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Search results for , issue " Vol 2, No 3 (2014): Pembelajaran Matematika" : 10 Documents clear
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN TEAMS GAMES TOURNAMENTS (TGT) DITINJAU DARI TINGKAT KECERDASAN EMOSIONAL TERHADAP PRESTASI BELAJAR DAN HUBUNGAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI KABUPATEN SLEM Hidayati, Fina Hanifa; Mardiyana, Mardiyana; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: The purposes of this study were to determine the effect of instructional models on student’s mathematics achievement learning and interpersonal relationship  viewed from the student emotional intelligence. The learning model compared were direct learning model, TAI and TGT Cooperative Learning Model. This study was a quasi-experimental study. The samples were 263 students: 88 students for experiment, 85 students for experiment 2, and 90 students for the controlled class,. The data were collected from mathematics achievement tests, a set of questionnaire of interpersonal relationship and emotional intelligence. The data were analysed using unbalanced two way MANOVA. Based on the research findings, it can concluded as follows. (1) Both learning achievement and interpersonal relationships of students treated by TGT are better than students treated with TAI and direct learning model while learning achievement and interpersonal relationships of students treated by TAI are better than students treated by direct learning model; (2) a. The best learning achievement is reached by students with high emotional intelligence which followed by those with moderate level and low emotional intelligence; b. The interpersonal relationships of students with moderate emotional intelligence are the same as those with low level, and students with high level are better than students with medium and low level emotional intelligence; (3) In TAI and direct models, learning achievement of the students of any level of emotional intelligence are the same. In TGT model, learning achievement of students with high level of emotional intelligence are the same as those with moderate level, also moderate and low level of emotional intelligence have same learning achievement, and high level emotional intelligence better than students with low level of emotional intelligence in learning achievement; In direct learning and TAI models the best interpersonal relationships is reached by students with high emotional intelligence which followed by those with medium level and low emotional intelligence. In TGT model, interpersonal relationships of students with high level of emotional intelligence are the same as those with moderate level, and both of them are better than students with low level of emotional intelligence; In the moderate level of emotional intelligence, learning achievement of students treated by TAI and direct learning model are the same while learning achievement of students treated by TGT model are better than those treated by direct model, and learning achievement of students treated by TGT and TAI are the same. In the low level of emotional intelligence, achievement of students treated by TAI, TGT, and direct learning are the same; At any level of emotional intelligence, interpersonal relationships of students treated by TGT are better than those treated by TAI and direct learning, and interpersonal relationships of students treated by TAI are better than those treated by direct instructional model.Keywords: TAI, TGT, Emotional Intelligence, Learning Achievement, Interpersonal Relationships.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DAN STUDENT TEAMS ACHIEVEMENT DIVISION BERBANTUAN MEDIA GEOGEBRA PADA MATERI PROGRAM LINEAR DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS XII IPA SMA NEGERI SE-KABUPATEN KUDUS Ayuni, Puji; Mardiyana, Mardiyana; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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ABSTRACT: The objectives of this research were to investigate: (1) which learning model of the Geogebra-based TGT type, the Geogebra-based STAD type, and direct learning model results in a better learning achievement in the topic of Linear Program; (2) which students of those with the high learning creativity, those with the medium learning creativity, and those with the low learning creativity have a better learning achievement in the topic of Linear Program; (3) in each learning model, which students of those with the high learning creativity, those with the medium learning creativity, and those with the low learning creativity have a better learning achievement in the topic of Linear Program; (4) in each learning creativity, which learning model of the Geogebra-based TGT type, the Geogebra-based STAD type, and direct learning model results in a better learning achievement in the topic of discussion of Linear Program. This research used the quasi experimental research method with the factorial design of 3 x 3. The population of the research was all of the students in Grade XII of the Natural Science Program of Senior Secondary Schools of Kudus regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling. The samples consisted of three schools, namely: Senior Secondary School 1, Senior Secondary School 2, and Senior Secondary School 1 of Mejobo. The data of the research were analyzed by using the two-way analysis of variance (ANAVA) with unbalanced cells.The results of the analysis show that: (1) the Geogebra-based TGT type results in the same learning achievement in the topic of Linear Program as the Geogebra type-based STAD type, but the two former types result in a better learning achievement in the topic of Linear Program than the direct learning model; (2) the students with the high learning creativity have a better learning achievement in the topic of Linear Program than those with the medium learning creativity and those with the low learning creativity, and those with the medium learning creativity have a better learning achievement in the topic of Linear Program than those with the low learning creativity; (3) in the three learning models, the students with the high learning creativity have a better learning achievement in the topic of Linear Program than those with the medium learning creativity and those with the low learning creativity, and those with the medium learning creativity have a better learning achievement in the topic of discussion of Linear Program than those with the low learning creativity; and (4) the students with the high, medium and low learning creativity,  the Geogebra-based TGT type results in the same learning achievement in the topic of Linear Program as the Geogebra type-based STAD type, but the two former types result in a better learning achievement in the topic of Linear Program than the direct learning modelKeywords: TGT, STAD and Geogebra
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE (TPS), TIPE MAKE A MATCH (MAM) DAN TIPE GUIDE NOTE TAKING (GNT) DITINJAU DARI GAYA KOGNITIF SISWA SMA MUHAMMADIYAH KOTA SURAKARTA K W, Nurul Amalia; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: The purposes of this research were to know: (1) which of  learning model gives a better learning mathematics achievement, learning model of TPS, learning model of MAM or learning model of GNT on logarithm, (2) which has better learning mathematics achievement, students with cognitive style FD or FI cognitive style, (3) in each learning model (TPS, MAM, GNT), which cognitive style that give a better learning mathematics achievement, the cognitive style of FD or cognitive styles of FI. (4) in each cognitive style (field dependent (FD) and field independent (FI)), which of the learning model give a better learning mathematics result, learning model of TPS, MAM or GNT. This research was a quasi-experimental research with a 3 x 2 factorial design. The population in this research was senior high school students of grade X in Surakarta. The sample was taken by using the cluster random sampling technique. The study samples of this research were the students of SMA Muhammadiyah 1, SMA Muhammadiyah 2, and SMA Muhammadiyah 3. The instruments that was used to collect the data were cognitive test styles and the learning mathematics achievement test of logarithms. Testing of hypothesis used  two-way analysis of variance with unbalanced cells using significance level  a = 0.05. Based on hypothesis testing, it can be concluded that: (1) the learning achievement in mathematics on topic of discussion of logarithm resulting from the learning model of the TPS model  is as good as that of the MAM model  and that of the GNT model, (2) the students with the FI cognitive styles have a better learning achievement in mathematics on the topic of logarithm than those with the FD cognitive style, (3) in each of the learning models (TPS, MAM, GNT) the FI cognitive style results in  a better learning achievement in mathematics on the topic of logarithm than the FD cognitive style, (4) in FD cognitif style, the learning models of TPS, learning models of MAM, learning models of GNT give the same learning achievement, whereas in FI cognitive style, the learning models of GNT gives a better learning mathematics achievement than learning models of MAM and learning models of TPS.Keywords: TPS, MAM, GNT, Cognitive Styles, Learning Mathematics achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GI DAN NHT DALAM LC7E TERHADAP PRESTASI BELAJAR MATEMATIKA DAN MOTIVASI BERPRESTASI DITINJAU DARI ADVERSITY QUOTIENT Prihatiningrum, Wahyu; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract : The aim of this research was to determine the effect of learning models toward the learning achievement in Mathematics and the achievement motivation viewed from the Adversity Quotient (AQ). The learning models compared were Cooperative Learning Model of Group Investigation (GI) Type and Numbered Head Together (NHT) Type in Learning Cycle 7E (LC7E). This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools of Sukoharjo. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 214 students, and they were divided into two groups, 107 students in Experimental Class 1 and 107 in Experimental Class 2. The instruments used for gathering the data of the research were test of achievement in Mathematics learning, questionnaire of achievement motivation, and AQ measurement tool. The data was analyzed using multivariate analysis of variance. The results of the research show that: (1) the students exposed to the NHT in LC7E have a better learning achievement in Mathematics than GI in LC7E; (2) the students exposed to the NHT in LC7E have a better achievement motivation than GI in LC7E; (3) the students with AQ of the climbers type have a better learning achievement in Mathematics than those the campers or quitters type, and the students with AQ of the campers type have a better learning achievement in Mathematics than those the quitters type; (4) the students with AQ of the climbers type have a better achievement motivation than the campers or quitters type, and the students with AQ of the campers type have a better achievement motivation than those the quitters type; (5) in each learning model, either in the NHT in LC7E or GI in LC7E, the students with AQ of the climbers type have a better learning achievement in Mathematics than those the campers or quitters type, and the students with AQ of the campers type have a better learning achievement in Mathematics than those the quitters type; (6) in each learning model, either the NHT in LC7E or the GI in LC7E, the students with AQ of the climbers type have a better achievement motivation than those the campers or quitters type, and the students with AQ of the campers type have a better achievement motivation than those the quitters type; (7) in each type of the AQ, either the quitters, campers, or climbers, the students exposed to the NHT in LC7E have a better learning achievement in Mathematics than GI in LC7E; and (8) in each type of the AQ, either the quitters, campers, or climbers, the students exposed to the NHT in LC7E have a better achievement motivation than GI in LC7E.Keywords:      NHT, GI, learning cycle, adversity quotient, and achievement motivation.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) BERBANTUAN MEDIA INTERAKTIF PADA MATERI PELUANG DITINJAU DARI GAYA BELAJAR SISWA Elywati, Elywati; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract

Abstract. The goals of the research were to discover: (1) which learning model has better academic achievements, the Think Pair Share (TPS) learning model aided by interactive media, TPS, or the direct learning model; (2) which has better academic achievements, students having a visual, auditory, or kinesthetic learning style; (3) which has better academic achievements, students having a visual, auditory, or kinesthetic learning style for each of the different learning models and (4) which has better academic achievements, the TPS learning model aided by interactive media, TPS, or the direct learning model for each of the different learning styles. The type of research was quasi-experimental research. The population of the research was all class XI students in state high schools in the Sukoharjo district during the academic year 2013/2014. The number of sample members in the research was 306 students, with 205 students in the experimental class and 101 students in the control class. Samples were collected using a method of stratified cluster random sampling. The method used for analyzing data was a unbalanced two way analysis of variance, preceded by a prerequisite test analysis, namely a normality test using Lilliefors’ method and a homogeneity test using Bartlett’s method. Based on the results of the hypothetical testing, it could be concluded as follows. (1) The TPS learning model aided by interactive media is better than the TPS and direct learning models, while the TPS learning model is as good as the direct learning model. (2) The academic achievements of students studying mathematics having an auditory learning style were better than students having a visual and kinesthetic style, while the results of students having a visual style was as good as that of those having a kinesthetic style. (3) The differences of students academic achievement depended on the learning model. (4) The effectiveness of learning models depended on students learning style.Keywords: TPS Interactive Media, TPS, Direct Learning, Learning Style, Academic Achievements Studying Mathematics.  
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TAI DAN NHT PADAPOKOK BAHASAN RELASI DAN FUNGSI DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS VIII SMP NEGERI DI KABUPATEN PRINGSEWU PROVINSI LAMPUNG Rahayu, Siti; Mardiyana, Mardiyana; Sari, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract

Abstract: This research aims at finding out: (1) which one results better mathematics learning achievement among type TAI, NHT, or conventional; (2) which one has better  mathematics learning achievement among students with AQ categories; (3) at each of  learning models, which students has better mathematics learning achievement with AQ categories; (4) at each of AQ categories, which one results better mathematics learning achievement among type learning models. This study was quasi-experimental research. The population of this study was all students in grade VIII SMP Pringsewu, Lampung. The sampling technique was done by stratified cluster random sampling. Data analysis tecnique was used to test the hypothesis was  two-ways analysis of variance with unbalanced cell as a 3x3 factorial design.The conclusions of the research were as follows. (1) Cooperative learning type TAI results better mathematics learning achievement than type NHT and conventional, and the achievement  of student mathematics learning by NHT is the same as the achievement conventional.  (2) The achievement  of student mathematics learning in climbers is the same as the achievement campers, students with climbers have better mathematics learning achievement than those with quitters, and the achievement  of student mathematics learning in campers is the same as the achievement quitters; (3)  in each learning models, the students mathematics learning achievment is in constancy with  result of AQ categories, (4) in each of AQ categories, students mathematics learning achievment is in constancy with result of learning models.Keywords: Team Assisted Individualization (TAI), Numbered Head Together (NHT), conventional,  Adversity Quotient (AQ)
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION PADA MATERI POKOK PERSAMAAN DAN PERTIDAKSAMAAN LINIER SATU VARIABEL DITINJAU DARI ADVERSITY QUOTIENT SISWA KELAS VII SMP NEGERI SE-K Wijayanti, Septiana; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: This research aimed to find out: (1) which one gives better in mathematics learning achievement, learning models of Teams Games Tournament (TGT) with Realistic Mathematics Education (RME) approach, Teams Games Tournament (TGT) or conventional, (2) which one have better in mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient,  (3) in each learning model, the level of Adversity Quotient which one hve better mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (4) in each student’s level of Adversity Quotient which one gives better in mathematics learning achievement, learning models of TGT with RME approach, TGT or conventional. This research was a quasi-experimental research with 3 x 3 factorial design. The population of research was all students of Junior High School (SMP) in Grobogan. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the documentation of mathematics achievement, questionnaire of Adversity Quotient and test of mathematics achievement. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed as follows: (1) learning model TGT with RME approach provided better learning achievement than TGT and conventional, learning TGT provided better learning achievement than conventional, (2) the students having climbers, campers, and quitters had equally mathematics learning achievement, (3) in each learning model, the students having climbers, campers, and quitters had equally mathematics learning achievement, (4) in each Adversity Quotient, learning model TGT with RME approach provided better learning achievement than TGT and conventional, learning TGT provided better learning achievement than conventional.Keywords: Teams Games Tournament (TGT), Realistic Mathematics Education (RME) approach, and Adversity Quotient (AQ)
EKSPERIMENTASI MODEL PEMBELAJARAN TWO STAY TWO STRAY (TS-TS) DAN THINK-PAIR-SHARE (TPS) DENGAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK (PMR) DITINJAU DARI AKTIVITAS BELAJAR MATEMATIKA Pramugarini, Dwi Yuni; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: This research was aimed to find out: (1) which one gave better mathematics learning achievement, learning model TS-TS with Realistic Mathematics Education (RME) approach, TPS with RME approach or conventional learning; (2) which one had better mathematics learning achievement, students having high, medium or low mathematics learning activity; (3) in each students’ levels of mathematics learning activity which one gave better mathematics learning achievement, learning model TS-TS with RME approach, TPS with RME approach or conventional learning; (4) in each learning model, the levels of mathematics learning activity which one had better mathematics learning achievement, students having high, medium or low mathematics learning activity. The research was a quasi experimental research with 3x3 factorial design. The population of research was all students of Junior High School (SMP) in Karanganyar. The samples were chosen by using stratified cluster random sampling. The samples were 288 students. Pre-requisite tests were used Lilliefors method for normality test and Bartlett method for homogeneity test. After examining the data, it showed that the data had same variance and they were in normal distribution. Prior knowledge data was examined by using one-way analysis of variance with unbalanced cells. It showed that three populations had balance in prior knowledge. Meanwhile, the technique of analyzing the data was two-ways analysis of variance with unbalanced cells. The conclusions of this research showed as follows. (1) Learning model TS-TS with RME approach provided better mathematics learning achievement than TPS with RME approach and conventional learning, learning model TPS with RME provided better mathematics learning achievement than conventional learning. (2) The students having high mathematics learning activity had better mathematics learning achievement than the students having medium and low mathematics learning activity. The students having medium mathematics learning activity had better mathematics learning achievement than the students having low mathematics learning activity. (3) In each category of mathematics learning activity, learning model TS-TS with RME approach was better than learning model TPS with RME approach and conventional learning, learning model TPS with RME approach was better than conventional learning. (4) In each learning model, learning achievement of students with high mathematics learning activity was better than learning achievement of students with medium and low mathematics learning activity, learning achievement of students with medium mathematics learning activity was better than the learning achievement of students with low mathematics learning activity.Keywords: TS-TS with RME approach, TPS with RME approach, mathematics learning activity, mathematics learning achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS VII SMP NEGERI DI KABUPATEN PACITAN Daeka, Dalud; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: The objectives of research were to find out: (1) which one providing better mathematics learning achievement, NHT or TPS or conventional learning model, (2) in the student creativity level, which one having better mathematics learning achievement, high or medium or low creativity, (3a) in each learning model (NHT, TPS and Conventional) which one providing better mathematics learning achievement, high or medium or low student learning creativity, (3b) in each student creativity level (high, medium, and low) which one providing better mathematics learning achievement, NHT or TPS or conventional learning model.This study was a quasi-experimental research. The research design used was a 3x3 factorial design. The population of research was all VII graders of Junior High Schools throughout Pacitan Regency in the school year of 2012/2013. Meanwhile the sample was taken using stratified random sampling. The sample consisted of 275 students: 92 students for experiment I class, 92 for experiment II class and 91 for control class. The instruments used to collect the data were learning creativity questionnaire and mathematics learning achievement test. From the result of research, it could be concluded that: (1) NHT learning model provided mathematics learning achievement as good as the TPS learning model did and better than the conventional learning model did, while TPS learning model provided mathematics learning achievement as good as the conventional learning model did. (2) The learning achievement of the students with high creativity was better than that of those with medium creativity, the learning achievement of the students with high creativity was better than that of those with low creativity, and the learning achievement of the students with medium creativity was as good as that of those with low creativity. (3a) On each learning model, the learning achievement of the students with high creativity was better than that of those with medium and low creativity, while the learning achievement of the students with medium creativity was as good as that of those with low creativity. (3b) On each creativity level whether high, medium or low, the mathematics learning achievement of the students taught with NHT learning model was as good as that of those taught with TPS learning model but was better than that of those taught with conventional model. And the learning achievement of the students taught with TPS learning model was as good as that of those taught with conventional model.Keywords: NHT, TPS, Conventional, Learning Creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK TALK WRITE (TTW) DENGAN PENDEKATAN MATEMATIKA REALISTIK (PMR) TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIKA DAN KREATIVITAS BELAJAR SISWA SMP SE-KABUPATEN WONOGIRI Utami, Novia Fajar; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract

Abstract: This aims of the research were to determine: (1) which one that give better achievement, learning with TTW with RMA, TTW, or conventional, (2) which one  that give better achievement, the students having high, medium, or low mathematics reasoning ability, (3) which one that give better achievement, the students having high, medium, or low creativity, (4) in each learning model, which one category of mathematics reasoning ability that give better achievement, the students having high, medium, or low mathematics reasoning ability, (5) in each learning model, which one  that give better achievement, the students having high, medium, or low creativity, (6) in each category of mathematics reasoning ability, which one that give better achievement, the students having high, medium, or low creativity, (7) in each learning model for each category of mathematics reasoning ability, which one that give better achievement better, the students having high, medium, or low creativity. Prior knowledge data are examined by using one-way ANOVA with unbalanced cells. It shows that three classes have balance prior knowledge. Meanwhile, the technique of analyzing the data was three-ways ANOVA with unbalanced cells. The result of research showed that: (1) TTW with  RMA provided better achievement than TTW and conventional, and also TTW provided better achievement than conventional, (2) the students having high and medium mathematics reasoning ability had same achievement, and also than the students having high and medium mathematics reasoning ability had better  achievement than those having low mathematics reasoning ability, (3) the students having high, medium, and low creativity had the same achievement, (4) in each learning model, the students having high and medium reasoning ability had the same achievement, and also than the students having high and medium mathematics reasoning ability had better achievement than those having low mathematics reasoning ability, (5) in each learning model, the students having high, medium, and low creativity had the same achievement, (6) in each category of mathematics reasoning ability, the students having high, medium, and low creativity had the same achievement, (7) in each learning model for each category of mathematics reasoning ability, the students having high, medium, and low creativity had the same achievement.Keywords: Think Talk Write (TTW), Realistic Mathematics Approach (RMA), mathematics reasoning ability, learning creativity, mathematics achievement.

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