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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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EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DAN GROUP INVESTIGATION (GI) DITINJAU DARI KATEGORI KECERDASAN EMOSIONAL PESERTA DIDIK TERHADAP KEMAMPUAN BERPIKIR MATEMATIS TINGKAT TINGGI KELAS VII SMP NEGERI SE-KABUPATEN SRAGEN Siti Mutmainah; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
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Abstract: The objective of this research was to investigate the effect of learning models on the high order mathematical thinking skill viewed from the emotional quotient of the students. The learning models compared were PBL model, GI learning model, and direct learning model. This research used the quasi experimental research. Its population was all of the students in Grade VII of State Junior Secondary Schools in Sragen. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 269 students. They were grouped into three classes, namely: 90 students in Experimental Class 1, 90 students in Experimental Class 2, and 89 students in Control Class. The instruments to collect the data were test of high order mathematical thinking skill, and emotional quotient questionnaire. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalanced cells. The results of the research were as follows. (1) PBL model results better high order mathematical thinking skill than GI learning model, and direct learning model, GI learning model results better high order mathematical thinking skill than direct learning model. (2) Emotional quotient gives students different effect on high order mathematical thinking skill of students. The students with the high emotional quotient have better high order mathematical thinking skill than those with the moderate emotional quotient and those with the low emotional quotient, the students with the moderate emotional quotient have better high order mathematical thinking skill than those with the low emotional quotient. (3) There was not an interaction of the aforementioned learning models and the categories of the emotional quotient on the high order mathematical thinking skill of the students.Keywords: PBL model, GI learning model, direct learning model, high order mathematical thinking skill and emotional quotient
PROFIL PEMECAHAN MASALAH SISWA TUNA GRAHITA PADA PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN PENDEKATAN FORMAL DAN PENDEKATAN FORMAL DIVARIASI PENDEKATAN FUNGSIONAL Vivi Fenty Anggraeny; Budi Usodo; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) the profile of problem solving in mathematics of a deaf child in solving the geometrics problems with the learning using the formal approach; and (2) the profile of problem solving in mathematics of a deaf child in solving the geometrics problems with the learning using the formal approach varied with the functional approach. This research used the qualitative explorative research method. The subject of the research consisted of one deaf male student and was taken by using the purposive sampling technique. The subject was determined according to the following considerations: (1) the student had not too few and not too many incorrect answers; and (2) he could communicate well based on the information obtained from his teacher. The data of the profile of problem solving in mathematics were gathered through test and interview with the student on how to solve the test problems. The data were validated by using the time triangulation. They were analyzed by using the interactive model of analysis consisting of the following measures: data reduction, data display, and conclusion drawing. The results of the research  were as follows: 1) The problem solving in Mathematics of the deaf child with the learning using the formal approach results in the following findings: (a) recognizing some colors when they are the colors of flat structures; (b) being difficult to understand the meanings of questions if they contain more than one answer; (c) being unable to recognize some spatial structures well; (d) being unable to use ruler; and (e) unable to differentiate the letters well. 2) The problem solving in mathematics of the deaf child with the learning using the formal approach varied with the functional results in the following findings: (a) at the beginning the child is difficult to recognize some of the spatial structures, but after having practiced drawing with colors and then compared them with the ones in the spatial structure learning, that is the ones in the test problems and the ones in the learning instruments, he gradually recognizes the spatial structure; (b) principally he can recognize the spatial structures, but when the spatial structures are put vertically and horizontally, he feels difficult to recognize them; (c) the students is difficult to count the number of sides of quadrangle pyramid ; and (d) he is difficult to understand the meanings of questions so that the answers given are not synchronized with the questions.Keywords : Profile, problem solving, deaf, formal approach, and functional approach
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIRSHARE MODIFIKASI PENEMUAN TERBIMBING BERBANTUAN MICROSOFT POWER POINT PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI KEDISIPLINAN BELAJAR MIFTACHUL ANAS; Tri Atmojo Kusmayadi; Suyono Suyono
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract: The objective of this research was to investigate: (1) which of the Modified TPS learning model, the TPS learning model, and the conventional learning model results in a better mathematics learning achievement; (2) which of the students with high, mediun, and low learning disciplines have a better mathematics learning achievement; and (3) which of the Modified TPS, TPS and conventional learning models result in a better learning achievement for each level of learning discipline of the students; and (4) which of the high, medium, and learning disciplines of the students result in a better learning achievement for each learning models.This research used the quasi-experimental method. The population of this research was all students of the junior secondary schools in Ngawi regency in the academic year of 2012/2013. The samples of this research consisted of 284 students who were divided into three experiment groups. The three groups consisted of group 1, group 2, and group 3. Both of group 1 and group 2 consisted of 190 students whereas group 3 consisted of 94 students. The data of this research were gathered from test of learning achievement in Mathematics, questionnaire, and documentation. The data were then analyzed by using umbalanced Two-way Analysis of Variance.The result of the research are as follows: (1) the learning model of Modified TPS is better than that of the TPS and conventional learning models while the learning model of TPS is better than the conventional learning model; (2) the students with high learning discipline have a better learning achievement than those with medium and low learning discipline while the students with medium learning discipline is better than the low learning discipline; (3) in high and medium learning discipline of the students,the learning achievement achieved through the learning model of Modified TPS is better than that achieved through the TPS and conventional learning models while the learning achievement achieved through the TPS learning model is better than that achieved through the conventional learning model. However, in the low learning discipline of the students,the learning achievement achieved through the learning model of Modified TPS is better than that achieved through the TPS,andthe Modified TPS learning model is as good as the conventional learning model and the TPS learning model is as good as the conventional learning model; and (4) in Modified TPS and TPS of the learning models, the high learning discipline of the students results in a better learning achievement than the medium and low learning disciplines while the medium learning discipline results in a better learning achievement than the low learning discipline. However, in the conventional learning model the high learning discipline of the students results in a better learning achievement than the medium learning model, andthe medium learning discipline of the students are giving the same mathematics learning achievement with the low learning discipline.Keyword : Modified TPS learning model, TPS learning model, conventional learning model, learning discipline and learning achievement.
PROSES METAKOGNISI DALAM PEMECAHAN MASALAH MATEMATIKA PADA SISWA KELAS XI DI SMA NEGERI BANYUMAS Dwiani Listya Kartika; Riyadi Riyadi; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract : The purposes of this research were to describe: (1) metacognition process in mathematical problem solving linear programming subject matter of grade XI students with high academic ability in Banyumas State Senior High School, (2) metacognition process in mathematical problem solving linear programming subject of grade XI students with medium academic ability in Banyumas State Senior High School, and (3) metacognition process in mathematical problem solving linear programming subject matter of grade XI students with low academic ability in Banyumas State Senior High School. This research was a qualitative descriptive research and the subjects were grade XI students of Banyumas State Senior High School in academic year 2014/2015.  The subjects were selected based on specific criteria by using  snowball sampling technique. Data was collected by using interview based on problem solving tasks  and validity of the data was done by using time triangulation. Data validity was used to determine the metacognition process in mathematical problem solving from each research subject in each component metacognition process. The components were arranging the  strategy or action plan, controlling or monitoring the actions, and evaluating  the action. Results showed that students with high, medium, and low academic ability realized their thinking process by identifying the information of the problem when arranged the action plan. However, there are students with low academic ability can not recall their prior knowledge previously required. They also can not make the  plan solutions are used. The plans solution are knowing the concepts that will be used and estimating the time required to complete it. Furthermore, when monitored the actions, all of subjects from high, medium, and low academic ability had tried to realize their thinking process when explained the problem solving procedures by verifying and clarifying the results of their written work and identifying the  strategies while expressing the reason of the strategies are used. The students with high and  medium academic ability developed their plan action solutions prepared in accordance with the plan. However, there are students with low academic ability  who have not been able to develop all plans prepared solution according to their plans. Furthermore, only students with high academic ability who are able to evaluate or assess the results of their written work properly despite there are some  students with low academic ability  who can do it too.Keywords: Metacognition Process, Mathematical Problem Solving, Academic Ability
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) DENGAN PENDEKATAN ILMIAH (SCIENTIFIC APPROACH) PADA MATERI SEGITIGA KELAS VII SMP SE-KABUPATEN KARANGANYAR TAHUN PELAJARAN 2013/2014 Titik Yuniarti; Riyadi Riyadi; Sri Subanti
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
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Absrtact: The aims of this research were: (1) to describe the Problem Based Learning process with using of  the valid and practical scientific approach to the main subject of  triangle for the VII degree of junior high school, (2) to describe the effectiveness of Problem Based Learning tools by using scientific approach which had been developed. This research run in two phases. The first phase was the process of the development of learning tools used 4-D model. This model consisted of four phases namely, (1) defined phase, (2) designed phase, (3) developed  phase, and (4) disseminated phase. The second phase was the test of the effectiveness of the learning tools that has been developed using experiment method. The population was the students of the VII degree of Tasikmadu junior high school. The sampling was conducted randomly, the one was as the experiment class and the other was as control class. The results of this research were as follows. (1) The development of the learning tools conducted was valid and practical because the equipment that was developed based on the strong rational theory, it had internal consistency, and the learning equipment implicated in the learning process, (2) This learning used Problem Based Learning process with the scientific approach was better than the direct learning. Keywords: Development of learning, problem based learning, scientific approach
ANALISIS PROSES BERPIKIR SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EXTROVERT-INTROVERT DAN GENDER Nana Hasanah; Mardiyana Mardiyana; Sutrima Sutrima
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract: This research aims to discribe the thinking process of male and female junior high school students with extrovert and introvert personality type in solving math problems using Polya steps. This research was a descriptive qualitative research. The subjects of this research were 10 junior high school students of 3 Depok Junior High School, consisting of 3 extrovert male students, 2 extrovert female students, 2 introvert male students, and 3 introvert female students. Subject selection procedure was done by purposive and snowball sampling methods. The data collection was conducted by categorizing students’ personality type, giving mathematics test to the research subjects, and interviewing the research subjects. In order to get valid data, the researcher used time triangulation. Technique of data analysis were done by: (1) classifying the data into four problem solving steps: (a) understand the problem, (b) make a plan, (c) carry out the plan, and (d) look back at the completed solution, (2) presenting the data in narrative text, and (3) concluding the thinking process of students in each problem solving steps. Male students with extrovert personality type, in understanding problem using assimilation thinking process, make a plan using assimilation thinking process, in carrying out the plan using accommodation thinking process, and look back the completed solution using assimilation thinking process. Female students with extrovert personality type, in understanding problem, make a plan, carry out the plan, and look back the completed solution using assimilation thinking process. Male students with introvert personality type, in understanding problem, make a plan, carry out the plan, and look back the completed solution using assimilation thinking process. Female students with introvert personality type, in understanding problem, make a plan, and looking back the completed solution using assimilation thinking process, and then in carry out the plan using incomplete assimilation thinking process.Keywords: Thinking Process, Problem Solving, Extrovert and Introvert Personality,Gender
SPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) DAN STRUCTURED NUMBERED HEADS (SNH) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI SELF-EFFICACY Maratu Shalikhah; Budi Usodo; Sri Subanti
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement and learning interest viewed from students self-efficacy. The learning model compared were NHT with scientific approach, SNH with scientific approach, and classical with scientific approach. The type of the research was a quasi-experimental research. The populations were all students of Junior High School in Bantul regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 1 Pleret, SMPN 2 Sewon, and SMPN 2 Imogiri. The instruments used were mathematics achievement tests and self-efficacy questionnaire. The data was analyzed using unbalanced two-ways Anova. The conclusion were as follows. (1) SNH with scientific approach gives better mathematics achievement than NHT with scientific approach, and both gives better mathematics achievement than classical with scientific approach. (2) Mathematics achievement of students who have high self-efficacy was better than students who have medium and low self-efficacy, and both (medium and low) have the same mathematics achievement. (3) For NHT with scientific approach, students who have high and medium self-efficacy have the same mathematics achievement. Mathematics achievement of students who have high self-efficacy was better than students who have low self-efficacy. Students who have medium and low self-efficacy have the same mathematics achievement. For SNH with scientific approach, mathematics achievement of students who have high self-efficacy was better than students who have medium and low self-efficacy, and both (medium and low) have the same mathematics achievement. For classical with scientific approach, students who have high, medium, and low self-efficacy have the same mathematics achievement. (4) For students who have high self-efficacy, SNH with scientific approach gives better mathematics achievement than NHT with scientific approach and classical with scientific approach. NHT with scientific approach and classical with scientific approach gives the same mathematics achievement. For students who have medium and low self-efficacy, all learning models gives the same mathematics achievement.Keywords: Numbered Heads Together (NHT), Structured Numbered Heads (SNH), classical, scientific approach, self-efficacy.
EKSPERIMENTASI MODEL PENEMUAN TERBIMBING DAN MODEL PEMBELAJARAN BERBASIS MASALAH PADA POKOK BAHASAN TRIGONOMETRI DITINJAU DARI KREATIVITAS SISWA SMA SE-KOTA SALATIGA TAHUN PELAJARAN 2013/2014 Kristin Yulianti; Mardiyana Mardiyana; Dewi Retno Sari S
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
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Abstract: The purposes of the research were to know: (1) which learning models - discovery learning, problem based learning and direct  learning model - that will give the best learning mathematics result; (2) which level of students creativity- high, medium, or low- that will give te best mathematics learning result; (3) which learning models - discovery learning, problem based learning and direct learning model - that will give the best learning mathematics result in each creativity categories; (4) which level of students creativity- high, medium, or low- that will give the best mathematics learning result  in each learning models. The research used a quasi-experimental designed by using two-way analysis of variance with unequal cell sizes. The population of this research are all X grade students of Senior High School in Salatiga 2013/2014. The sampling technique being used in this research was stratified cluster random sampling. The results show as follows. (1) Mathematics learning achievement using guided discovery model and problem based model show similar result which is better than using direct learning model. (2) Students with high level of creativity show better learning achievement than those of low level creativity. Students with high and medium  level of creativity show the same learning achievement. Students with medium and low level of creativity show the same learning achievement. (3) On students with high level of creativity, guided discovery and problem based learning models show the same result, and guided discovery learning model results in better achievement compares to direct learning model. Problem based and direct learning model show the same learning achievement. On students with medium level of creativity, guided discovery, problem based and direct learning model show the same learning achievement. On students with low level of creativity, guided discovery, problem based and direct learning model show the same learning achievement. (4) In guided discovery model, students with high and medium level of creativity show the same learning achievement, however students with high level of creativity have better achievement than students with low level of creativity. Students with medium and low level of creativity show the same learning achievement. Using problem based learning model, students with high, medium and low level of creativity show the same achievement. In direct learning model, the result of the three creativity categories also show the same learning achievement.Keywords: guided discovery model, problem based learning model, creativity
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) DAN FAN-N-PICK PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KECEMASAN PADA MATEMATIKA SISWA SMP NEGERI DI KABUPATEN MAGELANG Anna Setyowati; Budiyono Budiyono; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 6 (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 mathematics anxiety. The learning model compared were Teams Games Tournament of cooperative learning model, Fan-N-Pick of coopeartive learning model, and direct instruction model The method which was applied in this research was quasi-experimental with 3×3 factorial design done in class VIII second semester of Junior High School (SMP) In Magelang Regency Academic Year 2012/2013. Sampling technique using stratified cluster random sampling. The research concludes as follows. 1) Fan-N-Pick of cooperative learning model gave better mathematics learning achievement than TGT of cooperative learning model and direct instructional model. While, TGT of cooperative learning model gave better  mathematics learning achievement than direct instructional model. 2) The students with low levels of mathematics anxiety had mathematics learning achievement is better than students with medium and high of mathematics anxiety. While students with medium levels of mathematics anxiety had mathematics learning achievement is better than students with high levels of mathematics anxiety. 3) In the TGT of cooperative learning model, students with high and medium levels of mathematics anxiety had similar good mathematics achievement. So also students with medium and low levels of mathematics anxiety had similar good mathematics achievement. However, the TGT of cooperative learning model, students with low levels of mathematics anxiety had mathematics learning achievement is better than students with high levels of mathematics anxiety. In the Fan-N-Pick of cooperative learning model, students with low, medium and high levels of mathematics anxiety had similar good mathematics achievement. In the direct instructional model, students with low levels of mathematics anxiety had mathematics learning achievement is better than students with medium and high of mathematics anxiety. 4) On students with low levels of mathematics anxiety by using TGT and Fan-N-Pick of cooperative learning model and direct instructional model had similar good mathematics achievement. Students with medium and high levels of mathematics anxiety, mathematics achievement had equally well if given a model of learning through direct instruction model and TGT of cooperative learning model. Likewise if given learning with TGT and Fan-N-Pick of cooperative learning model had similar good mathematics achievement. However, students with medium and high levels of mathematics anxiety had better mathematics achievement through Fan-N-Pick of cooperative learning model rather than through direct instructional model. Key words: Teams Games Tournament (TGT), Fan-N-Pick, Mathematics Anxiety
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR AND SHARE (TPS) DAN TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BANGUN RUANG SISI LENGKUNG DITINJAU DARI KECERDASAN SPASIAL Virlina Zuhanisani; Budiyono Budiyono; Sri Subanti
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
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Abstract: The purpose of this study was to determine the effect of the learning models on the learning achievement in Mathematics viewed from the spatial intelligence of the students. The learning models compared were the cooperative learning model of the Think Pair And Share (TPS) type with scientific approach, Team Assisted Individualization (TAI) model type with scientific approach, and classical model with scientific approach. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade IX students of Junior High Schools in Grobogan Regency. Instruments used for data collection were mathematics achievement test and spatial intelligence test. Data analysis tecnique was used to test the hypothesis was  two-ways analysis of variance with unbalanced cell as a 3x3 factorial design. Based on the hypothesis, the results of the study can be explained as follows. (1) Scientific TPS got better achievement than scientific TAI and with scientific classical, scientific TAI got better achievement than scientific classical. (2) Students with high spatial intelligence got the same achievement as middle spatial intelligence. In addition, students who had high and middle spatial intelligence got better achievement than those who had low spatial intelligence. (3) In the spatial intelligence of high category, the achievement of the students who were treated with scientific TPS was better than those who were treated with scientific TAI and treated with scientific classical, students treated who were with scientific TAI got same achievement with those treated who were with scientific classical. In the spatial intelligence category of middle and low, with scientific TPS, with scientific TAI and with scientific classical gave the same achievement. (4) In the with scientific TPS, the students who had high spatial intelligence got the same achievement with middle spatial intelligence. In addition, the students who had high and middle spatial intelligence got better achievement than those who had low spatial intelligence. In the with scientific TAI and with scientific classical, the students who had high, middle, and low spatial intelligence got same achievement.Keywords: Think Pair And Share, Team Assisted Individualization, Classical, Scientific Approach, Spatial Intelligence.

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