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INDONESIA
Jurnal S2 Pendidikan Matematika
Published by Universitas Sebelas Maret
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Mathematics
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Articles 9 Documents
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Search results for , issue " Vol 1, No 7 (2013): Pembelajaran Matematika" : 9 Documents clear
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW II DAN THINK PAIR SHARE DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP SE-KOTA KEDIRI TAHUN PELAJARAN 2012/2013 Andriani, Desi Gita; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models (Jigsaw II, TPS and direct learning) on mathematics achievement viewed from student emotional quotient. The type of the research was quasi experimental research using design factorial 3x3. The population was the students in grade VII junior high school in a city of Kediri. The size of the sample was 339 students. Before giving the treatment, the population had to in balance condition. The balance test used unbalance one way analysis of variance. Test requirements included normality test used Lilliefors method and the homogeneity test used Bartlett method. The hypothesis test used unbalance two ways analysis of variance. The conclusions of the research were as follows. (1) Students who taught by cooperative learning model of Jigsaw II type give better mathematics learning achievement than TPS type and direct learning and the students who taught by cooperative learning model of TPS type give better mathematics learning achievement than direct learning. (2) Students who have high emotional quotient have better mathematics learning achievement than students who have middle and low emotional quotient and then students who have middle emotional quotient have better mathematics learning achievement than students who have low emotional quotient. (3) For students who thougt by cooperative learning model of Jigsaw II type, TPS type, and direct learning, students who have high emotional quotient  have  better mathematics learning achievement than students who have middle and low emotional quotient and then students who have middle emotional quotient have better mathematics learning achievement than students who have low emotional quotient. (4) For students who have high, middle, and low emotional quotient, students who thougt by cooperative learning model of Jigsaw II type give better mathematics learning achievement than TPS type and direct learning and the students who taught by cooperative learning model of TPS type give better mathematics learning achievement than direct learning. Keywords : Jigsaw II, TPS, and emotional quotient.  
ANALISIS PEMBELAJARAN MATEMATIKA PADA SEKOLAH YANG MENERAPKAN PENDEKATAN PMRI DAN SEKOLAH YANG TIDAK MENERAPKAN PENDEKATAN PMRI DI KOTA YOGYAKARTA Negara, Hasan S; Sujadi, Imam; Pangadi, Pangadi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aims of this study were describing the process of mathematics learning and its problem solving for primary III students whom school was applying PMRI approach and non applying PMRI approach. This research was a qualitative case study type. The subject of this study divided into 2, which were: subject for searching information about learning process and subject for searching information about problem solving. Subject in this study were 2 primary teachers, 1 teacher from SD Kanisius Demangan Baru and 1 teacher from SD Muhammadiyah Demangan, another subject were 4 students, 2 students from SD Kanisius Demangan Baru and 2 students from SD Muhammadiyah Demangan. The data was divided into 2, which were learning process data that contain about teacher and student activities in learning and mathematical problem solving data that contain about information problem solving in mathematics. Learning process data was collected from recording transcription result of learning activities toward two observations, while mathematical problem solving data was collected by using the think aloud method. The result revealed that mathematical problem solving abilities in students with high ability type in school PMRI approach better than students in schools that do not implement PMRI approach, but problem solving abilities in students with low ability types in school PMRI approach is not better than students in schools that do not applying the PMRI approach.Key words: Learning process, problem solving, PMRI approac
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN TPS DENGAN PENDEKATAN SAVI TERHADAP PRESTASI DAN MOTIVASI BELAJAR DITINJAU DARI GAYA BELAJAR SISWA Sutrisno, Sutrisno; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The objective of this research is to determine the effect of the learning models on the learning achievement and motivation viewed from the learning styles of students. The learning models which were compared were the cooperative learning model of the STAD type with SAVI approach, the cooperative learning model of the TPS type with SAVI approach, and the conventional learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools in Batang regency in Academic Year 2012/2013. The samples of the research consisted of 300 students and were divided into three groups, namely: 100 students in control group, 102 students in experimental group 1, and 98 students in experimental group 2. The instruments of the research were questionnaire of learning style, questionnaire of learning motivation, and test of learning achievement. The data of the research were processed by using the multivariate analysis of variance with unbalanced cells. The results of the research are as follows: (1) both the cooperative learning model of the STAD type with SAVI approach and the cooperative learning model of the TPS type with SAVI approach, by and large, result in the best learning achievement, and the cooperative learning model of the STAD type with SAVI approach results in the best learning motivation; (2) in general, the best learning achievement is reached by the students with the auditory learning style, which is followed by those with the visual learning style and those with the kinesthetic learning style respectively, but on the learning motivation aspect there is not any best learning style of the three learning styles, and for sure it is known that the students with the auditory learning style has a better learning motivation than those with the kinesthetic learning style; (3) in the conventional learning model and in the cooperative learning of the STAD type, the learning achievement of the students with the visual learning style is the same as that of the students with the auditory learning style and that of the students with the kinesthetic learning style, but the learning achievement of the students with the auditory learning style is better than that of the students with the kinesthetic learning style; in the cooperative learning model of the TPS type with SAVI approach, the learning achievement of the students with the visual learning style is the same as that of the students with the auditory learning style and that of with the kinesthetic learning style; and (4) in the visual and kinesthetic learning styles, the cooperative learning model of the STAD type with SAVI approach and that of the TPS type with SAVI approach result in a better learning achievement than the conventional learning model, and both the cooperative learning model of the STAD type with SAVI approach and that of the TPS type with SAVI approach result in the same learning achievement; in the auditory learning style, the cooperative learning model of the TPS type with SAVI approach results in the same learning achievement as that of the STAD type of SAVI approach and the conventional learning model, but the cooperative learning model of the STAD type with SAVI approach results in a better learning achievement than the conventional learning model. Keywords: STAD, TPS, SAVI, Learning Style, Learning Motivation.
PROFIL TINGKAT BERPIKIR KREATIF SISWA KELAS VII SMP NEGERI 16 SURAKARTA DALAM PEMECAHAN MASALAH ARITMATIKA SOSIAL DITINJAU DARI MOTIVASI DAN GENDER Sunarya, Linda; Kusmayadi, Tri Atmojo; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract. This study aimed to describe: (1) the creative thinking level of male Junior High School students, who had high motivation in solving some problems in appropriate to Polya’s Steps, (2) the creative thinking level of female Junior High School students, who had high motivation in solving some problems in appropriate to Polya’s steps, (3) the creative thinking level of male Junior High School students, who had medium motivation in solving some problems in appropriate to Polya’s steps, (4) the creative thinking level of female Junior High School students, who had medium motivation in solving some problems in appropriate to Polya’s steps, (5) the creative thinking level of male Junior High School students, who had low motivation in solving some problems in appropriate to Polya’s steps, (6) the creative thinking level of female Junior High School students, who had low motivation in solving some problems in appropriate to Polya’s steps. This study was a qualitative study. The subject of this study was 7th grade students of Public Junior High School 16 Surakarta. The subject selection procedure of this study was purposive sampling. The subject used in this study were six subjects of study that was a male student with high motivation, a female student with high motivation, a male student with medium motivation, a female student with medium motivation, a male student with low motivation, and a female student with low motivation. The instrument in collecting data was classification of students’ learning motivation, problem solving assignment sheet, and interview manual. Based on the study had been carried out, there was one student, who was belonged to the creative thinking abilities level 4, one student was belonged to the creative thinking abilities level 2, and four student was belonged to the creative thinking abilities level 0. In the creative thinking abilities level 4, the student was able to demonstrate fluency, flexibility, and novelty. In the creative thinking abilities level 2, the student was able to demonstrate novelty, but not able to demonstrate any fluency and flexibility. In the creative thinking abilities level 0, the student was not able to demonstrate the fluency, flexibility, or novelty. Keywords: Creative thinking level, Problem solving, Motivation, Gender
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TGT BERBASIS ASSESMENT FOR LEARNING (AfL) DITINJAU DARI GAYA KOGNITIF SISWA A, Ilham Rais; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aims of this research were to investigate: (1) which learning model of the cooperative learning model of the AfL-based TGT type, that of TGT, and the conventional learning model results in a better learning achievement; (2) which cognitive style type of the field dependent and the field independent results in a better learning achievement; (3) in each learning model (the cooperative learning model of the AfL-based TGT type, that of TGT, and the conventional learning model) which cognitive style results in a better learning achievement; and (4) in each cognitive style type (the field independent  and the field dependent), which learning model results in a better learning achievement. This research used the quasi experimental research method. The samples of the research consisted of 302 students. The instruments consisted of the test of learning achievement and cognitive style. The data was analyzed using the unbalanced two- way analysis of variance. The results of the research were as follows: (1) the cooperative learning model of the AfL-based TGT type results in a better learning achievement than that of the TGT type or the conventional learning model, and the cooperative learning model of the TGT type results in a better learning achievement than the conventional learning model; (2) the students with the cognitive style of the field independent has a better learning achievement than those with the cognitive style of the field dependent; (3) in that each learning model, the students with the cognitive style of the field independent have a better learning achievement than those with the cognitive style of the field dependent; and (4) in that each cognitive style, the cooperative learning model of the AfL-based TGT results in a better learning achievement than that of the TGT type or the conventional learning model, and the conventional learning of the TGT type results in a better learning achievement than the conventional learning model. Key words: TGT, AfL, Cognitive Style, and Learning Achievement.
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN PROBLEM BASED LEARNING (PBL) PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI MULTIPLE INTELLIGENCES SISWA SMP KABUPATEN LAMPUNG TIMUR TAHUN PELAJARAN 2012/2013 Hariyati, Endang; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aims of the research were to determine the effect of learning models on learning achievement viewed from students’ multiple intelligences. The learning models compared were cooperative learning model Teams Assisted Individualization (TAI), Problem Based Learning (PBL) and conventional. This research was a quasi-experimental research using  factorial design. The populations of the research were all students of Junior High School (SMP) on Lampung Timur Regency. The samples of the research were the eight grade students of SMP Negeri 1 Pekalongan, SMP Negeri 2 Pekalongan, and SMP Negeri 3 Batanghari containing 282 students (94 students for first experimental class, 93 students for second experimental class, and 95 students for control class). The samples were chosen by using stratified cluster random sampling. In collecting the data, the instruments used were test and questionnaire. Test was used to get the students’ learning achievement data and questionnaire was used to get multiple intelligences data. The technique of analyzing the data was unbalanced two-ways Anova. The result of the research are as follows  (1) Cooperative learning model TAI provides better mathematics achievement than  the conventional model of learning and PBL, PBL learning model produces better performance over the conventional learning. (2) Multiple intelligences with mathematics logic types provide better math achievement than other types of multiple intelligences linguistic and interpersonal, the type of multiple intelligences linguistic providing academic achievement as well as the type of multiple intelligences interpersonal. (3) The students with LI multiple intelligences type, cooperative learning model TAI has the same mathematics achievement with the PBL model, PBL model has better performance than conventional models, and cooperative learning model TAI has the same mathematics achievement with conventional learning models. The students with multiple intelligences mathematics logic type, TAI cooperative learning model provides a better learning achievement than learning model PBL, PBL learning model provides academic achievement as well as conventional learning models, cooperative learning model TAI provide significantly better learning achievement than with conventional learning models. The students with multiple intelligences type interpersonal, TAI cooperative learning model, PBL and conventional provide similar good performance. (4) The students use cooperative learning model TAI, the type of multiple intelligences linguistic provide better learning achievement than the interpersonal category of multiple intelligences, linguistic multiple intelligences category provides academic achievement as well as multiple intelligences mathematics logic category, the category of multiple intelligences significantly provide that mathematic logic achievement as well as multiple intelligences interpersonal category. The students use PBL and conventional learning models, the type of linguistic multiple intelligences, the mathematics logic type of multiple intelligences and type the interpersonal produces similar good performance. Keywords: TAI, PBL, multiple intelligences  
EKSPERIMENTASI MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT DAN NUMBERED HEADS TOGETHERDENGAN PENDEKATAN MATEMATIKA REALISTIK PADA MATERI LUAS PERMUKAAN BANGUN RUANG DITINJAU DARI KEAKTIFAN BELAJAR Komsatun, Siti; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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ABSTRACT: The purpose of this research was to determine the effect of learning models with approach on achievement of mathematics viewed from the student active learning. The learning approach compared were Teams Games Tournament with Realistic Mathematics Education (RME) approach, Numbered Heads Together (NHT) with Realistic Mathematics Education (RME) approach, and direct learning. This research was a quasi-experimental research with 3x3 factorial design. The population was all of the 2nd grade students of junior high school in Klaten regency. Sampling was done by stratified cluster random technique. The instruments used to collect data were the prior mathematics knowledge test, activity learning questionnaire, and achievement of mathematics test. The hypothesis test used unbalanced two way anova. The hypothesis test concluded that (1) students who taught  by TGT learning model with RME approach had the same learning achievement of students who taught NHT models with RME approach, students who taughtby TGT model with RME approach have better achievements mathematics learning than students who taught by direct learning, students who taught by NHT models with RME approach mathematics learning achievement better than students who taught by direct learning (2) based onthe results of unbalanced two way anova in each active category (high, medium, low), haven’t  the same learning achievement if taught TGT-RME learning models, NHT-RME, or directly, but based on the results of post hoc test anova have the same in the academic achievement of each activity category (high, medium, low) if taught TGT-RME learning model, NHT-RME, or directly. (3) based on the results of unbalanced two way anova haven’t the same in mathematics achievement in each category learning model(TGT-RME, NHT-RME, direct), between students with high active, medium, or low. However, based on post hoc anova, in each category learning model (TGT-RME, NHT-RME, right), students with high active, medium, or low have the same of mathematics achievement. Keywords: TGT-RME, RME-NHT, active student learning, mathematics learning achievements
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN STAD ( STUDENT TEAMS ACHIEVEMENT DIVISIONS) PADA MATERI POKOK PERBANDINGAN DAN FUNGSI TRIGONOMETRI DITINJAU DARI MOTIVASI BELAJAR SISWA KELAS X SMA NEGERI SE-KOTA MADIUN Budi, Wahyu Astuti; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aim of this research was to find out the  effect of learning models (STAD, Jigsaw, and conventional) on mathematics achievement viewed from  learning motivation. The type of research was a quasi experimental research with the factorial design of 3x3. The population was the students in grade X Senior High School in Madiun City. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisten of 257 students. Instruments used to collect data were prior knowledge test, mathematics achievement test, and motivation quetioner. The trial of instrument test includes of content validity, difficullty level, discrimination power, and reliability. Test requirements included normality test used Lilliefors method and the homogenity test used the Bartlett test. The Balance test used unbalance one way analysis of variance. The hypothesis test used unbalanced two ways analysis of variance. The conclusions of the research were as follows: (1) the STAD and Jigsaw learning models result in the same good learning achievement in mathematics and both result in a better learning achievement in mathematics than the conventional learning model. (2) the learning achievement in mathematics toward high motivation and low one were equally well, high achievement motivation  learning was better than low motivation. (3) for students who taugh by cooperative learning model of STAD, Jigsaw and conventional, the learning achievement in mathematics toward high motivation and low one were equally well, high achievement motivation  learning was better than low motivation. (4) in the each motivation learning the students with high, medium, and low,  the STAD and Jigsaw learning models result in the same good learning achievement in mathematics and both result in a better learning achievement in mathematics than the conventional learning model. Keywords: STAD, Jigsaw, Conventional, learning motivation
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR SHARE DENGAN PENDEKATAN KONTEKSTUAL PADA MATERI LOGARITMA DITINJAU DARI KECERDASAN MATEMATIS LOGIS SISWA KELAS X PADA SEKOLAH MENENGAH ATAS DI KABUPATEN CILACAP TAHUN PELAJARAN 2012/2013 Biyarti, Tunggu; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract : The purpose of this research were to know: (1) which of learning model gave a better learning mathematics result, learning model Think Pair Share (TPS), Think Pair Share with contextual approachment (TPSPK) or direct learning; (2) for each level of student’s logical mathematical intellegence, which of learning model gave a better learning mathematics result, learning model TPS, TPSPK or direct learning (PL). This research was quasi experimental research with 3 x 3 factorial design. The population in this research was senior high school students grade X in Cilacap. Sample was taken using stratified cluster random sampling technique. Study sample were the students of SMA Negeri 1 Binangun, SMA Negeri 1 Kroya and SMA Negeri Adipala. Instruments used to gather data were logical mathematical intellegence test and mathematics learning result test on the subject of logarithm. Both instruments were tested first before they were used. The test method included content validity, power, difficulty level and reliability. Testing of hypothesis used unbalanced two-ways analysis of variance using significance level of. Before doing the hypothesis test, the pre-condition test for variance analysis was done. The pre-condition test included population normality test using Lillieforce method and population variance homogeneity test using Bartlett method. Balance test toward mathematics initial ability data using unbalanced one-way analysis of variance. Based on hypothesis test, the conclusion were as follows: (1) learning models of TPS and TPSPK gave equally good results in learning mathematics, but learning model of TPS gave learning mathematics result better than direct learning one, while learning models of TPSPK and direct learning one gave equally good results in learning mathematics; (2) for each level of student’s logical mathematical intellegence, the three learning models, TPS, TPSPK and direct learning one gave equally good results in learning mathematics.Keyword: TPS, Contextual Approachment, Logical Mathematical Intellegence, Learning Mathematics Result.

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