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Jurnal S2 Pendidikan Matematika
Published by Universitas Sebelas Maret
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Education Mathematics
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Articles 10 Documents
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Search results for , issue " Vol 3, No 9 (2015): Pembelajaran Matematika" : 10 Documents clear
PENGEMBANGAN MODEL INTUITION BASED LEARNING (IBL) DENGAN SCIENTIFIC APPROACH UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS XI SMA NEGERI 2 SRAGEN Heryaningsih, Nok Yeni; Riyadi, Riyadi; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract: The aim of the research was to produce Intuition Based Learning (IBL) model and supporting learning with Scientific Approach in solving problems to increase mathematics students’ achievement that valid, practical and effective. The type of the research was a Research and Development (R&D). The subjects of the research were grade XI MS 6 and XI MS 4 students of SMAN 2 Sragen, Central Java on Academic year 2014/2015. IBL model development process was adopt from Plomp and Borg & Gall development model. They were (1) Collect the informations and studying of theories in Preliminary Investigations Phase, (2) Design of IBL model and supporting learning material (Lesson Plan, Worksheet, Problem sheet, and learning paper) and then design research instruments, (3) Realize the IBL model and supporting learning material that was design to be First Draft, (4) Do validation of the first draft, testing the IBL model in the classroom, and then do revisions, (5) Conduct Focus Group Discussion (FGD) to evaluate the result of IBL model testing in the classroom, then will be revised to the next IBL model testing. The results of the reasearch were produce IBL model and supporting learning material (Lesson Plan, Worksheet, Problem sheet, and learning paper) with scientific approach in solving problems to increase mathematics students’ achievement that valid, practical and effective. These are steps of IBL model in the classroom, (1) Opening with apperception, motivations and build students’ positif perceptions, (2) Students divided into several groups, (3) Teacher explains the material generally, (4) Group discussion with 5M activity (based on Scientific approach), (5) Exercise to solve open ended problem individually with steps that could appear students’ intuition: Preparations, Inkubation, Ilumination and Verification, (6) Closure with review of students have learned or giving homework.Keywords: Development of model, Learning model, intuition, scientific approach, students’ achievement.
PROSES METAKOGNISI DALAM PEMECAHAN MASALAH MATEMATIKA PADA SISWA KELAS XI DI SMA NEGERI BANYUMAS Kartika, Dwiani Listya; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract : The purposes of this research were to describe: (1) metacognition process in mathematical problem solving linear programming subject matter of grade XI students with high academic ability in Banyumas State Senior High School, (2) metacognition process in mathematical problem solving linear programming subject of grade XI students with medium academic ability in Banyumas State Senior High School, and (3) metacognition process in mathematical problem solving linear programming subject matter of grade XI students with low academic ability in Banyumas State Senior High School. This research was a qualitative descriptive research and the subjects were grade XI students of Banyumas State Senior High School in academic year 2014/2015.  The subjects were selected based on specific criteria by using  snowball sampling technique. Data was collected by using interview based on problem solving tasks  and validity of the data was done by using time triangulation. Data validity was used to determine the metacognition process in mathematical problem solving from each research subject in each component metacognition process. The components were arranging the  strategy or action plan, controlling or monitoring the actions, and evaluating  the action. Results showed that students with high, medium, and low academic ability realized their thinking process by identifying the information of the problem when arranged the action plan. However, there are students with low academic ability can not recall their prior knowledge previously required. They also can not make the  plan solutions are used. The plans solution are knowing the concepts that will be used and estimating the time required to complete it. Furthermore, when monitored the actions, all of subjects from high, medium, and low academic ability had tried to realize their thinking process when explained the problem solving procedures by verifying and clarifying the results of their written work and identifying the  strategies while expressing the reason of the strategies are used. The students with high and  medium academic ability developed their plan action solutions prepared in accordance with the plan. However, there are students with low academic ability  who have not been able to develop all plans prepared solution according to their plans. Furthermore, only students with high academic ability who are able to evaluate or assess the results of their written work properly despite there are some  students with low academic ability  who can do it too.Keywords: Metacognition Process, Mathematical Problem Solving, Academic Ability
KESULITAN METAKOGNISI SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA PADA MATERI PELUANG DITINJAU DARI TIPE KEPRIBADIAN TIPOLOGI HIPPOCRATES – GALENUS KELAS XI MIA 1 SMA NEGERI I SOE Bulu, Vera Rosalina; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract: The objective of research was to describe difficulty, cause, and solution to the difficulties the 11th MIA 1 Grades of SMA Negeri I Soe faced in using their metacognitive of ability to solve mathematics problem in probability material using melancholic, sanguinic, phlegmatic and choleric personality types. This study was an exploratory qualitative research. The procedure used of selecting subject is snowball sampling, so that 12 subjects were obtained whose data could be analyzed. The data collection was conducted using think aloud method. The data validation was carried out using time triangulation. Techniques of analyzing data used were: (1) classifying data into 4 categories: (a) understanding problem, (b) thinking about plan, (c) implementing the plan, (d) rechecking the answer, (2) presenting the data in narrative text and (3) drawing a conclusion about difficulty, cause, and solution to metacognitive difficulty in each category. The results of research showed that the metacognitive difficulties in solving problem of probability material for melancholic and choleric students were as follows. (a) The students difficulty realized strategic deliberation and the advantage of strategy used, (b) Students experience metacognitive difficulty in realizing the strategic change when they were wrong, (c) Difficulty in realizing the evaluation on confusion, (d) Difficulty in realizing when a strategy is used, (e) Difficulty in realizing the different strategies, (f) Difficulty of other strategy in problem solving, (g) Difficulty in realizing their work product evaluation, and (h) Difficulty in realizing the consideration of all options in solving problem. The difficulty of sanguinic and phlegmatic students were as follows. (a)  Difficultly realized strategic deliberation and the advantage of strategy used, (b) Difficulty in realizing the advantage of strategy used (c) Difficulty realizing when a strategy was used (d) Difficulty in realizing when a strategy was used (d) Difficulty in realizing the reason of using different strategies in  various situation (e) Difficulty in realizing other strategy in solving problem and (f) Difficulty in realizing the deliberation of all options in solving problem.Keywords: Metacognitive Difficulty, Problem Solving, Hippocrates-Galenus Personality Type. 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA DAN PEMBELAJARAN MATEMATIKA Ardianzah, Ferri; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of cooperatif learning models viewed from the attitude of students. The learning model compared were TAI-CTL, TAI and direct instruction. This was quasi-experimental research designed by factorial 3x3. The population was 8th grade students of junior high school even semester academic year 2013/2014 in Magetan regency. The sample was taken by using stratified cluster random sampling. Total sample was 231 students, consisted of 77 students as TAI-CTL class, 78 students as TAI class, and 76 students as direct instruction class. Hypothesis testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypothesis testing, it is concluded that: (1) students learns using TAI-CTL and TAI had better achievement than students learnt using direct instruction, students learnt using TAI-CTL had better achievement than students learnt using TAI  (2) positive attitude students had better achievement than those of neutral and negative attitudestudents, neutral attitude students had better achievement than negative attitude students (3) for TAI-CTL and TAI, students with positive attitude had better achievement than neutral and negative attitude, however neutral attitude students had the same achievement as negative attitude students, for direct instruction, positive attitude students had the same achievement as neutral attitude students, meanwhile positive attitude students had better achievement than negative attitudeand students with neutral attitude had the same achievement as negative attitude students (4) for  positive attitude students, students learnt using TAI-CTL had the same achievement as students learnt using TAI, meanwhile students learnt using TAI-CTL and TAI had better achievement than students learnt using direct instruction, for neutral and negative attitude students, students learnt using TAI-CTL, TAI, and direct instruction had the same achievement.Keywords: TAI-CTL, TAI, Direct Instruction, Attitude 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS, THINK TALK WRITE, DAN LEARNING TOGETHER DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KECERDASAN LOGIKA MATEMATIKA SISWA Utami, Desi Tri; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract: The purpose of this research was to find out the effect of the cooperative learning models on the learning achievement in mathematics viewed from the students’ logical mathematical intelligence. The learning models compared were the cooperative learning models of Structured Numbered Heads (SNH), Think Talk Write (TTW), and Learning Together (LT) with scientific approach. This research used quasi experimental research method with the factorial design of 3x3. The population of the research was all of the students in grade VII of Junior High School in Sukoharjo Regency. The data was analyzed using two-ways analysis of variance with unbalanced cell. The conclusions of the research were as follows. (1) SNH and TTW with scientific approach had the same learning achievement. SNH and TTW with scientific approach had better learning achievement than LT with scientific approach. (2) Students with high logical mathematical intelligence had better learning achievement than the students with middle and low logical mathematical intelligence, also students who had middle logical mathematical intelligence had better learning achievement than students who had low logical mathematical intelligence. (3) In SNH with scientific approach, the students who had high logical mathematical intelligence had learning achievement as good as students with middle and low logical mathematical intelligence. In TTW and LT with scientific approach, the students who had high logical mathematical intelligence had learning achievement as good as students with middle logical mathematical intelligence, and the students who had high and middle logical mathematical intelligence had better learning achievement than the students with low logical mathematical intelligence. (4) For all level of students’ logical mathematical intelligence, the students who were given by SNH, TTW, and LT with scientific approach had the same learning achievement.Keywords: Structured Numbered Heads, Think Talk Write, Learning Together, Scientific Approach, Logical Mathematical Intelligence
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE (TPS) DAN PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN AWAL SISWA SMP KELAS VIII SE-KABUPATEN SRAGEN Supriyatin, Supriyatin; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): 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 prior competency. The learning models compared were TPS with scientific approach, PBL with scientific approach and direct learning. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Sragen. The samples of research were taken by using the stratified cluster random sampling technique and consisted of 297 students. The instruments used were mathematics achievement test and prior competency test. The data analysis technique used unbalanced two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students treated with PBL learning model with scientific approach provided better learning achievement than those treated with TPS and those treated with direct learning model. The students treated with TPS learning model with scientific approach provided equal mathematics learning achievement to those treated with direct learning. (2) The students with high prior competency had better learning achievement than those with medium and those with low prior competencies. The students with medium prior competency had better learning achievement than those with low one. (3) In the TPS learning model with scientific approach and direct learning, the students with high and medium prior competencies had better learning achievement than those with low one. In the PBL learning model with scientific approach, the students with high prior competency had better learning achievement than those with low prior competencies and both of them provided the same learning achievement than those with medium one. (4) The students with high prior competency category had the same learning achievement in TPS type of learning model with scientific approach, PBL learning model with scientific approach and direct learning model. In medium prior competency category, PBL learning model with scientific approach provided better learning achievement than TPS learning model with scientific approach did, and both of them provided the same learning achievement as the direct learning did. Meanwhile in low prior competency category, PBL learning model with scientific approach provided better learning achievement than TPS learning model with scientific approach and direct learning model, and TPS learning model with scientific approach provided the same learning achievement as the direct learning did.Keywords: Mathematics Learning Achievement, TPS, PBL, Scientific Approach, Prior Competency 
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL), NUMBERED HEAD TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) TERHADAP PRESTASI BELAJAR DITINJAU DARI KREATIVITAS BELAJAR SISWA PADA MATERI HIMPUNAN SMP NEGERI KABUPATEN KEBUMEN Putri, Prihastini Oktasari; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract: The objectives of this research are to know: (1) which one was better result in learning achievement of mathematics among PBL, NHT, and TPS, (2) which one was better learning achievement among students in high, middle, and low creativity categories of  mathematics, (3) in each learning model, which one was better learning achievement among students’ creativity categories, students having high, middle, or low; and (4) in each creativity categories, which one was better learning achivement among students of PBL, NHT, or TPS. This research used quasi-experimental research. The population was all of the students in Grade VII of State Junior High School in Kebumen. The samples of research were taken by using stratified cluster random sampling technique and consisted of 268 students. They divided into three groups. They were 92 students in the group of first experiment, 88 students in the group of second experiment, and 88 students in the group of third experiment. The instruments to collect the data were test of learning achievement and the questionnaire of learning creativity in mathematics. The data were examined by using two-way ANOVA with unbalanced cells. The results of the research were as follows. (1) Student in the model of PBL model result in a better learning achievement than NHT and TPS learning models. Student in NHT learning model results in a better learning achievement than TPS learning model. (2) Learning creativity gives students a different effect on mathematics’ learning achievement in the subject of set. The students with the high creativity have a better learning achievement than those with the middle and low categories, and student with the middle creativity have a better learning achievement than those with the low creativity categoriy. (3) In each learning model, students with the high creativity category have learning achievement as good as those with the middle or low categories. (4) In each of the creativity categories of students, students with the high creativity category of PBL have learning achievement as good as those in NHT and TPS, students with the middle creativity category of PBL have better learning achievement than those in TPS, then learning models of NHT and TPS have same learning achievement, and students in PBL and NHT have same learning achievement; last, in the low learning category, student in PBL have better learning achievement than those in TPS, student in NHT and TPS have same learning achievement and the student in PBL and NHT have same learning achievement.Keywords:    Problem Based Learning, Numbered Head Together, Think Pair Share, and learning creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING (DL) DAN PROBLEM BASED LEARNING (PBL) PADA MATERI BANGUN RUANG DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN BANYUMAS Tito Kurniawan, Sandhy Prasetyo; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): 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 learning independency. The learning models compared were direct Learning, DL, and PBL. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Banyumas. The samples were the students of SMPN 1 Patikraja, SMPN 2 Patikraja, and SMPN 2 Kalibagor, taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and learning independency. The data were analyzed by two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students treated with DL and PBL learning models provided better learning achievement than those treated with Direct learning model. The students treated with DL had mathematics learning achievement equal to those treated with PBL. (2) The students treated with high learning independency and medium learning independency provided better learning achievement than those treated with low learning independency. The students with high learning independency had learning achievement equal to those with medium independency. (3) In each learning independency group of students, DL and PBL learning models provided better achievement than the Direct one, and DL learning model provided learning achievement equal to the PBL learning model did. (4) In each learning model, the students treated with high learning independency and medium learning independency provided better learning achievement than those treated with low learning independency. The students with high learning independency had learning achievement equal to those with medium independency.Keywords: Discovery Learning, Problem Based Learning, Direct Learning, Learning Independency 
ANALISIS PROSES SCAFFOLDING PADA PEMBELAJARAN MATEMATIKA DI KELAS VIII SMP NEGERI 4 KARANGANYAR Nofiansyah, Wahyu; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract: This research was aimed to describe scaffolding process in mathematics learning in the learning material of straight line equation at grade VIII Junior High School Number 4 in Karanganyar Regency in the  Academic Year of 2013/2014 for conceptual and procedural knowledge. This research was a descriptive qualitative research. The main subject of this research was a mathematics teacher grade VIII Junior High School Number 4 in Karanganyar Regency. Meanwhile, the minor subject in this research was students getting scaffolding from teachers in the learning process. The selection of  research subject was by purpossive sampling technique. In this research, researcher used passive participation observation and not structured interview recorded by using handycam. In this research, the data validity technique was triangulation technique. The result of research showed as follows. 1) The scaffolding process of learning activities in the learning material of straight line equation for conceptual knowledge given by teacher was to keep students on task, and provide clear direction and reduce students confusion. It was scaffolding process given often by teachers. While the scaffolding process given occasionally by teachers was presenting the conducting questions, clarifies expectations and incorporates assessment, and presented the information clearly. 2) The scaffolding process of learning activities in the learning material of straight line equation for procedural knowledge given by teachers was to present the information clearly and present the conducting questions. It was scaffolding process given often by teachers. While the scaffolding process given occasionally by teachers was directed students against reference, keeps students on task, involved student’s participation, provides clear direction and reduces students’ confusion, and clarifies expectations and incorporates assessment.Keywords: scaffolding, conceptual knowledge, procedural knowledge
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DAN MODEL KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) PADA MATERI DIMENSI TIGA DITINJAU DARI KEMAMPUAN BERPIKIR KREATIF SISWA (KBK) Fadjrin, Nanda Noor; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract. The objective of this research was to investigate the effect of the learning models on achievement viewed from creative thinking abilities (CTA) of the students. The learning models compared were PBL, TGT and direct instruction (DI). The type of the research was quasi-experimental research with 3x3 factorial design. The population of this research was the students in grade X senior high school in Purbalingga on academic year of 2014/2015. The size of the sample was 277 students, which was taken by using stratified cluster random sampling technique. The instruments used for data collection were creative thinking test and achievement test. The hypothesis test used unbalanced two ways analysis of variance. The results of the research were as follows. (1) PBL gave better achievement than TGT and DI. TGT gave better achievement than DI. (2) The students with high and medium CTA had better achievement than the students with low CTA. The students with medium CTA had better achievement than the students with low CTA. (3) In PBL, the students with high CTA had better achievement than medium and low CTA, the students with medium and low had the same achievement. In TGT, the students with high and medium CTA had the same achievement, the students with high CTA had better achievement than low CTA, the students with medium and low CTA had the same achievement. In DI, the students with high, medium and low CTA had the same achievement. (4) At the students with high CTA, PBL and TGT gave the same achievement. PBL and TGT gave better achievement than DI. At the students with medium CTA, PBL and TGT gave the same achievement, PBL gave better achievement than DI, TGT and DI gave the same achievement. The students with low CTA, PBL, TGT and DI gave the same achievement.Keywords: Problem Based Learning, Teams Games Tournamnet, Direct Instruction, Creative Thinking Abilities , Achievement.

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