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PERBEDAAN MODEL PEMBELAJARAN KOOPERATIF STAD DENGAN MODEL PEMBELAJARAN KONVENSIONAL TERHADAP PRESTASI BELAJAR MATEMATIKA Danang Fafiliyanto
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

The low learning outcomes of students, it is due to the learning process that is dominated by traditional learning. At this learning atmosphere tends to teacher-centered classroom so that students become passive, therefore it is necessary to implement a learning strategy that can help students to understand the teaching material and its application in everyday life. Based on this, in this study it will be discussed whether there are differences in mathematics achievement subject matter sub gradient between students who are taught by STAD cooperative learning model and the conventional model of learning in class XI SMA Kartika IV-3 Surabaya. The purpose of this study was to determine differences in mathematics achievement between students who are taught by STAD cooperative learning model and conventional learning models. This study uses quantitative research. As the population is students in class XI MIA Kartika IV-3 Surabaya The sample consisted of students of class XI MIA 1, amounting to 25 students as the experimental class and the students of class XI MIA 2, amounting to 25 students as the control class. Data collection method used is to use the test method. Data in the form of student test results done once the post-test is to determine the value of learning mathematics achievement of students in each sample after treatments or treatments performed. From the analysis we found differences in mathematics achievement between students who are taught by STAD cooperative learning model and conventional learning models, in this case increased learning achievement in cooperative learning model STAD. With the calculation of the t-test is greater than the table or 4.98> 1.98 then H0 is rejected and H1 is accepted. The conclusion from this study is that there are differences in mathematics achievement subject matter sub gradient between students who are taught by STAD cooperative learning model and conventional learning models, characterized by differences in mathematics achievement. Keywords: Type STAD Cooperative Learning Model, Model Conventional Learning, Math Learning Achievement.

PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP HASIL BELAJAR SISWA Rohman Arif
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

Cooperative learning model Team Assisted Individualization is one approach that helps students to solve a creative problem-solving. The research was conducted at SMK NU Gresik. With the research subjects were students of class X MM SMK NU Gresik This study uses two cycles that each cycle has four stages: planning, implementation, observation phase, and the phase of reflection. Data collection method used is to use a subjective test in every cycle. Data in the form of student test results will then be analyzed descriptively to determine student mastery of learning outcomes in the classical style. From the results of the research activities that have been carried out for two cycles, and based on the discussion and analysis that has been carried out can be concluded that the application of cooperative learning model Team Assisted Individualization (TAI) to improve learning outcomes quadratic equation mathematics subject in class X-MM SMK NU Gresik 2012-2013 school year. It can be seen from the improvement of student learning in the classical mastery of each cycle, the prasiklus 57.5% to 72.5% in the first cycle, but has yet to achieve mastery in the classical learning. Then the deficiencies in the first cycle improvements held on the second cycle increased 87.5% to reach 15% of cycle I. In the second cycle students have achieved mastery in the classical so expect the teachers to consider using this learning model Keywords: Team Assisted Individualization, mathematics learning achievements, quadratic equation

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP PEMBELAJARAN MATEMATIKA SISWA KELAS X SMK PGRI 7 SURABAYA Sebastianus Mere
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

Background of this research is caused by the lower of the education quality that is the used of unappropriate model by the teachers in teaching learning mathematics in classroom, so it makes the result of the teaching learning, kognitive ability, efective ability, and psikomotoric abilty are not ballance. Based on the explanation above, the teachers are suggested to create the education environment by using the appropriate model in teaching learning mathematics that is Cooperative STAD Model. This model is more presure the students to look for the solves in working in group with their friends. The statement of the problem in this research is “how is the student activities, responses, and the completeness of students’ learning after the using of Cooperartive STAD Model at the second grade students of SMK PGRI 7 Surabaya”. The purpose is to describe the students activities, responses, and the completeness of students’ learning if the Cooperative STAD Model is attached at the second grade students of SMK PGRI 7 Surabaya. Data analysis techinique in this research is descriptive kualitative with the data source is the second grade students of SMK PGRI 7 Surabaya that number in 40 students and data collection technique is using observation, questionnaire, and post-test. Based on the research finding, it can conclude that the result of the students’ learning at the second grade students of SMK PGRI 7 Surabaya with the relation as the topic in teaching learning are completeness with the 95 % as clasical completeness percentage. The students’ activities are more active with the percentage 87. 65% that higher than the students are not active with percentage 12. 35% and the students’ responses at the teaching learning show the positive responses with the percentage 93.08%. Keywords: Cooperative STAD Model

PENGARUH MODEL PEMBELAJARAN STAD DAN NHT TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS X-1 DAN X-2 AKUTANSI Silfi Ardillah
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

This research was motivated by a change of the curriculum from the curriculum KTSP is changed into the 2013 curriculum which aims to make the 2013 curriculum students productive, innovative and effective. In order for a teacher-centered learning into an interactive learning. Therefore, the necessary learning model that can support the passage of the curriculum in 2013 that STAD cooperative learning model and cooperative learning model NHT.Formulation of the problem in this research is "Are there any differences in mathematics learning outcomes matrix material between students taught using cooperative learning model Student Teams Achievement Divisions (STAD) and cooperative learning model Numbered Heads Together (NHT) in class X AK of SMK Mahardika Surabaya ? ". The purpose of this study was to determine whether there is a difference in the mathematics learning outcomes matrix material between students taught using cooperative learning model Student Teams Achievement Divisions (STAD) and cooperative learning model Numbered Heads Together (NHT) in class X AK SMK Mahardika Surabaya?.The population in this study were all students of class X AK SMK Mahardika Surabaya. While the sample is composed of two classes, namely class X AK AK AK-1 and X-2. Data was collected by providing a subjective test on the subject of the matrix given to both classes.From the data analysis calculated that t_hit > t_tabel of 4.2> 1.99125 and the average value of students who use cooperative learning model STAD is greater than the average value of students who use cooperative learning model NHT. So it can be concluded that there are differences in mathematics learning outcomes in the matrix material between students taught using cooperative learning model Student Teams Achievement Divisions (STAD) and cooperative learning model Numbered Heads Together (NHT) in class X AK SMK of Mahardika Surabaya. Keywords: Model STAD cooperative learning, cooperative learning model NHT, student learning outcomes.

MENENTUKAN DETERMINAN SUATU MATRIKS DENGAN METODE CHIO Asep Saepudin
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

Matrix theory is a branch of linear algebra that discussed in the mathematical sciences. Mathematical sciences play an important role in human life, it is necessary to solve problems that can not be solved directly. Thus, the problem can be transformed into the form of a mathematical model. One is the SPL (Linear Equation System). Various methods can be used to solve it. But for the SPL with a large variable can be solved by matrix methods, namely the inverse matrix. In the inverse matrix of the determinants involved. If the search value that ordo major determinant of the matrix (Ã°Ââ€˜â€º×Ã°Ââ€˜â€º), it would require an effective method. One is the method of Chio. Chio method can be applied to all square matrixas long as the element is Ã°Ââ€˜Å½11 not equal to zero (Ã°Ââ€˜Å½11≠0). Chio method of calculating the determinant of the matrix by decomposing determinant will look into sub-determinant of degree two (2×2) using the matrix element row 1 and column 1 as pointof departure. The decomposition is performed using the following sized matrix: Keywords: Matrix, Matrix Determinant, Chio method.

HUBUNGAN ANTARA MOTIVASI DENGAN HASIL BELAJAR MATEMATIKA PADA POKOK BAHASAN PERSAMAAN DAN PERTIDAKSAMAAN LINIER SIWA KELAS X APK SMK YPM 3 TAMAN Kartini Kartini
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

This research is motivated by the fact of learning outcomes and a low level of mastery students were most likely caused by low motivation to learn is possessed by students. Motivation itself is based, the environment of the school and family environment. The design of this study used a correlational research design. This study aims to determine whether there is a relationship between motivation and learning outcomes on the subject of math equations and linear inequalities. Instrument of data collection using questionnaires to obtain data of motivation to learn, and test methods for obtaining data learning outcomes. The data were analyzed using correlation techniques poduct moment. The population in this study were students, the students of class X APK SMK YPM 3 Taman Sidoarjo were 112 students, while the sample is taken by random sampling as much as 35% of the 40 students. The research results obtained correlation coefficient = 0.379, later than at significant level of 5% and N = 40 is 0.312 Turns greater than . It can be concluded that there is a relationship between motivation and learning outcomes on the subject of math equations and linear inequalities. Keywords: learning motivation, learning outcomes, linear equations and inequalities

PENGARUH PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP HASIL BELAJAR MATEMATIKA Nuril Hidayatin
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

Students often have difficulty in linking the material with the problems of life in the real world. This may result in a decrease in mathematics learning outcomes in schools. Therefore, teachers should be able to make learning fun during the learning process. To overcome these problems, teachers can use the approach Contextual Teaching and Learning (CTL) during learning process. This contextual approach to make students more active and to encourage students to make connections between knowledge and real-life situation. The purpose of this study was to determine whether there is influence approach Contextual Teaching and Learning (CTL) on learning outcomes mathematics SMP Negeri 4 Waru Academic Year 2015-2016. During the learning activities, the experimental class students formed into groups. Each group consisted of 4-5 students. During the learning process, the researchers fed the material set in the experimental class and the control class as samples in the study. Researchers chose the material set for the number of students who have difficulty in solving the problem set. To obtain the data result of learning mathematics, researchers took data from the pre-test and post-test. Pre-test given to students to find out how the students' abilities before receiving material taught by researchers, while the post-test was given to determine student learning outcomes after the student has finished the learning activities. Both of these classes have the same number of students is 32 students. In this study, found that with and. From these results it is rejected and Ha is it can be concluded that there is influence approach Contextual Teaching and Learning (CTL) on learning outcomes mathematics SMP Negeri 4 Waru Academic Year 2015-2016. Keywords: CTL (Contextual Teaching and Learning), sudent’s achievement.

DIMENSI METRIK DAN DIAMETER DARI GRAF ULAT Cm,n Restu Ria Wantika
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

Graf is a pair (V,E) where V set of vertices is not empty and E set side. Let u and v are the vertices in a connected graph G, then the distance d (u, v) is the length of the shortest path between u and v in G. The diameter of graph G is the maximum distance of d (u, v) .For the set of ordered of vertices in a connected graph G and vertex , the representation of v to W is . If r (vÃ¢â€â€šW) for each node v∈V (G) are different, then W is called the set of variants from G and the minimum cardinality of the set differentiator is referred to as the metric dimensions. Based on the characteristics of the vertices and sides of the graph have many types of them are caterpillars and graph graph fireworks, which both have in common at the center of the graph shaped trajectory and earring star-shaped graph. In this paper will prove that Graf caterpillar with has diameter and metric dimensions . Keywords: dimensional graph, graph diameter, star graph, graph caterpillar ..

PERBEDAAN MODEL PEMBELAJARAN KOOPERATIF STAD DENGAN MODEL PEMBELAJARAN KONVENSIONAL TERHADAP PRESTASI BELAJAR MATEMATIKA Fafiliyanto, Danang
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

The low learning outcomes of students, it is due to the learning process that is dominated by traditional learning. At this learning atmosphere tends to teacher-centered classroom so that students become passive, therefore it is necessary to implement a learning strategy that can help students to understand the teaching material and its application in everyday life. Based on this, in this study it will be discussed whether there are differences in mathematics achievement subject matter sub gradient between students who are taught by STAD cooperative learning model and the conventional model of learning in class XI SMA Kartika IV-3 Surabaya. The purpose of this study was to determine differences in mathematics achievement between students who are taught by STAD cooperative learning model and conventional learning models. This study uses quantitative research. As the population is students in class XI MIA Kartika IV-3 Surabaya The sample consisted of students of class XI MIA 1, amounting to 25 students as the experimental class and the students of class XI MIA 2, amounting to 25 students as the control class. Data collection method used is to use the test method. Data in the form of student test results done once the post-test is to determine the value of learning mathematics achievement of students in each sample after treatments or treatments performed. From the analysis we found differences in mathematics achievement between students who are taught by STAD cooperative learning model and conventional learning models, in this case increased learning achievement in cooperative learning model STAD. With the calculation of the t-test is greater than the table or 4.98> 1.98 then H0 is rejected and H1 is accepted. The conclusion from this study is that there are differences in mathematics achievement subject matter sub gradient between students who are taught by STAD cooperative learning model and conventional learning models, characterized by differences in mathematics achievement. Keywords: Type STAD Cooperative Learning Model, Model Conventional Learning, Math Learning Achievement.

PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP HASIL BELAJAR SISWA Arif, Rohman
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

Cooperative learning model Team Assisted Individualization is one approach that helps students to solve a creative problem-solving. The research was conducted at SMK NU Gresik. With the research subjects were students of class X MM SMK NU Gresik This study uses two cycles that each cycle has four stages: planning, implementation, observation phase, and the phase of reflection. Data collection method used is to use a subjective test in every cycle. Data in the form of student test results will then be analyzed descriptively to determine student mastery of learning outcomes in the classical style. From the results of the research activities that have been carried out for two cycles, and based on the discussion and analysis that has been carried out can be concluded that the application of cooperative learning model Team Assisted Individualization (TAI) to improve learning outcomes quadratic equation mathematics subject in class X-MM SMK NU Gresik 2012-2013 school year. It can be seen from the improvement of student learning in the classical mastery of each cycle, the prasiklus 57.5% to 72.5% in the first cycle, but has yet to achieve mastery in the classical learning. Then the deficiencies in the first cycle improvements held on the second cycle increased 87.5% to reach 15% of cycle I. In the second cycle students have achieved mastery in the classical so expect the teachers to consider using this learning model Keywords: Team Assisted Individualization, mathematics learning achievements, quadratic equation

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Home Page

OAI Link

Editorial Team

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Reviewer

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Location Kota surabaya, Jawa timur INDONESIA

Abstract

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Contact Name
-

Contact Email
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Phone
-

Journal Mail Official
-

Editorial Address
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Location
Kota surabaya,

Jawa timur

INDONESIA