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Jurnal Pembelajaran Matematika
Published by Universitas Sebelas Maret
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Mathematics
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Articles 347 Documents
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ANALISIS PROSES BERPIKIR KREATIF SISWA SEKOLAH MENENGAH KEJURURUAN (SMK) DALAM PEMECAHAN DAN PENGAJUAN MASALAH MATEMATIKA PADA MATERI PERSAMAAN KUADRAT Agus Prianggono
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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Abstract : This research was aimed at identifying and describing students creativity level, creative thinking process and the factors which cause the students became not creative in solving and posing mathematics problems. This study was a descriptive qualitative research, which used case study method. Identifying the students’ creativity level and the steps of creative thinking were conducted by problem-solving and problem-posing tasks (TPPM). The creativity levels divided into three levels, namely creative, less creative and not creative. The creativity criteria were based on the fluency, flexibility and originality. The stages of creative thinking process were refered to creative thinking model developed by Wallas which has some stages. They are preparation, incubation, illumination, and verification. The data analysis was conducted using Miles and Huberman model. At the preparation stage, less creative students were able to gather relevant information to solve the problem. At the incubation stage, less creative and not creative students were need time to recall what they have learned previously. Not creative students tended to stop and did not find any idea to solve the problem. At the illumination stage, less creative students were able to find ideas, but only give a single solution and did not give another solution. At the verification stage, less creative students and not creative students re-checked their work. The factors which cause the students became not creative in solving and posing the problem were: students failed in finding ideas to complete the task, which had never been done before. Students were trapped in using only a way in solving and posing problems. They weren’t able to use various ideas in solving and posing the problems.Keywords : creativity, problem-solving, problem-posing, creative thingking processes.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK DAN TALKING BREAD PADA POKOK BAHASAN GEOMETRI DAN PENGUKURAN DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KARANGANYAR Sigit Pamungkas; Riyadi Riyadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
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Abstract: The objective of this research was to know the effect of the learning models on the learning achievement of quadrangle viewed from the multiple intellegences of the students. The learning models compared were the cooperative learning model type Talking Stick, the cooperative learning model type Talking Bread, and the direct learning models. The type of research was quasi-experimental research with factorial design 3×3. Population of this research was all students of State Junior High Schools in Karanganyar. The sampling was done by stratified cluster random sampling. The total samples in this research were 271 students (91 students for Talking Bread class, 90 students for talking stick class, and 90 students for direct learning class). The hypothesis test used two ways analysis of variance with unbalanced cells. Based on the hyotesis test, the research finding were : (1) learning activity using cooperative learning model type talking bread produced better echievement than using cooperative learning model type talking stick or direct learning. Learning activity using cooperative learning model type Talking Stick produced better than direct learning. (2) student with linguistic intelligence, space intelligence, and interpersonal intelligence produced the same achievement. (3) the usage of cooperative learning model type Talking Bread, cooperative learning model type Talking Stick, and direct learning produced the same achievement among the students with linguistic intelligence, space intelligence, and interpersonal intelligence. (4) toward students with linguistic intelligence, space intelligence, and interpersonal intelligence, cooperative learning model type Talking Bread produced better achievement than cooperative learning model type Talking Stick or direct learning, while cooperative learning model type Talking Stick produced the same achievement with direct learning model.Keywords: cooperative learning model, Talking Bread, Talking Stick, direct learning, student multiple intelligence, mathematic learning achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) BERBANTUAN WINPLOT DAN TEAM ASSISTED INDIVIDUALIZATION (TAI) PADA MATERI APLIKASI TURUNAN FUNGSI DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIS SISWA Wawan Wawan; Mardiyana Mardiyana; Gatut Iswahyudi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
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Abstract: The objective of this research was to investigate the effect of the learning models on the learning achievement in mathematics viewed from the reasoning abilities of the students. The models compared were the cooperative learning model of the Winplot-assisted STAD, the cooperative learning model of the TAI type, and the Powerpoint-assisted direct learning model. This research used the quasi experimental research method with the factorial design of 3 × 3. Its population was all of the students in grade XI of Senior Secondary Schools of Purworejo in academic year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. The size of the sample was 235 students consisted of 80 students in the first experimental class, 77 students in the second experimental class and 78 students in the control class. The instruments to gather the data of the research were test of learning achievement in mathematics and test of mathematical reasoning ability. The data was analyzed by using the two-way analysis of variance with unbalanced cells. The conclusions of this research were as follows. (1) The cooperative learning model of the Winplot-assisted STAD type resulted in a better learning achievement in mathematics than the cooperative learning model of the TAI type and the Powerpoint-assisted direct learning model, and the cooperative learning model of the TAI type resulted in a better learning achievement in mathematics than the Powerpoint-assisted direct learning model. (2) The students with the high mathematical reasoning ability had a better learning achievement in mathematics than those with the moderate and low mathematical reasoning abilities, and the students with the moderate mathematical reasoning ability had a better learning achievement in mathematics than those with the low mathematical reasoning ability. (3) In each mathematical reasoning ability category, the cooperative learning model of the Winplot-assisted STAD type resulted in a better learning achievement in mathematics than the cooperative learning model of the TAI type and the Powerpoint-assisted direct learning model, and the cooperative learning model of the TAI type resulted in a better learning achievement in mathematics than the Powerpoint-assisted direct learning model. (4) In each learning model, the students with the high mathematical reasoning ability had a better learning achievement in mathematics than those with the moderate and low mathematical reasoning abilities, and the students with the moderate mathematical reasoning ability had a better learning achievement in mathematics than those with the low mathematical reasoning ability.Keywords: STAD, Winplot, TAI, direct learning, mathematical reasoning, and learning achievement in mathematics.   
EKSPRIMENTASI PEMBELAJARAN KOOPERATIF TIPE STAD DAN TPS DENGAN PENDEKATAN CTL PADA MATERI POKOK SISTEM PERSAMAAN LINEAR DUA VARIABEL DITINJAU DARI GAYA BELAJAR SISWA Zamroni Zamroni; Budiyono Budiyono; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract: The objective of research was to find out: (1) which ones having better achievement, the students using TPS (Think Pair Share) learning with CTL approach or STAD (Students Teams Achievement Divisions) cooperative learning model with CTL approach or direct learning, (2) which ones having better learning achievement, the students with kinesthetic or visual or auditory learning style, (3) in each learning style, which ones having better achievement, the students using TPS (Think Pair Share) learning with CTL approach or STAD (Students Teams Achievement Divisions) cooperative learning model with CTL approach or direct learning, and (4) in each learning model, which ones having better learning achievement, the students with kinesthetic or visual or auditory learning style. The population of research was all VIII graders of Public Junior High schools in Bojonegoro Regency consisting of 55 schools. The sample was taken using cluster random sampling. The sample consisted of 304 students divided into experiment I, experiment II, and control groups. The conclusions of research were: (1) TPS CTL learning provided learning achievement better than STAD CTL and direct, but STAD CTL learning provided learning achievement as same as the direct learning did. (2) The students with kinesthetic learning style had learning achievement better than those with visual and auditory learning styles. But, the students with visual and those with auditory learning styles had equal learning achievement. (3) a. In kinesthetic learning style, all learning models provided the same learning achievement. b. In visual learning style, TPS CTL learning provided learning achievement better than STAD CTL. Meanwhile, direct learning provided the learning achievement as same as the TPS CTL and STAD CTL learning models did. c. In auditory learning style, all learning models provided the same learning achievement. (4) a. In TPS CTL learning model, the students with kinesthetic learning style had better achievement than those with auditory learning style. The students with visual learning style had learning achievement equal to those having kinesthetic and auditory learning styles, b. In STAD CTL learning model, the students with kinesthetic learning style had better achievement than those with visual and auditory learning styles. However, the students with visual learning style had learning achievement equal to those with auditory learning style, c. In direct learning, the three learning styles had the equal learning achievement.Keywords:TPS-CTL, STAD-CTL, Learning Style, learning achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DAN TEAMS GAMES TOURNAMENT DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION PADA MATERI LUAS PERMUKAAN DAN VOLUME BANGUN RUANG DITINJAU DARI ADVERSITY QUOTIENT Lenny Puspita Dewi; Budiyono Budiyono; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
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Abstract: The aims of this research were to determine: (1) which one providing the better mathematics learning achievement, the students using cooperative learning models of TAI type with RME, TGT with RME, or direct instruction model; (2) which one having the better mathematics learning achievement, the students with types of AQ either climbers, campers, or quitters; (3) at each learning models, which one having better learning achievement, the students with types of AQ either climbers, campers, or quitters; (4) at each students’ types of AQ, which one having better learning achievement, the students using cooperative learning model of TAI type with RME, TGT with RME, or direct instruction model. This research employed a quasy-experimental research method with 3x3 factorial design. The population of this research was all of the VIII grader of State Junior High School in Kulon Progo Regency. The sample was taken using stratified cluster random sampling, with 288 students as the sample consisting 95 students for first experiment class, 96 students for second experiment class, and 97 students for control class. The instruments that used to collect data were AQ questionnaire and test of mathematics achievement. The research hypothesis testing was done using a two-way variance analysis with unbalanced cells. The results of the research show that: (1) cooperative learning model of TAI type with RME gave better mathematics learning achievement than cooperative learning model of TGT type with RME and direct instruction model, and cooperative learning model of TGT type with RME gave better mathematics learning achievement than direct instruction model; (2) the students with AQ of climbers type have a better mathematics learning achievement than campers type and quitters type, and the students with AQ of campers type have a better mathematics learning achievement than quitters type; (3) at each types of the AQ, the students exposed to the cooperative learning model of TAI type with RME gave the better mathematics learning achievement than cooperative learning model of TGT type with RME and direct instruction model, and cooperative learning model of TGT type with RME gave better achievement than direct instruction model; (4) at each learning model, the students with AQ of climbers type have a better mathematics learning achievement than campers and quitters type, and the students with AQ of campers type have a better mathematics learning achievement than quitters type.Keywords: TAI with RME, TGT with RME, AQ, and mathematics learning achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) DAN NUMBERED HEADS TOGETHER (NHT) DITINJAU DARI KECERDASAN MAJEMUK PESERTA DIDIK Santi Widyawati; Mardiyana Mardiyana; Gatut Iswahyudi
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) which learning model of the TSTS model, the NHT model, and the direct learning model resulted in a better learning achievement in mathematics; (2) which students of the students with mathematical-logical, interpersonal, and linguistic intelligence had a better learning achievement in mathematics; (3) in each category of the multiple intelligences, which learning model of the TSTS model, the NHT model, and the direct learning model resulted in a better learning achievement in mathematics; and (4) in each learning model, which students of the students with mathematical-logical, interpersonal and linguistic intelligence had a better learning achievement in mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. Its population was all of the students in Grade VII of Junior Secondary Schools of Metro City. The size of the samples was 269 students. They were taken by using the stratified cluster random sampling technique. The instruments to gather the data of the research were test of learning achievement in mathematics and questionnaire of multiple intelligences. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research were as follows. 1) The TSTS model resulted in a better learning achievement than the NHT model and direct model, and the NHT model resulted in a better learning achievement than the direct learning model. 2) The students with mathematical-logical intelligence had a better learning achievement than those with interpersonal and linguistic intelligences, and the students with interpersonal intelligence had a better learning achievement than those with linguistic intelligence. 3) In the students with mathematical-logical intelligence, the TSTS model resulted in a better learning achievement than the cooperative learning model of the NHT model, the TSTS model and the NHT model resulted in the same learning achievement as the direct learning model. In the students with interpersonal intelligence, the TSTS model resulted in the same learning achievement as the NHT and direct learning models, and the NHT model resulted in a better learning achievement than the direct learning model. In the students with linguistic intelligence, the TSTS and the NHT model sresulted in the same learning achievement as the direct learning model. 4) In the TSTS model, the students with mathematical-logical intelligence had the same learning achievement as those with interpersonal intelligence but had a better learning achievement than those with linguistic, and interpersonal intelligence had the same learning achievement those with linguistic intelligence. In the NHT model, the students with mathematical-logical, interpersonal, and linguistic intelligences had the same learning achievement. In the direct learning model, the students with mathematical-logical intelligence had a better learning achievement than those with interpersonal and linguistic intelligences, and the students with interpersonal intelligence had the same learning achievement as those with linguistic intelligence. Keywords: TSTS, NHT, multiple intelligences.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN THINK PAIR SHARE (TPS) PADA MATERI TRIGONOMETRI DITINJAU DARI KECERDASAN LOGIKA MATEMATIKA SISWA KELAS X SMA DI KABUPATEN SUKOHARJO Sri Hartati Ningsih; Budiyono Budiyono; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): 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 the student’s logical mathematical intelligence. The learning model compared were Group Investigation of cooperative learning model, Think Pair Share of coopeartive learning model, and direct instruction model. The type of the research was a quasi-experimental research. The population of this research was all of the X grader of State Senior High School (SMA) in Sukoharjo Regency. The sample was taken using stratified cluster random sampling, with 321 students as the sample consisting 108 students for first experiment class, 108 students for second experiment class, and 105 students for control classes. The result of research showed that: (1) group Investigation of cooperative learning model gave the best achievement among the models Think Pair Share of cooperative learning model and direct instruction model, and Think Pair Share of cooperative learning model gave better achievement than direct instruction model, (2) group of student with high logical mathematical intelligencehad the best achievement among the models group of student with middle logical mathematical intelligence and group of student with low logical mathematical intelligence, and group of student with middle logical mathematical intelligencehad better achievement than group of student with low logical mathematical intelligence, (3) at each logical mathematical intelligence categories (high, middle, and low), Group Investigation of cooperative learning model gave the best achievement among the models Think Pair Share of cooperative learning model and direct instruction model, and Think Pair Share of cooperative learning model gave better achievement than direct instruction model, (4) at each learning models (Group Investigation of cooperative learning model, Think Pair Share of cooperative learning model, and direct instruction model), group of student with high logical mathematical intelligencehad the best achievement among the models group of student with middle logical mathematical intelligence and group of student with low logical mathematical intelligence, and group of student with middle logical mathematical intelligencehad better achievement than group of student with low logical mathematical intelligence. Key words: Group Investigation, Think Pair Share, and Logical Mathematical Intelligence
PROSES BERPIKIR KRITIS SISWA KELAS XI FARMASI SMK CITRA MEDIKA SRAGEN DALAM PEMECAHAN MASALAH MATEMATIKA Dwi Retnowati; Imam Sujadi; Sri Subanti
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The aims of this research was to describe the critical thinking process of the students in Grade XI pharmacy of SMK Citra Medika Sragen who have the high, moderate, and low abilities in each stage of clarification, analysis and solving strategy in solving mathematics problem. This research used qualitative case study approach. The results of research are the critical thinking process of the students as follows (1) The students with the high initial ability in mathematics: (a) clarification, they mention the information which they know and ask question by using their own language; (b) analysis, the students identify the necessary information. They formulate the step of problem solving and explain it confidently. It is proven when they illustrate the reason logically about the necessary information, using inequalities symbol, and non-negative condition. The students use their prior knowledge, after that, they draw a conclusion by returning the final result to the problem context; (c) solving strategy, they evaluate their work to re-calculate and that find another problem solving alternative at last; (2) The students the moderate initial ability in mathematics: (a) clarification, they mention the information which they know and ask question by using their own language;  (b) analysis, the students identify the necessary information to reread the problem. They formulate the solving problem step precisely. They use their prior knowledge to draw the conclusion by returning the final result to the problem context; (c) solving strategy, the students evaluate their work by seeing it; (3) The students with the low initial ability in mathematics: (a) clarification, they mention the information which they know and question it after reading it for few times and they need of question stimulus; (b) analysis, the students identify the necessary information to reread the problem, and, again, they need a question stimulus. They takes long time in formulating the problem solving. They draw the conclusion by returning the final result to the problem context; (c) solving strategy, the students commit the evaluation by seeing their work from the beginning to the end.Keywords: Critical Thinking Process, Mathematics Problem Solving, and Initial Ability in Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM-ASSISTED INDIVIDUALIZATION (TAI) DAN TEAMS GAMES TOURNAMENTS (TGT) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII MTs NEGERI SE-KABUPATEN NGAWI Lilia Sinta Wahyuniar; Budiyono Budiyono; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
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Abstract: The objectives of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the spatial ability of the students. The learning models compared were the cooperative learning model of the TAI type, the cooperative learning model of the TGT type, and the direct learning model. This research used the quasi experimental research method with the factorial design of 3 x 3. Its population was all of the students in Grade VIII of Islamic State Junior Secondary Schools of Ngawi regency. The samples of the research consisted of 336 students from Islamic State Junior Secondary School of Paron, Islamic State Junior Secondary School of Ngawi, and Islamic State Junior Secondary School of Geneng. They were taken by using the stratified cluster random sampling technique. The instruments to gather the data of the research were test of learning achievement in Mathematics and test of spatial ability. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research were as follows. 1) The cooperative learning model of the TAI type results in a better learning achievement in Mathematics than the cooperative learning model of the TGT type and the direct learning model, and the cooperative learning model of the TGT type results in a better learning achievement in Mathematics than the direct learning model. 2) The learning achievement in Mathematics of the students with the high spatial ability was better than that of the students with the moderate and low spatial abilities, and the learning achievement in Mathematics of the students with the moderate spatial ability was better than that of the students with the low spatial ability. 3) There was an interaction the aforementioned learning models and the categories of the spatial ability on the learning achievement in Mathematics of the students.Keywords: TAI, TGT, and spatial ability.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW II DAN THINK PAIR SHARE DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP SE-KOTA KEDIRI TAHUN PELAJARAN 2012/2013 Desi Gita Andriani; Tri Atmojo Kusmayadi; Mardiyana Mardiyana
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models (Jigsaw II, TPS and direct learning) on mathematics achievement viewed from student emotional quotient. The type of the research was quasi experimental research using design factorial 3x3. The population was the students in grade VII junior high school in a city of Kediri. The size of the sample was 339 students. Before giving the treatment, the population had to in balance condition. The balance test used unbalance one way analysis of variance. Test requirements included normality test used Lilliefors method and the homogeneity test used Bartlett method. The hypothesis test used unbalance two ways analysis of variance. The conclusions of the research were as follows. (1) Students who taught by cooperative learning model of Jigsaw II type give better mathematics learning achievement than TPS type and direct learning and the students who taught by cooperative learning model of TPS type give better mathematics learning achievement than direct learning. (2) Students who have high emotional quotient have better mathematics learning achievement than students who have middle and low emotional quotient and then students who have middle emotional quotient have better mathematics learning achievement than students who have low emotional quotient. (3) For students who thougt by cooperative learning model of Jigsaw II type, TPS type, and direct learning, students who have high emotional quotient  have  better mathematics learning achievement than students who have middle and low emotional quotient and then students who have middle emotional quotient have better mathematics learning achievement than students who have low emotional quotient. (4) For students who have high, middle, and low emotional quotient, students who thougt by cooperative learning model of Jigsaw II type give better mathematics learning achievement than TPS type and direct learning and the students who taught by cooperative learning model of TPS type give better mathematics learning achievement than direct learning. Keywords : Jigsaw II, TPS, and emotional quotient.  

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