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Jurnal Pembelajaran Matematika
Published by Universitas Sebelas Maret
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Mathematics
Arjuna Subject : -
Articles 347 Documents
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PENGEMBANGAN PERANGKAT PEMBELAJARAN TEAMS GAMES TOURNAMENT (TGT) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR SMP TAHUN PELAJARAN 2014/2014 Via Yustitia; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
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Abstract: The objectives of this research were: (1) to describe the development of valid and practical Mathematics learning instruments with the scientific approach-based TGT model;(2) to investigate the learning effectiveness with the use of Mathematics learning instruments with the scientific approach-based TGT model on the learning material of Algebra Operation.This research used the research and development method. The development of learning instrument was done by means of 4Ds claimed by Thiagarajan model, et.al. However, this research used only 3Ds, namely: Define, Design, and Develop. The developed learning instruments included lesson plans, student’s work sheet, and test of problem-solving ability. The subjects exposed to the experimentation were the students in Grade VIII of State Junior Secondary School 2 of Pemalang, State Junior Secondary School 4 of Taman, and State Junior Secondary School 1 of Pemalang. The results of research are as follows: (1) The developed learning instruments are declared as valid ones by the validators; (2) The instruments are also practical because the students have a good response on the developed instruments, the teachers have a good response on the developed instrument, and the lesson plans have been implemented well in the learning process; (3)  the learning process in the experimental class is effective because the students have good learning activities, the problem-solving ability mean of the students in the experimental class is better than that of the students in control class, and the student’s problem-solving ability has fulfilled the classical learning completeness.Keywords: development of learning instruments, TGT, and scientific approach
EKSPERIMENTASI MODEL PEMBELAJARAN LC 5E DISERTAI AFL PADA MATERI PRISMA DAN LIMAS DITINJAU DARI ADVERSITY QUOTIENT Guritno Ari Wibowo; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: This research investigated the effect of using Learning Cycle 5E model using AfL in Mathematics course achievement viewed from Adversity Quotient. The quasi experimental research design was employed on this research. The technique analysis data used two-way analysis of variance with unbalanced cell frequencies at 0,05 level of significance. The results show as follows 1) LC 5E with AfL model gave better Mathematics course achievement than the one without AfL and conventional model, and LC 5E without AfL gave better Mathematics course achievement than conventional model. 2) The students who are climber have better Mathematics course achievement than camper and quitter, and  the students who are camper have similar Mathematics achievement compared to quitter. 3) In LC 5E with AfL model, the climber category students Mathematics achievements are better than the ones who are camper and quitter, and the camper category students Mathematics achievements were better than the ones who are quitter. In LC 5E model, the climber category students Mathematics achievements are better than the ones who are camper and quitter, and the Mathematics achievements of camper category students were similar with the ones who are quitter. In the conventional model, whether climber, camper, or quitter have the same Mathematics course achievement. 4) Mathematics course achievement of climber category students was the same whether when they were given LC 5E with AfL or LC 5E, on the other hand those are better than the conventional model. The students who are camper category had better Mathematics achievement when they were given LC 5E include AfL and LC 5E than when were given conventional model, however those students had the same Mathematics achievement whether when they were given LC 5E or conventional model. The quitter category students had the same Mathematics achievement when they were given LC 5E with AfL, LC 5E, or conventional model.Keywords: Learning model, LC 5E, Assessment for Learning, Adversity Quotient.
EKSPERIMENTASI MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT (TGT) DAN JIGSAW DENGAN PENDEKATAN MATEMATIKA REALISTIK DITINJAU DARI KECEMASAN MENGHADAPI TES SISWA KELAS VII SMP KABUPATEN BREBES TAHUN PELAJARAN 2012/2013 Budi Santosa; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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ABSTRACT: The objectives of this research were to investigate: (1) which learning model of the TGT type learning model, the Jigsaw type learning model approach, and the direct learning model results in a better learning achievement; (2) which students of those with the high anxiety, those with medium anxiety level, and those with the low anxiety level to deal with test have a better learning achievement in Mathematics; (3) in the students with the low, medium, and high anxiety levels to deal with test, which learning model of the TGT type learning model, the Jigsaw type learning model, and the direct learning results in a better learning achievement in Mathematics; and (4) In the TGT type learning model, the Jigsaw type learning model, and the direct learning model, which students of those with the high anxiety, those with medium anxiety level, and those with the low anxiety level to deal with test have a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. It was conducted at Class VII of Junior Secondary Schools of Brebes regency in Semester II in Academic Year 2012/2013. The samples of the research were taken by using the stratified cluster random sampling. The data of the research were gathered through multiple choice test and questionnaire anxiety level to deal with test. The data were analyzed by using the two-way analysis of variance with unbalanced cells at the significance level of α = 0.05. The results of the research are as follows: 1) The Jigsaw learning model results in a better learning achievement than both the TGT type learning model and the direct learning model, and the TGT type learning model results in a better learning achievement than the direct learning model. 2) The learning achievement of the students with the low anxiety level is better than those with those with high anxiety level and those with the medium anxiety level, but the learning achievement of the students with the high anxiety level is the same as that of the students with the medium anxiety level. 3) In the students with the high anxiety level to deal with test, the Jigsaw learning model results in a better learning achievement than the TGT learning model. In the students with the medium anxiety level to deal with test, the Jigsaw learning model results in a better learning achievement than the direct learning model. Other than those, in each anxiety level, the three learning models result in the same learning achievement. 4). In the TGT learning model, the learning achievement of the students with the low anxiety level to deal with test is better than that of those with the high anxiety level. Other than those, in each learning model, the students with the high, medium, and low anxiety levels have the same learning achievement in Mathematics.Keywords: Anxiety to deal with test, TGT learning model, Jigsaw, and realistic Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS (SNH) DAN TWO STAY TWO STRAY (TSTS) PADA PEMAHAMAN KONSEP DAN PEMECAHAN MASALAH SISWA KELAS VII SMP NEGERI SURAKARTA DITINJAU DARI KECEMASAN SISWA PADA MATERI POKOK BANGUN DATAR Alfonsa Maria Sofia Hapsari; Budiyono Budiyono; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
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Abstract: This research aims at determining the effect of learning models on conceptual understanding and problem-solving viewed from the  anxiety on mathematics. The learning models compared were TSTS, SNH, and direct instruction. This research used the quasi experimental research method. The proposed hypotheses of research were tested by using the two-way multivariate variance analysis with unbalanced cells. The results of research are as follows: 1) the cooperative learning model of the TSTS type gives a better conceptual understanding and problem solving than the cooperative learning model of the SNH type and the direct learning model, but both the cooperative learning model of the SNH type and the direct learning model give the same good conceptual understanding and problem solving; (2) the students with the low anxiety level on Mathematics have a better conceptual understanding and problem solving than those with the moderate anxiety level on Mathematics, and those with high anxiety level on Mathematics, and the students  with the moderate anxiety level on Mathematics have a better conceptual understanding and problem solving than those with the high anxiety level on Mathematics; (3) in the direct learning model, the students with the low anxiety on Mathematics have a better conceptual understanding and problem solving than those with the moderate anxiety level on Mathematics and those with the high anxiety level on Mathematics, but in the cooperative learning model of the SNH type and the cooperative learning model of the TSTS type, all of the groups of the students have the same good conceptual understanding and problem solving; and (4) in each anxiety level, the three learning models give the same good conceptual understanding and problem solving.Keywords: SNH, TSTS, problem solving, conceptual understanding
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DENGAN STRATEGI PETA KONSEP DITINJAU DARI KECERDASAN SPASIAL SISWA Westi Bilda; Mardiyana Mardiyana; Gatut Iswahyudi
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): 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 spatial intelligence students. The type of this research was a quasi-experimental research. The population was the students of the VIII class of MTsN Ngawi Regency in the academic year of 2013/2014. The samples of the research consisted of 314 students and were taken through stratified cluster random sampling. Instruments used were spatial intelligence test and mathematics achievement test. The proposed hypothesis of the research were tested by using the unbalanced two-way analysis of variance. The conclusions of this research were as follows. 1) NHT and mind concept gives better mathematics achievement than NHT model and direct learning model, and NHT model gives the same mathematics achievement as direct learning. 2) The high spatial intelligence students have better mathematics achievement than midlle and low spatial intelligence students, midlle spatial intelligence students have better mathematics achievement than low spatial intelligence students, 3) For NHT and mind concept and NHT, students having high, moderate and low spatial intelligence have the same achievement. For direct learning model, students having high spatial intelligence had better achievement than students having moderate and low, then, students having moderate spatial intelligence have better achievement than students having low spatial intelligence. 4) For students having high and moderate spatial intelligence NHT and mind mapping concept model, NHT and direct instructionl model have the same effect toward students’ achievement. For students having low spatial intelligence, NHT and mind concept gives better learning achievement than NHT. NHT gives better learning achievement than direct learning model. NHT gives the same learning achievement as direct learning model.Keywords: NHT, mind mapping concept, spatial intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK TALK WRITE (TTW) DENGAN PENDEKATAN MATEMATIKA REALISTIK (PMR) TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIKA DAN KREATIVITAS BELAJAR SISWA SMP SE-KABUPATEN WONOGIRI Novia Fajar Utami; Budiyono Budiyono; Budi Usodo
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: This aims of the research were to determine: (1) which one that give better achievement, learning with TTW with RMA, TTW, or conventional, (2) which one  that give better achievement, the students having high, medium, or low mathematics reasoning ability, (3) which one that give better achievement, the students having high, medium, or low creativity, (4) in each learning model, which one category of mathematics reasoning ability that give better achievement, the students having high, medium, or low mathematics reasoning ability, (5) in each learning model, which one  that give better achievement, the students having high, medium, or low creativity, (6) in each category of mathematics reasoning ability, which one that give better achievement, the students having high, medium, or low creativity, (7) in each learning model for each category of mathematics reasoning ability, which one that give better achievement better, the students having high, medium, or low creativity. Prior knowledge data are examined by using one-way ANOVA with unbalanced cells. It shows that three classes have balance prior knowledge. Meanwhile, the technique of analyzing the data was three-ways ANOVA with unbalanced cells. The result of research showed that: (1) TTW with  RMA provided better achievement than TTW and conventional, and also TTW provided better achievement than conventional, (2) the students having high and medium mathematics reasoning ability had same achievement, and also than the students having high and medium mathematics reasoning ability had better  achievement than those having low mathematics reasoning ability, (3) the students having high, medium, and low creativity had the same achievement, (4) in each learning model, the students having high and medium reasoning ability had the same achievement, and also than the students having high and medium mathematics reasoning ability had better achievement than those having low mathematics reasoning ability, (5) in each learning model, the students having high, medium, and low creativity had the same achievement, (6) in each category of mathematics reasoning ability, the students having high, medium, and low creativity had the same achievement, (7) in each learning model for each category of mathematics reasoning ability, the students having high, medium, and low creativity had the same achievement.Keywords: Think Talk Write (TTW), Realistic Mathematics Approach (RMA), mathematics reasoning ability, learning creativity, mathematics achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL), DISCOVERY LEARNING (DL), DAN COOPERATIVE LEARNING (CL) DITINJAU DARI KECERDASAN INTERPERSONAL SISWA Berti Okta Sari; Mardiyana Mardiyana; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) which learning model of the PBL, DL, and CL models results in a better achievement in mathematics; (2) which students of the students with high, moderate, and low interpersonal intelligences have a better learning achievement in mathematics; (3) in each interpersonal intelligence, which learning model of the PBL, DL, and CL models results in a better achievement in mathematics; and (4) in each learning model, which students of the students with high, moderate, and low interpersonal intelligences have 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 VIII of State Junior Secondary Schools of Bengkulu Selatan Regency, Bengkulu Province in Academic Year 2014/2015. The samples of research were taken by using the stratified cluster random sampling technique. The balance test of research used the one-way analysis of variance with unbalanced cells. The pre-requisite test of ANAVA used Lilliefors’s normality test, Bartlett’s homogeneity test. The proposed hypotheses of research were tested by using the two-way analysis of variance with unbalanced cells. The results of research are as follows: 1) the PBL model results in a better learning achievement in mathematics than the DL and CL models, and the DL model results in a better learning achievement in mathematics than the CL model; 2) the students with the high interpersonal intelligence have a better learning achievement in mathematics than those with the moderate and low interpersonal intelligences, and the students with the moderate interpersonal intelligence have a better learning achievement in Mathematics than those with the low interpersonal intelligence; 3) in each interpersonal intelligence level, the PBL model results in a better learning achievement in mathematics than the DL and CL models, and the DL model results in a better learning achievement in mathematics than the CL model; 4) in each learning model, the students with the high interpersonal intelligence have a better learning achievement in mathematics than those with the moderate and low interpersonal intelligences, and the students with the moderate interpersonal intelligence have a better learning achievement in mathematics than those with the low interpersonal intelligence.Keywords:  Problem-based learning, discovery learning, cooperative learning, interpersonal intelligence, learning achievement in Mathematics
EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER DENGAN PENDEKATAN ILMIAH (NHT-PI) DAN TEAM ASSISTED INDIVIDUALLIZATION (TAI) PADA MATERI POKOK BARISAN DAN DERET DITINJAU DARI GAYA BELAJAR SISWA KELAS XI SMK NEGERI SE-KABUPATEN KLATEN Ambar Nurhayati; Mardiyana Mardiyana; Tri Atmojo Kusmayadi
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract: The purposes of this study were to determine: (1) which gives better learning achievement, NHT-PI type, the type of TAI, or direct instruction learning model (2) which is learning achievement better, students who have a visual, auditory or kinesthetic learning style (3) In each type of learning model, which better learning achievement, students who have a visual learning style, auditory or kinesthetic (4) In each learning style, which is learning achievement better, students who applied learning models NHT-PI, TAI, or direct instruction learning. This study was a quasi exsperimental research. The sample of research consisted of 280 students: 90 students in experiment 1 class, 90 students in experiment 2 class, and 100 students in control class. The data was taken from the result of mathematics learning achievement test and student learning style questionnaire. The data obtained was then analyzed using a two-way ANAVA with unbalanced cells. Considering the result of hypothesis testing, the following conclusions could be drawn. (1) The learning achievement of the students treated with NHT-PI type of learning model was better than that of those treated with TAI type and direct learning; that of those treated with TAI was same as that of those treated with direct learning. (2) The learning style did not provide significant difference in learning achievement. (2)  Either in NHT-PI and TAI types of cooperative learning model or in direct learning, the different learning style did not provide significantly different learning achievement. (4) In the students with visual learning style, the three learning models did not provide significantly different learning achievement; in the students with auditory learning style, NHT-PI was as good as the TAI types, the TAI type was a good as the direct learning, and NHT-PI was better than the direct learning; in the students with kinesthetic learning style, the three learning model had equal effectiveness. Keywords: Numbered Head Together Scientific Methode Approach (NHT-PI), Team Assisted Individuallization (TAI), Student Learning Style
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS), NUMBERED HEADS TOGETHER (NHT), DAN THINK PAIR SHARE (TPS) PADA MATERI LINGKARAN DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA SMP NEGERI DI KABUPATEN SUKOHARJO Ratih Kusumaningrum; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
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Abstract: The objective of research was to find out the effect of Two Stay To Stray (TSTS), Numbered Heads Together (NHT), and Think Pair Share (TPS) types of cooperative learning model on the student learning achievement viewed from mathematics learning creativity. This study was a quasi experimental research with a 3 x 3 factorial design. The population of research was all of the 8th graders of Junior High Schools in Sukoharjo Regency. The sample was taken using stratified cluster random sampling. The instruments used for collecting data were mathematics learning achievement test and mathematics learning creativity questionnaire. Considering the hypothesis testing, the following conclusions could be drawn. 1) TSTS learning model provide better learning achievement then NHT and TPS learning model did, and NHT and TPS learning model provided equally good learning achievement. 2) The students with high mathematics learning creativity had mathematics learning achievement better than those with medium and low learning creativity did, and those with medium and low learning creativities had equally good learning achievement. 3) In high and low mathematics learning creativity levels, the students treated with TSTS, NHT, and TPS learning model had equally good mathematics learning achievement. At medium mathematics learning creativity level, the students treated with TSTS  and NHT learning models had equally good mathematics learning achievement, those treated with NHT and TPS learning models had equally good mathematics learning achievement, those treated with TSTS learning model had better mathematics learning achievement than those treated with TPS learning model. 4) In TSTS learning model, the students with high and medium learning creativity had equally good mathematics learning, those with medium and low learning creativity had equally good mathematics learning, those with high learning creativity had learning achievement better than the students with low mathematics learning creativity. In NHT and TPS learning model, the students with high, medium, and low mathematics learning creativity had better mathematics learning achievement.Keywords: Two Stay Two Stray (TSTS), Numbered Heads Together (NHT), Think Pair Share (TPS), Mathematics Learning Creativity.
ANALISIS PROSES PENGINTEGRASIAN PENDIDIKAN KARAKTER DALAM PEMBELAJARAN MATEMATIKA KELAS X ILMU ALAMSMA NEGERI 1 SURAKARTA TAHUN AJARAN 2013/2014 Zara Mertiana RZ; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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Abstract: The purposes of this research were to: (1) describe the process of integrating the characteristic values of disciplinary, creative, critical thinking, inquiring, and thorough in learning mathematics at the tenth of science class SMA Negeri 1 Surakarta, and (2) describe the students’ opinion of the tenth of science class SMA Negeri 1 Surakarta about the integration of the characteristic values of disciplinary, creative, critical thinking, inquiring, and thorough in learning mathematics. Qualitative research was applied in this research. The subject of the research are students and a mathematics teacher of the tenth grade of  SMA Negeri 1 Surakarta. The source of data was taken from informants (teacher and students), documentation (lesson plan), and learning activity. Data collection was taken by using interview, observation, and documentation. Data validity used the source of triangulation. Data analysis used Miles and Huberman’s concept that are data collection, data reduction, presenting the data, and drawing the conclusion. The result of the research showed as follows. (1) Integrating character education of discipline, teacher did it implicitly (being a model) and explicitly (giving an urge). To integrate the critical character, teacher associates learning with daily life and guiding students analyse the information obtained or given to the students. Creative character done by the teacher in integrating for learning mathematics was to developed active classroom and informed with gave the opportunity for students to express their ideas in solving problems of mathematics questions. The integration of inquiring character in learning mathematics was not visible. To integrate thorough character, teacher planted thorough character by giving the test and urging the students to recheck the result of their works, listen carefully to what the teacher had said. (2) According to students’ opinion, teacher had planted the character of disciplinary, creative, critical thinking, inquiring, and thorough. However, there was no explanation about the character of inquiring because the test given was the standard questions so that it cannot encourage students to have inquiry.Keywords: Process analysis, character education, learning mathematics

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