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PROSES BERPIKIR SISWA KELAS VIII SMP NEGERI 25 SURAKARTA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EXTROVERT-INTROVERT PADA MATERI PERSAMAAN GARIS LURUS Permatasari, Nisa; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objective of this research was to describethe 8th grade students’s thinking process of SMP Negeri 25 Surakarta. The subjects were students of 8th E who has an extrovert and introvert personality. The thinking process was the thought process of assimilation and accommodation in solving mathematical problems based on the type of Krulik and Rudnick on a straight-line equation. The technique of data collection that used was snowball-sampling which the subject stopped when data saturation. Obtained three extrovert students and three introvert students. The validation of data was carried out with time triangulation. The result of research showed that the thinking process of extrovert students in solving mathematical problems based on the type of Krulik and Rudnick step was as follows 1) In read and think step, the used of thinking process was assimilation; 2) In explore and plan step, the used of thinking process was imperfect assimilation; 3) In select a strategy step, the used of thinking process was imperfect assimilation; 4) In find an answer step, the used of thinking process was imperfect assimilation; 5) In reflect and extend step, the used of thinking process was accommodation. The thinking process of introvert students in solving mathematical problems based on the type of Krulik and Rudnick step was as follows: 1) In read and think step, the used of thinking process was assimilation; 2) In explore and plan step, the used of thinking process was assimilation; 3) In select a strategy step, the used of thinking process was imperfect assimilation; 4) In find an answer step, the used of thinking process was assimilation; 5) In reflect and extend step, the used of thinking process was a imperfect assimilation.Keywords: Assimilation and Accommodation, Extrovert and Introvert, Problem Solving. 
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DENGAN WRITING ACTIVITIES DAN MODEL CREATIVE PROBLEM SOLVING (CPS) PADA MATERI BARISAN DAN DERET DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA KELAS X SMK SE-KOTA TEGAL TAHUN AJARAN 2014/2015 Yuliana, Tri; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: Problem solving ability was main objective in this mathematic’s learning. So this research intends to know the students’ achievement of mathematics which was better (1) students were taught by Problem Based Learning (PBL) with Writing Activities (WA), students were taught by Creative Problem Solving (CPS) or students were taught by Direct Learning, (2) students with high creativity, students with medium creativity, or srudents with low creativity, (3) in each category creativities, the students’ achievement of mathematics was better among the students were learnt by PBL with WA, CPS or direct learning models (4) in each model, the students’ achievement of mathematics was better among the students with high creativity, students with medium creativity, students with low creativity. This research used a quasi-experimental research with the population of tenth grade of High Schools in Tegal city in the Academic Year of 2014/2015. The sampling technique used stratified cluster random sampling and three schools were selected namely SMK N 1 Tegal, SMK N 2 Tegal, and SMK N 3 Tegal. Two-way variance’ analysis was used to test the hypothesis, followed by Scheffe’ technique.  The results of analysis  were as follows. (1) The students’ achievement by PBL with WA were better than by CPS and direct learning. The students’ achievement by CPS were better than by direct learning. (2) The students’ achievement with high creativities were better than with medium and low creativity. The students’ achievement with medium creativity were better than with low creativity. (3) In every category of creativities (high, medium and low), the students’ achievement by PBL with writing activities were better than CPS and direct learning. The students’ achievement by CPS were better than direct learning. (4) In every model of learnings (PBL with WA, CPS, and direct learning), the students’ achievement with high creativity were better than medium creativity and low creativity. The students’achievement with medium creativity were better than with low creativity.Keywords: Problem Based Learning with Writing Activities, Creative Problem Solving, Creativities, achievement of mathematics.
ANALISIS MISKONSEPSI SISWA PADA MATERI POKOK LINGKARAN DITINJAU DARI KESIAPAN BELAJAR DAN GAYA BERPIKIR SISWA KELAS XI IPA SMA N 3 SURAKARTA TAHUN AJARAN 2013/2014 Wardani, Endang Purwati; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The purposes of this research were: (1) knowing the characteristics of the misconception, and (2) knowing the causes of the misconception of the XI grade students in the academic year of 2013/2014 in  equation of circle and equation of tangent line of a circle viewed from the student’s readiness and style of learning. Qualitative research was applied in this research. The subject of the research are students of the eleven grade of SMA Negeri 3 Surakarta. The source of data was taken from informants (students), documentation (questionnaire), and test. Data collection was taken by using interview, diagnostic test, and questionnaire. Data validity used the source of triangulation. Data analysis used Miles and Huberman’s concept that are data collection, data reduction, presenting the data, and drawing the conclusion. The result of the research showed as follows: (1) students who are ready to learn and have the synthetic thinking style in understanding the locus of a point on the circle and determining the equation of tangent line of  a circle,  experience a misconception of theoretical concept. Meanwhile, in determining the circle equation, the students who are ready to learn with synthetic thinking style, don’t have any misconception.  (2) Students who are ready to study and have analytic thinking style in determining the equation of circle (determining the center point and the radius) experience a misconception in co relational concept. In understanding the locus of a point on the circle and determining the equation of tangent of line, students who are ready to study with analytical thinking style, experience a misconception in theoretical concept. (3) Students who are not ready to learn with synthetic thinking style experience a misconception in determining the equation of a circle (determining the center point and the radius), the misconception is in co relational and theoretical concept. In determining the equation of tangent line of a circle, students who are not ready with synthetic thinking style experience misconception of theoretical concept. While in understanding the locus of a point on the circle, generally   students who not ready to learn with synthetic thinking style do not experience misconception. (4) Students who are not ready to learn with analytical thinking style experience misconception in determining the equation of circle (determining the center point and radius), namely the misconception of co relational and theoretical concepts. In determining the locus of a point on the circle, students who are not ready to learn with the analytical thinking style experience misconception of theoretical concept. (5) In general the cause of misconception for the students is the difficulty of the students to classify the form of the equation of the circle and the equation of tangent line of a circle.Keywords: misconception, readiness to learn, thinking style
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN TWO STAY TWOSTRAY (TSTS) DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI GAYA BELAJAR SISWA Rahman, Arif; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objective of this research was to investigate the effect of the learning models on learning achievement viewed from learning style types of the students. The learning models compared were NHT, TSTS, and classical with scientific approach model. 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 Mataram City on academic year of 2014/2015. The size of the sample was 279 students, which was taken by using stratified cluster random sampling technique. The instruments used for data collection were learning style questionnaire and mathematics achievement test. The hypothesis test used unbalance two ways analysis of variance. The results of the research were as follows. (1) NHT and TSTS with scientific approach learning models gave better achievement than classical with scientific learning model. NHT and TSTS with scientific approach learning models gave the same achievement. (2) The students with visual and auditory learning style had better achievement than the students with kinesthetic learning style. The students with visual and auditory learning style had the same achievement. (3) In NHT with scientific approach learning model, the students with visual and auditory learning style the same achievement, the students with auditory and visual learning style had better achievement than the students with kinesthetic learning style. In TSTS and Classical with scientific approach learning models, the students with visual, auditory, and kinesthetic learning style the same achievement. (4) At the students with visual learning style, NHT and TSTS with scientific approach learning models gave the same achievement. NHT with scientific approach learning model gave better achievement than classical with scientific learning model. TSTS and classical with scientific approach learning models gave the same achievement. At the students with auditory and kinesthetic learning style, NHT, TSTS, and classical with scientific approach learning models gave the same achievement.Keywords: Numbered Heads Together, Two Stay Two Stray, Classical learning model, Scientific Approach, Learning Style, Achievement.
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PROBLEM BASED LEARNING(PBL) DAN LEARNING CYCLE 5E DENGAN PENDEKATAN SAINTIFIK PADA MATERI DIMENSI TIGA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS X SMA NEGERI DI-KABUPATEN SUKOHARJO Paryatun, Suji; Usodo, Budi; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The research aims to know: 1) which learning model is better achievement LC 5E with scientific appraoach, PBL, or direct learning models : 2) the learning autonomy category giving a better achievement among the high, medium, and low level of learning autonomy; 3) the learning autonomy which yields a better achievement of each learning model ; and 4) learning model which yields a better achievement of each learning autonomy category. The type of the research is a quasi-experimental research. The research is carried out in Sukoharjo regency. The populations of research are all 10th students of in Sukoharjo regency in which  school based curriculum applied in the academic year of 2014-2015. The sampling technique uses Stratified Cluster Random Sampling. The data collecting techniques use documents, questionnaires, and tests. The data analysis technique uses two-way variant analysis with unequal cells. The research concludes that; 1) the LC 5E learning model with scientific approach gives a better achievement in mathematics learning; 2) the students with high learning autonomy get better mathematics scores. The indicator is the average  scores of students with high learning autonomy are better than those with low or medium level; 3) In each learning model, the students with high learning autonomy get  better achievements than those  with medium or low as well  learning autonomy in general,whereas in high learning autonomy category, the LC 5E learning with scientific approach shows a better math achievement than PBL; and 4) For the classification of learning autonomy between the high level and the medium one,  learning model  LC 5E with scientific approach shows better achievement mathematics learning than the one with PBL  or direct learning, whereas, the low learning autonomy has no different achivement LC 5E with scientific approach, PBL or the direct one.Keywords: Mathematics Learning Achievement, Learning Autonomy, Learning Model
KSPERIMENTASI PENDEKATAN PEMBELAJARAN RECIPROCAL TEACHING DENGAN ALAT PERAGA PADA POKOK BAHASAN LINGKARAN DITINJAU DARI KREATIVITAS SISWA Thalib, Faradila; Mardiyana, Mardiyana; Sutrima, Sutrima
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: This research aims at revealing:(1) which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach; (2) which one has better mathematics learning achievement among students with high, average, or low creativity; (3) at each of creativity levels (high, average, and low), which one results better learning achievement on the subject of circle among Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional apprroach; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), which group of students has better learning achievement among groups with high, average, or low creativity. This research was quasi-experimental research which employs 3 x 3 factorial design. The population of this research was all of the eleventh grade students of State Junior High Schools in Ternate. The sampling technique used was stratified cluster random sampling. There were 178 students selected as the sample of this research. Based on the research findings, it can be concluded that: (1) students taught by Reciprocal Teaching with Learning Tools have better mathematics learning achievement than those taught by Reciprocal Teaching, students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional approach, and students taught by Reciprocal Teaching have better mathematics learning achievement than those taught by conventional teaching; (2) students with high, average, and low creativity have the same mathematics learning achievement; (3) at each of creativity levels (high, average, and low), Reciprocal Teaching with Learning Tools results better mathematics learning achievement than Reciprocal Teaching and conventional approach do, and Reciprocal Teaching results better mathematics learning achievement than conventional approach does; (4) at each of teaching approaches (Reciprocal Teaching with Learning Tools, Reciprocal Teaching, and conventional approach), students with high, average, and low creativity have the same mathematics learning achievement.Keywords: Reciprocal Teaching with Learning Tools, Reciprocal Teaching, Conventional Approach, Creativity, Mathematics Learning Achievement.
Analisis Proses Pembelajaran Matematika Berdasarkan Kurikulum 2013 pada Materi Pokok Peluang Kelas X SMA Negeri 1 Surakarta Kuncara, Adi Wahyu; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aims of research was to describe the teacher understanding of 2013 curriculum-based learning process and assessment, learning process and assessment based on the 2013 curriculum  in main subject of probability in classroom X SMA Negeri 1 Surakarta. This research used the qualitative method with the case study approach, by deeply studying  the learning activities so as to describe the learning process taking place in the mathematics learning, especially the material of probability. The subject of research was mathematics teacher of the tenth grade of SMA Negeri 1 Surakarta with the criterion of having attended the training about 2013 curriculum. The data in this study were: (i) teacher’s understanding of the learning and assessment process based on  2013 curriculum (ii) mathematics learning process that imparting knowledge, attitudes, and skills with scientific approach (iii) the assessment process of knowledge, attitudes, and skills. Step analysis of the data in the study carried out in three stages, namely data reduction, data presentation, and withdrawal conclusion. The results of this study are as follows. (i) The learning process in curriculum 2013 was centered on the students, and the teacher merely functions as a facilitator. In addition, the learning process was not the only aspect of the knowledge imparted to students but the learning process in 2013 curriculum inculcate attitudes and skills aspects as well. According to teacher, assessment process using the aspects of knowledge, it can be a matter of testing and instrument description, aspects of attitude by observing and instrument in the form of sheets of observations, as well as aspects of skills with the practice tests or portfolios and instrument in the form of a rubric. (ii) Observed activities carried out by asking the students to listen to the explanation given by the teachers. The questioning activities carried out by asking questions to the students related to the material being studied. Information gathering activities that occur are students reading books and worksheets to answer the question or questions given by teacher. In this information gathering activities of teachers instill active attitude to the students. Inform process activities occur that students use information obtained from books and worksheets to answer the questions given by the teacher. On inform process activities, teachers inculcate cooperation and responsibility to the students. Communicated activities carried out by asking students to write the results of group discussions in class. (iii) Knowledge assessment process conducted by giving a quiz to the student at the end of learning and the instrument that is used in the form of a description. The attitude assessment process was carried out during the learning process. Teachers assess students attitudes to the observation technique. Skills assessment process were carried out during the learning process. Teachers assess students skills when communicating with the activities of the students and see the results of the discussion by looking at the results of the quiz given to students.Keywords : mathematics learning process, scientific approach, assessment process, curriculum 2013
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR AND SHARE (TPS) DAN TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BANGUN RUANG SISI LENGKUNG DITINJAU DARI KECERDASAN SPASIAL Zuhanisani, Virlina; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The purpose of this study was to determine the effect of the learning models on the learning achievement in Mathematics viewed from the spatial intelligence of the students. The learning models compared were the cooperative learning model of the Think Pair And Share (TPS) type with scientific approach, Team Assisted Individualization (TAI) model type with scientific approach, and classical model with scientific approach. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade IX students of Junior High Schools in Grobogan Regency. Instruments used for data collection were mathematics achievement test and spatial intelligence test. Data analysis tecnique was used to test the hypothesis was  two-ways analysis of variance with unbalanced cell as a 3x3 factorial design. Based on the hypothesis, the results of the study can be explained as follows. (1) Scientific TPS got better achievement than scientific TAI and with scientific classical, scientific TAI got better achievement than scientific classical. (2) Students with high spatial intelligence got the same achievement as middle spatial intelligence. In addition, students who had high and middle spatial intelligence got better achievement than those who had low spatial intelligence. (3) In the spatial intelligence of high category, the achievement of the students who were treated with scientific TPS was better than those who were treated with scientific TAI and treated with scientific classical, students treated who were with scientific TAI got same achievement with those treated who were with scientific classical. In the spatial intelligence category of middle and low, with scientific TPS, with scientific TAI and with scientific classical gave the same achievement. (4) In the with scientific TPS, the students who had high spatial intelligence got the same achievement with middle spatial intelligence. In addition, the students who had high and middle spatial intelligence got better achievement than those who had low spatial intelligence. In the with scientific TAI and with scientific classical, the students who had high, middle, and low spatial intelligence got same achievement.Keywords: Think Pair And Share, Team Assisted Individualization, Classical, Scientific Approach, Spatial Intelligence.
PENGEMBANGAN PERANGKAT PEMBELAJARAN TEAMS GAMES TOURNAMENT (TGT) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR SMP TAHUN PELAJARAN 2014/2014 Yustitia, Via; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objectives of this research were: (1) to describe the development of valid and practical Mathematics learning instruments with the scientific approach-based TGT model;(2) to investigate the learning effectiveness with the use of Mathematics learning instruments with the scientific approach-based TGT model on the learning material of Algebra Operation.This research used the research and development method. The development of learning instrument was done by means of 4Ds claimed by Thiagarajan model, et.al. However, this research used only 3Ds, namely: Define, Design, and Develop. The developed learning instruments included lesson plans, student’s work sheet, and test of problem-solving ability. The subjects exposed to the experimentation were the students in Grade VIII of State Junior Secondary School 2 of Pemalang, State Junior Secondary School 4 of Taman, and State Junior Secondary School 1 of Pemalang. The results of research are as follows: (1) The developed learning instruments are declared as valid ones by the validators; (2) The instruments are also practical because the students have a good response on the developed instruments, the teachers have a good response on the developed instrument, and the lesson plans have been implemented well in the learning process; (3)  the learning process in the experimental class is effective because the students have good learning activities, the problem-solving ability mean of the students in the experimental class is better than that of the students in control class, and the student’s problem-solving ability has fulfilled the classical learning completeness.Keywords: development of learning instruments, TGT, and scientific approach
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN DISCOVERY LEARNING (DL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA Wicaksana, Hafid; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: This research aimed to know: (1) which one of thelearning models give a better achievement between PBL, DL, or classical with scientific approach, (2) which one has a better achievement between the student categorization, climbers, campers, or quitters, (3) at adversity quotient categorization, which one of the learning models give a better achievement between PBL, DL, or classical with scientific approach, and 4) at each the learning models, which one of the adversity quotient have a better achievement between student categorization, climbers, campers, or quitters. This was a quasi-experimental study. The research population were the seventh-grade students of all state junior high schools in Sukoharjo Regency in the academic year of 2014/2015. The data were analyzed through hypothesis testing using two-way ANOVA with unequal cells.Based on the analysis, the following conclusions are drawn. 1) The PBL model generates better learning outcomes than the DL model and the classical learning model using scientific approaches. The DL model generates better learning outcomes than the classical learning model using scientific approaches. 2) The students in the climber category have better learning outcomes than those in the camper category and the ones in the quitter category. The students in the camper category have better learning outcomes than those in the quitter category. 3) In the climber category, the students taught using the scientific PBL model have better learning outcomes in mathematics than those taught either using the scientific DL model or the classical learning model with scientific approaches. In the camper category, the students taught using the scientific PBL model have equal learning outcomes in mathematics to those taught using the scientific DL model but they have better learning outcomes than the students of the same category taught using the classical learning model with scientific approaches. 4) In relation to the PBL model using scientific approaches, the learning outcomes of the students in the climber category are better than those in the categories of campers and quitters. The students in the camper category have equal learning outcomes to those in the quitter category. In relation to the DL model using scientific approaches, the learning outcomes of the students in the climber category are equal to those in the camper category and better than those in the quitter categories.Keywords: Problem-Based Learning, Discovery Learning, Classical, Scientific Approaches, Adversity Quotient, Achievement.

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