  be concluded as follows: (1) TGT had better learning achievement than Jigsaw II and direct learning, Jigsaw II had better learning achievement than direct learning; (2) there were no any differences in the learning achievement in mathematics of the students with melancholies, phlegmatic, sanguine or choleric personality types; (3) in each personality types, the cooperative learning model TGT had better than cooperative learning Jigsaw II, and both result had better learning achievement in mathematics than the direct learning model; (4) in each learning model, the students with melancholies, phlegmatic, sanguine or choleric personality types have the same learning achievement.Keywords: Melancholies, Choleric, Phlegmatic, Sanguine, TGT, Jigsaw II and Direct learning.
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK (PMR) DAN OPEN ENDED PADA MATERI SEGITIGA DAN SEGIEMPAT DITINJAU DARI GAYA KOGNITIF SISWA KELAS VII SMP NEGERI SE-KABUPATEN PACITAN Putra, Aji Permana; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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

Abstract

Abstract: The objectives of this research were to find out on  the topic of circumference and area of triangles and quadrangles: (1) which one produce better learning achievement among Realistic Mathematics Education (RME) approach, open ended approach or a mechanistic approach; (2) which had better learning achievement between field dependent cognitive style students or field independent cognitive style students; (3) at each cognitive styles, which was better learning achievement among RME approach, open ended approach or mechanistic approach, and (4) at each learning approach, which had better learning achievement between field dependent cognitive style students or field independent cognitive style students. This research was a quasi-experimental with 3×2 factorial design. The population was all students in seventh grade of state Junior High School in Pacitan Regency on Academic Years 2012/2013. Sampling was done by stratified cluster random sampling technique. The total of sample was 238 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could  be concluded that: (1) RME approach produce better learning achievement than open ended approach and mechanistic approach, open ended approach produce better learning achievement than mechanistic approach; (2) the field independent cognitive style students have a better learning achievement than field dependent cognitive style students; (3) at each of cognitive styles, RME approach produce better learning achievement than open ended approach and mechanistic approach, open ended approach produce better learning achievement than mechanistic approach; (4) at each learning approach, field independent cognitive style students have better learning achievement than field dependent cognitive style students.Keywords: Field Dependent, Field Independent, Mechanistic, Open Ended, Realistic Mathematics Education (RME).
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PETA KONSEP PADA MATERI PERSAMAAN KUADRAT DITINJAU DARI SIKAP ILMIAH PESERTA DIDIK KELAS X SMA DI KABUPATEN KUDUS TAHUN PELAJARAN 2013/2014 Endang Sri Handayani; Mardiyana Mardiyana; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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

Abstract

Abstract: The purpose of this study was to determine the effect of cooperative learning model Jigsaw with the concept map, cooperative learning model Jigsaw without a concept map, and the direct instruction model with a review of the scientific attitude of students towards learning achievement. This type of research was a quasi-experimental research with 3x3 factorial designs. This research was implemented in the month of September 2013 to November 2013. The X grade students of Senior High School in Kudus Regency with 2013/2014 academic year was the population of this research. The instrument used to collect the data were UAN, scientific attitude questionnaire, and mathematics achievement tests with the topic of quadratic equation in the form of multiple choice. Test requirements include test data analysis used Lilliefors test for normality and homogeneity test used the Bartlett test. Analysis of the data used two-way variance with unbalanced cells. The conclusion of this study were: (1) cooperative learning model Jigsaw with the concept map has better mathematics learning achievement than the cooperative learning model Jigsaw without a concept map and the direct instruction model, the cooperative learning model Jigsaw without a concept map has mathematics learning achievement as good as the direct instruction model; (2) the high scientific attitude students have better mathematics learning achievement than the medium and low  scientific attitude students, the medium scientific attitude student have mathematics learning achievement as good as the low scientific attitude students; (3) there is no interaction between learning model to the level of scientific attitude of students towards mathematics learning achievement; (4) there is no difference between the learning achievement of students in each level of the scientific attitude for each learning model.Keywords: cooperative learning model , Jigsaw , concept maps , scientific attitude
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) DENGAN PENDEKATAN PROBLEM SOLVING DITINJAU DARI AKTIVITAS BELAJAR SISWA Ignatius Dono Arianto
Jurnal Pembelajaran Matematika Vol 1, No 1 (2013): 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 learning achievement viewed from the student learning activity. The learning models compared were cooperative learning STAD with problem solving approach, cooperative learning STAD and conventional learning. The type of the research was a quasi-experimental research. The population was the students of high school in Merauke regency on academic year 2012/2013. The size of the sample was 291 students consisted of 98 students in the first experimental group, 100 students in the second experimental group and 93 students in the control group. The instruments used were questionnaire, and learning achievement test. The data was analyzed using analysis of variance. The conclusions of the research were as follows. (1) STAD with problem solving approach gives better learning achievement than STAD and conventional, and STAD gives better learning achievement than conventional. (2) The students with high learning activity have better learning achievement than the students with middle and low learning activity, and the students with middle learning activity have better learning achievement than the students with low learning activity. (3) For students with high learning activity, both STAD with problem solving approach and STAD, STAD and conventional give the same effectiveness, but STAD with problem solving approach is better than conventional. In the meantime, for students with middle and low learning activity, all learning models give the same effectiveness. (4) For using of STAD with problem solving approach and conventional, both the students with high and middle learning activity, the students with middle and low learning activity have the same learning achievement, but the students with high learning activity have better learning achievement than the students with low learning activity. In the meantime, for using of STAD, all students learning activities have the same learning achievement.Key words: Student Teams Achievement Divisions (STAD), problem solving approach, student learning activity, learning achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBER HEAD TOGETHER (NHT), JIGSAW II DAN THINK PAIR SHARE (TPS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP NEGERI DI KABUPATEN SUKOHARJO Stefy Erlinda Novalia; Mardiyana Mardiyana; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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

Abstract

Abstract: The purpose of this study was to determine the effect of learning models on student’s mathematics achievement viewed from emotional quotient. The learning models compared were learning model of the Numbered Heads Together (NHT), Jigsaw II, and TPS. This research was a quasi-experimental research. The population of the research was all of the eighth grade students of the State Junior High School in Sukoharjo. The instrumentsused to collect data were mathematics achievement and emotional quotient questionnaire. Technique of analyzing data that used was unbalanced two ways analysis of variance. From the research, it can be concluded as follows. (1) Learning by using cooperative learning model of Jigsaw II and NHT gave better mathematics learning achievement than learning by using cooperative learning model of TPS, learning by using cooperative learning model of NHT gave better mathematics learning achievement than learning by using cooperative learning model of TPS. (2) Students who have high emotional quotient gave better mathematics learning achievement than students who have middle and low emotional quotient, students who have middle emotional quotient gave better mathematics learning achievement than students who have low emotional quotient, (3) On the cooperative learning model of Jigsaw II, students who have high and middle emotional quotient gave better mathematics learning achievement with the students who have low emotional quotient. On the cooperative learning model of NHT, students who have high emotional quotient gave better mathematics learning achievement with the students who have low emotional quotient. On the cooperative learning model of TPS, students who have high, middle and low emotional quotient gave the same mathematics learning achievement. (4) On the high emotional quotient, using cooperative learning model of learning by Jigsaw II, NHT and TPS gave the same mathematics learning achievement. On the middle emotional quotient, using cooperative learning model of learning by Jigsaw II gave better mathematics learning achievement with learning by using cooperative learning model of TPS. On the low emotional quotient, using cooperative learning model of learning by Jigsaw II, NHT and TPS gave the same mathematics learning achievement.Keywords: Cooperative learning model, Jigsaw II, NHT, TPS, mathematics learning achievement, emotional quotient.

Page 4 of 35 | Total Record : 347

 2   3   4   5   6 

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