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Jurnal S2 Pendidikan Matematika
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Search results for , issue " Vol 1, No 4 (2013): Pembelajaran Matematika" : 10 Documents clear
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR AND SHARE (TPS) DIMODIFIKASI CONTEXTUAL TEACHING AND LEARNING (CTL), THINK PAIR AND SHARE (TPS) DAN KONVENSIONAL PADA BAB BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR PESERTA DIDIK Toipur, Toipur; Mardiyana, Mardiyana; Roswitha, Mania
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) which learning model of the TPS modified with CTL, the TPS, and the conventional learning; (2) which students of those with the visual, auditory, and kinesthetic learning styles have a better learning achievement in Mathematics; (3) in each learning style, which learning model of the TPS modified with CTL, the TPS, and the conventional learning results in a better learning achievement in Mathematics; and (4) in each learning model, which learning style of the visual, auditory, and kinesthetic learning styles results in a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. The population of the research was the students of Islamic Junior Secondary Schools in Tulungagung regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisten of 294 students; 95 students belonged to experiment class one, 93 students belonged to experiment class two, and 106 students belonged to control class. The data of the research were gathered through multiple choice test of learning achievement and questionnaire of learning style. The data of the research were analyzed by using the unbalanced two-way analysis of variance. The results of the research are as follows. 1) The students instructed with TPS modified with CTL have the same learning achievement in Mathematics as those instructed with the TPS. Both the TPS modified with CTL and TPS have a better learning achievement than those instructed with the conventional learning. 2) The students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics. 3) In each learning style, the students instructed with TPS modified with CTL have the same learning achievement in Mathematics as those instructed with the TPS. Both the TPS modified with CTL and TPS have a better learning achievement than those instructed with the conventional learning. 4) In each category of the learning models, the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics.Keywords: Learning style, think pair and share, contextual teaching and learning.
PENGEMBANGAN MODEL ASSESSMENT for LEARNING (AfL) MELALUI PENILAIAN TEMAN SEJAWAT PADA PEMBELAJARAN MATEMATIKA PADA POKOK BAHASAN TRIGONOMETRI DITINJAU DARI GAYA BELAJAR SISWA SMA NEGERI KARANGPANDAN TAHUN PELAJARAN 2012/2013 Suparmo, Dismas; Budiyono, Budiyono; Sutanto, Sutanto
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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ABSTRACT : The aims of this research were: (1)to determine whether the AfLwith peer assessment of trigonometry topics can be applied in Karangpandan Senior High School, (2) to know which is more effective of the application of the AfL with peer assessment in improving students’ achievement compare with direct instruction,(3) to know the influence of students’ learning styles toward mathematics learning achievement of students in the trigonometry subject, (4)to determine the effect of the application of the AfL with peer assessment in improving student achievement be compared with direct instruction in terms of students learning styles on trigonometry subject. The research was dividedi nto two phases, the first phase is the determination of the model development stage and the AfL with peer assessment are included in research and development. In this stage, be done data collection, prototype planning model,Focus Group Discussion (FGD) were implemented and manufacture of prototype model then be tested. Tests carried out by 4 learning cycles.The second phase was to test the effectiveness of a model that includes quasi-experimental research by design research 2×3. The population of this research was eleven grade students of Karang pandan Senior High School of the first semester of the academic year 2012/2013. Samples were divided into two groups,experimental and control groups. The data analysis technique of this research that being used inthis study was unbalanced two-way analysis of variance.Based on the result of the analysis, we can conclude that:(1) the model of the AfL with peer assessment can be applied in Karangpandan Senior High School State. During the implementation of theAfL with peer assessment, the students being involved in learning and assessment learning, so more enjoyable and mathematics achievementof students is also increasing (2)students taught using AfL with peer assessment have mathematics achievement better than students taught using direct instruction, (3) students with kinesthetics learning style have higher mathematics achievement thanstudents with visual and auditory, while students with a visual learning style have a better achievement than students with auditory learning style, (4)at all the kinds of learning styles, students with applied learning AfL with peer assessment have better mathematics achievement than students with direct learning.Keywords: Assessment, Assesment for Learning (AfL), Peer Assessment, Learning Styles
PROSES BERPIKIR SISWA SMA DALAM PENYELESAIAN MASALAH APLIKASI TURUNAN FUNGSI DITINJAU DARI TIPE KEPRIBADIAN TIPOLOGI HIPPOCRATES-GALENUS Agustina, Rina; Sujadi, Imam; Pangadi, Pangadi
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract:The aims of the research is to describe the thinking process at senior high school students in solving the application problems of the derivative function viewed from personality type choleric, sanguine, melancholies, and phlegmatic. The research was a descriptive qualitative. The subjects of the research was students of class XII Senior High School 1 Surakarta consist of one student for each personality types. The prosedure of selecting the subjects used purposive sampling. The data of the research was collected by using think aloud method. The validity of the data used was triangulation. Technique analyzing of the data were: (1) classifying the data into three categories: (a) understanding the information, (b) solving the problems, (c) convincing the answer, and then reducing the data, (2) presenting the data, and (3) concluding the data in each categories. The results of the research showed that thinking process for, (1) choleric student: (a) reading and creating an image, understanding information and question, (b) devising solution, connecting the first equation with the planned solution, solving the problem and only using one way solution, (c) substituting the answers into the first equation and determining maximum value of the function, (2) sanguine student: (a) reading and looking, then creating an image, understanding information although having difficulties and understanding question, (b) devising solution, connecting the first equation with the planned solution, solving the problem although having difficulties and using the other solution, (c) substituting the answers into the first equation and adjusting the answers with the problem in question, (3) melancholies student: (a) reading repeatedly, then creating an image, understanding information although having difficulties and understanding question, (b) devising solution, connecting the first equation with the planned solution although having difficulties, solving the problem and using the other solution (c) determining maximum value of the function, (4) phlegmatic student: (a) looking and then creating an image, understanding information and question, (b) devising solution, connecting the first equation with the planned solution although having difficulties, solving the problem and only using one way solution, (c) looking back at the anwers and adjusting with the actual event.Keywords: thinking process, problem solving, personality type Typology Hippocrates-Galenus
ANALISIS PROSES BERPIKIR SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EXTROVERT-INTROVERT DAN GENDER Hasanah, Nana; 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
PROSES BERPIKIR SISWA KELAS VII SEKOLAH MENENGAH PERTAMA DALAM MEMECAHKAN MASALAH MATEMATIKA MATERI POKOK BANGUN DATAR BERDASARKAN PERSPEKTIF GENDER Sukowiyono, Sukowiyono; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract: This research aimed to find out the thinking process VII Graders of Junior High School in mathematics problem solving in plane geometry. This study was a descriptive qualitative research. The subject of research was the VII graders of SMP (Junior High School) Muhammadiyah 1 Surakarta consisting of four students. The subject was selected based on gender, mathematics ability and either spoken or written communication fluency. The data collection was conducted using think aloud technique. Data analysis was conducted based think aloud protocol. Then, time triangulation was conducted between the first and the second problems, and then method triangulation was done to obtain valid research subject data.This research finally provide the student’s thinking process as follows. The male students: 1) understand and analyze the problem by mentioning what they know and what asked, the thinking process used is the process of establishing cognition, 2) design and plan solution, used the thinking process of opinion establishment, 3) look for solution to problem solving, used thinking process of decision making and conclusion drawing, 4) examine the solution, could estimate mentally by writing nothing he did, the thinking process in this step was decision making thinking process. Female students: 1) understand the problem using thinking process of establishing cognition, to mention easily and correctly what they know in the problem and to mention what asked, 2) design and plan the solution using thinking process of opinion establishment and cognition establishment. could link the what known and what asked, 3) look for solution to problem using thinking process of decision making and conclusion drawing, 4) examine the solution, it is consistent with the students that can examine and investigate the prepared solution.Keywords: thinking process, mathematics problem solving, gender.
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) YANG DIMODIFIKASI PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI DI KABUPATEN PONOROGO Suharyanto, Suharyanto; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract: This research aimed to know: (1) which of the NHT modified model, the NHT model or the direct learning model promoted the students? better achievement on mathematics, (2) which one is better, the students with visual learning style, auditorial learning style, or kinesthetics learning style, and (3) in various learning style, which one having better achievement on mathematic, the NHT modified model, the NHT model or the direct learning model. This research was a quasi-experiments research with factorial design 3x3. The population of this research was the eight grade students of State Junior High Schools in Ponorogo. The sample was taken by the use of stratified cluster random sampling technique. The data collecting made use the documentation, questionnaire, and test methods. The documentation method was used to collect the data of the second-semester students? achievement on mathematics in the academic year 2011/2012 as found in their report books. This finding was further applied to check the balance of the students of the two exsperiment classrooms and one control classroom. The questionnaire was used to find the type of learning style mostly owned by the students. Whiles, the test was used to determine the students? achievement on mathematics in the straight line equation topic. Examination of hypothesis used an unbalanced two way analysis of variances at significance levels 5%. The results of the research was as follows: (1) the students? achievement on mathematics due to NHT modified model was equally due to NHT model, while the two models above was better than due to direct learning model, (2) there was no distinction among visual learning style, auditorial learning style, and kinesthetics learning style based on the students? achievement on mathematics, and (3) in various of learning style, the students? achievement on mathematics due to NHT?s modification model was equally due to NHT model, while the two models above was better than due to direct learning model.Keywords: the NHT Modified, the Direct Learning Model, the Learning Style
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN KONTEKSTUAL BERBASIS LESSON STUDY PADA MATERI BANGUN RUANG SISI LENGKUNG DITINJAU DARI GAYA BELAJAR SISWA KELAS IX MTs NEGERI KABUPATEN MADIUN Umami, Farah; Kusmayadi, Tri Atmojo; Suyono, Suyono
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract:This research aims to find out: (1) which one providing better mathematics learning achievement, Jigsaw type of cooperative learning model with Lesson Study based contextual approach, Jigsaw type of cooperative learning model with contextual approach, or conventional learning, (2) which one providing mathematics learning achievement, the students with visual, auditory, or kinesthetic learning styles, (3) in each learning model, which one providing better mathematics learning approach, the students with visual, auditory, or kinesthetic learning styles, (4) in each learning style, which one providing better mathematic learning achievement, Jigsaw type of cooperative learning model with Lesson Study-based contextual approach, Jigsaw type of cooperative learning model with contextual approach, or conventional learning model.This study was a quasi-experimental research with 3x3 factorial design. The population of research was all IX graders of MTs Negeri of Madiun Regency in the school year of 2012/2013 consisting of 13 school. The sampling technique used was stratified cluster random sampling with 259 students as the sample. The school classification based on the Mathematics score in National Examination of 2010/2011 school year obtained MTsN Kare for the sample with high classification, MTsN Sidorejo Wungu for the one with medium classification, and MTsN Rejosari for the one with low classification. The research instrument used was mathematics achievement test and student learning style questionnaire. Technique of analyzing data used was an umbalanced twoway analysis of variance.The conclusions of research were: (1) the jigsaw type of cooperative learning model with lesson study-based contextual approach provided better learning achievement than the one with contextual approach and conventional learning, while the jigsaw type of cooperative learning model provided the achievement as same as the conventional learning did. (2) the students with visual learning style had learning achievement equal to those with auditory learning style, while both of them had better learning achievement than those with kinesthetic learning style. (3) the students with the visual,auditorial and kinesthetic learning style, the jigsaw type of cooperative learning model with lesson study-based contextual approach provided better mathematics learning achievement than jigsaw type cooperative learning with contextual approach and conventional learning, while the jigsaw type of cooperative learning provided the achievement as same as the conventional learning did. (4) in Jigsaw type of cooperative learning model with Lesson Study based contextual approach, Jigsaw type of cooperative learning model with contextual approach, or conventional learning,, the students with visual learning style provided mathematic learning achievement as same as those with auditory learning style337did, while both of them provided better learning achievement than those withkinesthetic learning style.Keywords: Cooperative Learning, Jigsaw, Contextual Teaching and Learning,Lesson Study, Learning Style.
EKSPERIMENTASI PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN PROBLEM SOLVING DAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN PROBLEM POSING DITINJAU DARI KREATIVITAS SISWA KELAS VIII SMP NEGERI DI KOTA SURAKARTA TAHUN PELAJARAN 2012/2013 Sudarman, Satrio Wicaksono; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 4 (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 creativity. The learning model compared were RME with problem solving, RME with problem posing on conventional. The type of the research was a quasi-experimental research. The population was the students of Junior High School in Surakarta on academic year 2012/2013. The samples of this research were taken by using the stratified cluster random sampling technique. The samples consisted of 269 students who were divided into 90 students in the first experiment class, 90 students in the second experiment class, and 89 students in the control class. The result of research showed that: (1) RME with problem solving provided better learning achievement than RME with problem posing and the conventional model. The RME learning model with problem posing provided better learning achievement than conventional one, (2) the students having high creativity had better learning achievement than those having medium and low creativity. The students having medium creativity had better learning achievement than did those having low creativity, (3) students taught by using RME with problem solving having high creativity level had better learning achievement than those having medium and low creativity level and students having medium creativity level had learning achievement as good as the low creativity level. Students taught by using RME with problem posing and conventional model had equal learning achievement in each level of creativity, and (4) students having high creativity level taught by using RME with problem solving had better learning achievement than those taught by using RME with problem posing and conventional model. Students having high creativity taught by using RME with problem posing and conventional model had equally good learning achievement. Students having medium and low creativity level had equal learning achievement in each learning model.Keywords: RME with problem solving, RME with problem posing, learning achievement,creativity.
EKSPERIMENTASI PEMBELAJARAN STAD DENGAN MEDIA POWER POINT DAN MODEL BANGUN RUANG MATERI BANGUN RUANG SISI LENGKUNG DITINJAU DARI GAYA BELAJAR Mardi, Mardi; Mardiyana, Mardiyana; Triyanto, Triyanto
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract: The objective of this research are to investigate: (1) which one that is more effective in teaching geometry, the STAD type of cooperative learning model with Power Point media or that with Geometrical Model media or that with Conventional media, (2) which learning style results in a better learning achievement and (3) which media used in the STAD learning model results in a better learning achievement in each learning style of the students.This research used the quasi-experimental method. The population of this research was the 9th-grade students of the state junior secondary schools in Ngawi regency in the academic year of 2012/2013. The samples of this research consisted of 250 students who were divided into 85 students of the first experiment class, 83 students of the second experiment class, and 82 students of the control class. The samples were taken by using stratified cluster random sampling. The data of this research were gathered through documentation, test, and questionnaire. The hypothesis of this research were tested by using unbalanced Two-way Analysis of Variance. Conclusions drawn are as follows: (1) the STAD learning model with the Power Point media is better than the STAD learning models with the Geometrical Model and the Conventional media whereas the STAD learning model with the Geometrical Model media is equal to the STAD learning model with the Conventional media; (2) the students with the kinesthetic learning style have a better learning achievement than those with the visual and auditory learning styles whereas the students with the visual learning style have an equal learning achievement to those with the auditory learning style; (3) the STAD learning model with the Power Point media results in a better learning achievement than that with the Conventional media whereas the STAD learning model with the Power Point media results in an equal learning achievement to that with the Geometrical Model media and the STAD learning model with the Power Point media results in an equal learning achievement to that with the Conventional media in the visual learning style; (4) the STAD learning model with the all of the three types of media results in an equal learning achievement in the auditory learning style; and (5) the STAD learning model with the Geometrical Model media results in a better learning achievement than that with the Conventional media whereas the STAD learning model with the Power Point media results in an equal learning achievement to that with the Geometrical Model media and the STAD learning model with the Power Point media results in an equal learning achievement to that with the Conventional media in the kinesthetic learning style.Keywords: STAD, Power Point media, Geometrical Model media and learning style.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF THINK PAIR SHARE DAN TEAM ASSISTED INDIVIDUALIZATION PADA MATERI TRIGONOMETRI DITINJAU DARI MINAT BELAJAR MATEMATIKA SISWA SMK DI KABUPATEN PONOROGO TAHUN PELAJARAN 2011/2012 Budiastuti, Siti Amirah; Mardiyana, Mardiyana; Triyanto, Triyanto
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract: The objectives of this research are to investigate: (1) wich learning model of Think Pair Share (TPS), Team Assisted Individualization (TAI), or conventional learning model results in a better learning achievement in Mathematics, (2) which learning interest of the high learning interest, the moderate learning interest, and the low learning interest results in a better learning achievement in Mathematics,(3) in the students with the high, moderate, and low learning interests, wich learning model of Think Pair Share (TPS), Team Assisted Individualization (TAI), and conventional learning model results in a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3x3. The population of the research were the students of Vocational High School (SMK) in Ponorogo regency on Academic Year 2011/2012. The samples of the research were taken by using the stratified cluster random sampling technique. It was conducted at SMK 1 of Ponorogo, SMK Bakti of Ponorogo, and SMK Sore 1 of Ponorogo. The samples included two experimental classes and one control class of each of the schools. The size of the sample was 275 students consisted of 84 students in the first experimental class, 105 sudents in the second experimental class and 86 students in control class. The data of the research were gathered through mathematics achievement tes and quetionary of learning interest. The data was analyzed by using two-way analysis of variance with.The results of the reseach are as follows: (1) both TPS and TAI result in the same good learning achievement in Mathematics, and result in a better learning achievement than the conventional one does; (2) the students with the higher learning interest have a better learning achievement in Mathematics than those with the moderate learning interest and the low learning interest, but the students with the moderat learning interest have the same learning achievement in Mathematics those with the low learning interest; (3) in the students with the high, moderat, and low learning interest, both TPS and TAI result in the same good learning achievement in Mathematics, and result in a better learning achievement than the conventional one does.Key words: Think Pair Share, Team Assisted Individualization, Conventional, Learning Interest

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