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Jurnal S2 Pendidikan Matematika
Published by Universitas Sebelas Maret
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Core Subject : Education,
Education Mathematics
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Articles 10 Documents
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Search results for , issue " Vol 4, No 6 (2016): Pembelajaran Matematika" : 10 Documents clear
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DENGAN CONCEPT MAPPING PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIS SISWA KELAS VIII SMP SE-KABUPATEN KEBUMEN TAHUN PELAJARAN 2015/2016 Sasongko, Anggi; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: The purpose of this research was to determine the effect of the learning models TSTS with Concept Mapping (TSTS CM) on mathematics learning achievement viewed from students Mathematical Reasoning Ability (MRA). This research was quasi experimental research with 3x3 factorial design. The population were the eighth-grade students of junior high schools in Kebumen Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and MRA test. The data analysis technique used was the two-way ANAVA with unbalanced cell. Based on the hypothesis test, it was concluded as follows. 1) The mathematics learning achievement of the students who were treated by TSTS CM was better than the students who were treated by TSTS and Direct Learning (DL), the mathematics learning achievement of the students who were treated by TSTS was better than the students who were treated by DL; 2) The mathematics learning achievement of the students with high MRA was better than the students with moderate or low MRA, and the mathematics learning achievement of the students with moderate MRA was better than the students with low MRA; 3) In TSTS CM, the mathematics learning achievement of the students who had high MRA was better than the students who had moderate or low MRA, while the mathematics learning achievement of the students who had moderate MRA was same as the students who had low MRA; in TSTS, the mathematics learning achievement of the students who had  high MRA was same as the students who had moderate MRA and was better than the students who had low MRA, while the mathematics learning achievement of the student who had moderate MRA was better than the students who had low MRA; in DL, the mathematics learning achievement of the students who had high MRA was better than the students who had moderate or low MRA, while the mathematics learning achievement of the students who had moderate MRA was same as the students who had low MRA; 4) The high MRA students who were treated by TSTS CM, TSTS, and DL had same mathematics learning achievement; the moderate MRA students who were treated by TSTS CM had same mathematics learning achievement as the students were treated by TSTS but had better than the students were treated by DL, while the students were treated by TSTS had better mathematics learning achievement than the students were treated by DL; The low MRA students who were treated by TSTS CM had better mathematics learning achievement than the students were treated by TSTS or DL, while the students were treated by TSTS had same mathematics learning achievement as the students were treated by DL.Keywords: Two Stay Two Stray, Concept Mapping, Direct Learning, Mathematical Reasoning Ability
EKSPERIMENTASI MODEL PEMBELAJARAN TIPE NUMBERED HEAD TOGETHER (NHT) DAN THINK-PAIR-SHARE (TPS) DITINJAU DARI GAYA BELAJAR SISWA PADA POKOK BAHASAN RELASI DAN FUNGSI KELAS VIIISMP NEGERI SE-KABUPATEN PACITAN TAHUN PELAJARAN 2015/2016 Heritin, Anisak; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstrak: The objective of the research was to know in each category learning style (visual, auditorial, and kinesthetic) which one providing better mathematics learning achievement, NHT, TPS, or direct learning model. This research was a quasi-experimental and designed in a 33 factorial design. The population of research was students in grade VIII of Junior High Schools of Pacitan Regency in this academic year of 2015/2016. The sample was taken by stratified cluster random sampling. Results of this research were concluded as follows: (1) in NHT and TPS model, visual, auditorial, and kinesthetic learning style have similar result of learning achievement, (2) in direct learning model, students of auditorial learning style have better than learning achievement kinesthetic learning style, visual learning style have learning achievement as good as auditorial learning style, students of visual learning style have learning achievement as good as kinesthetic learning style, (3) in visual learning style, NHT have learning achievement as good as TPS, NHT and TPS have better than learning achievement direct learning model, (4) in auditorial learning style, NHT have learning achievement as good as TPS, NHT and TPS have learning achievement as good as direct learning model, and (5) in kinesthetic learning style, NHT have learning achievement as good as TPS, TPS have better learning achievement than direct learning model, NHT have learning achievement as good as direct learning model.Keyword: NHT, TPS, Direct learning Model and Learning Style 
RESPON SISWA KELAS IX BERDASARKAN TAKSONOMI SOLO DALAM MENYELESAIKANSOAL BANGUN RUANG SISI LENGKUNG YANG DISUSUN SESUAI DENGAN TAKSONOMI BLOOM DI SMP NEGERI 1 MARGOMULYO BOJONEGORO Sriyati, Sriyati; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: The frameworks of classifying statements to predict the students’ learning ability are Bloom’s Taxonomy and SOLO Taxonomy. Bloom’s Taxonomy is made for educational purpose, while SOLO Taxonomy is used for the reference in analyzing the response of learners.The purposes of this research were to know about the IX gradestudents’ responses in solving geometry curved size based on Bloom’s Taxonomy and SOLO Taxonomy. The research method was qualitative and the data resourcesware eleven students of SMP Negeri 1 Margomulyo, Bojonegoro. The results of this research showed that the students’ response in understanding aspect on pre-structural level are 18,2%, uni-structural level are 9,1%, multi-structural level were 9,1%, relational level are 54,5%, and extended abstract level are 9,1%.  None of he students response in applying aspect on pre-structural level,uni-structural level are 9,1%, multi-structural level are 54,5%, relational level are 18,2%, extended abstract level are 18,2%.The students’ response in analyzing aspect on pre-structural level are 27,3%, uni-structural level are 9,1% multi-structural level are 9,1%, relational level are 36,4%, and extended abstract levelare18,2%. The students on the same level were not necessarily showed the same response.Keywords: Students’ response, Geometry curved sized, Bloom’s Taxonomy, SOLO Taxonomy. 
EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEAD TOGETHER DAN THINK-TALK-WRITE DENGAN PENDEKATAN SAINTIFIK PADA MATERI SISTEM PERSAMAAN DAN PERTIDAKSAMAAN DITINJAU DARI SIKAP PERCAYA DIRI SISWA KELAS X PEMINATAN IPA SMA NEGERI DI KOTA SURAKARTA Putri, Diah Purwaning; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract : The purpose of  this study was to determine the effect of the learning models on the learning achievement in Mathematics seen from the self confidence attitude of the students. The learning models compared were the cooperative learning model of the Numbered Head Together (NHT) type using scientific approach, Think Talk Write (TTW) type using scientific approach, and classical model using scientific approach.This study was a quasi-experimental with a 3x3 factorial design. Instruments used for data collection were mathematics learning achievement tests and a questionnaire of student self confidence attitude. The proposed hypothesis of the research were analyzed by using the two way analysis of variance with unbalanced cells. Based on the hypothesis testing it can be concluded as follows.  (1) The mathematics learning achievement of student with NHT learning model using scientific approach are as high as that of the students with TTW learning model using scientific approach, the learning achievement of students with NHT learning model using scientific approach are as high as that of the students with classical learning model using scientific approach, and the learning achievement of students with TTW learning model using scientific approach is better than that of  students with classical learning model using scientific approach, (2) high self confidence students’ learning achievement is as high as medium self confidence students’, the high self confidence students’ learning achievement is better than the low self confidence students’, and the medium self confidence students’ learning achievement is better than the low self confidence students’, (3) Seen from self confidence attitude, the mathematics learning achievement of student with NHT learning model using scientific approach are as high as that of the students with TTW learning model using scientific approach, the learning achievement of student with NHT learning model using scientific approach are as high as that of the students with classical learning model using scientific approach, and the learning achievement of student with TTW learning model using scientific approach is better than  students with classical learning model using scientific approach), (4) seen from the learning models, high self confidence students’ learning achievement is as high as medium self confidence students’, the high self confidence students’ learning achievement is better than the low self confidence students’, and the medium self confidence students’ learning achievement is better than the low self confidence students’Keywords: Number Head Together, Think Talk Write, Classical, Self Confidence Attitude
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DENGAN MIND MAPPING DITINJAU DARI GAYA BELAJAR PADA MATERI OPERASI ALJABAR SISWA KELAS VIII SMP NEGERI DI KABUPATEN SRAGEN TAHUN PELAJARAN 2014/2015 Primasari, Dessy Marlinda; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract : The aim of this research was to know the effect of learning models on mathematics achievement viewed from the student learning style. The learning models compared were PBL with Mind Mapping, PBL and Classical learning. This research  was a quasi experimental with the factorial design of 3 x 3. The population of this research was all students of class VIII of the State Junior High School in the region of Sragen Regency. The sampling technique used was stratified cluster random sampling. The size of the sample was 293 students, consisted of 98 students in experimental class 1, 98 students in experimental class 2, and 97 students in control class. The instruments of gather the data were test of achievement on the learning and questionnaire of learning style. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalance cells. The results of the research were as follows. (1) The PBL learning model with Mind Mapping gave the same achievement as students with PBL learning model, the PBL learning model with Mind Mapping gave better achievement than students with classical learning model, the PBL learning model gave the same achievement as students with classical learning model. (2) The students with the visual learning style had the same learning achievement as those with the auditory and kinesthetic learning style. The students with the auditory learning style had the same learning achievement as those with the kinesthetic learning style. (3) In each category of the learning style,  the PBL learning model with Mind Mapping gave the same achievement as students with PBL learning model and classical learning model, the PBL learning model gave the same achievement as students with classical learning model. (4)  In each of the learning models, the students with the visual learning style had the same learning achievement as those with the kinesthetic and auditory learning style, and the students with the kinesthetic learning style had the same learning achievement as those with the auditory learning style.Keywords : PBL, Mind Mapping, Learning Style. 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE PREDICT DISCUSS EXPLAIN OBSERVE DISCUSS EXPLAIN (PDEODE) DENGAN ASSESSMENT FOR LEARNING DAN PDEODE DENGAN PENILAIAN KONVENSIONAL PADA MATERI PELUANG DITINJAU DARI GAYA BELAJAR SISWA KELAS XII SMK Lestari, Fajar; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

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 PDEODE with AfL, PDEODE with conventional assessment, and direct learning. The population of this research was the students in grade XII Vocational School engineering, health, and agriculture group in Kediri City on academic year of 2015/2016. The hypothesis test used unbalanced two ways analysis of variance. The results of the research were as follow. (1) The learning models of PDEODE with AfL, PDEODE with conventional assessment, and direct learning have an equal learning achievement in mathematics; (2) The mathematics learning achievement of students with auditory learning style was better than students with visual and kinesthetic learning style; the mathematics learning achievement of students with visual and kinesthetic learning styles have an equal learning achievement in mathematics; (3) In each learning style, the students who taught by PDEODE with AfL, PDEODE with conventional assessment, and direct learning have an equal learning achievement in mathematics; and (4) In each learning model, the students with visual, auditory, and kinesthetic learning styles have an equal learning achievement in mathematics.Keywords: Predict Discuss Explain Observe Discuss Explain (PDEODE), Assessment for Learning (AfL), a conventional assessment, and learning style.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI KEMANDIRIAN BELAJAR SISWA SMP NEGERI KELAS VII DI-KABUPATEN BOYOLALI Pratama, Fika Widya; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: The aim of the research was to determine the effect of learning models on mathematics learning achievement viewed from self regulated learning (SRL). The learning models compared were cooperative learning model of TAI-PS, NHT-PS, and classical-PS learning. The research used the quasi-experimental research with the factorial design of 3  3. The population of the research were all of the students in grade VII of junior high school at Boyolali regency in the first semester of the academic year 2014/2015. The hypotheses of the research were analyzed by using two-way analysis of variance with unbalanced cells at the significance level of . The result of these research are as follows. (1) TAI-PS model gives better mathematics learning achievement than NHT-PS and classical-PS, whereas NHT-PS model gives better mathematics learning achievement than classical-PS. (2) Students with high SRL are better in mathematics learning achievement than students with medium and low SRL, and also medium SRL have better mathematics learning achievement than low SRL. (3) (a) TAI-PS with high, medium, and low SRL have the same mathematics learning achievement. (b) NHT-PS with high and medium SRL and also medium and low SRL have the same mathematics learning achievement, whereas high SRL have better mathematics learning achievement than students with low SRL. (c) classical-PS with high SRL are better in mathematics learning achievement than students with medium and low SRL, whereas students with medium and low SRL have the same mathematics learning achievement. (4) (a) The high SRL with the TAI-PS, NHT-PS, and classical-PS give the same mathematics learning achievement. (b) The medium SRL with TAI-PS and NHT-PS, and also NHT-PS and classical-PS give the same mathematics learning achievement, whereas TAI-PS give better in mathematics learning achievement than classical-PS. (c) The low SRL with TAI-PS and NHT-PS give the same mathematics learning achievement, whereas TAI-PS and NHT-PS give better in mathematics learning achievement than classical-PS.Keywords: Team Assisted Individualization (TAI), Numbered Heads Together (NHT), classical learning, scientific approach, and Self-Regulated Learning (SRL).
ALUR PIKIR GURU MATEMATIKA DALAM MEMBELAJARKAN SUATU KOMPETENSI DASAR DI KELAS VII SMP (Studi Kasus pada Guru Matematika SMP Negeri 1 Karanganyar) Wulandari, Asih; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: The objective of this research is to describe the mindset of Mathematics teachers in planning and implementation of learning process of a basic competency in Grade VII of State Junior High School 1 of Karanganyar. This research used the qualitative approach with the case study. The subjects of research were Mathematics teachers in Grade VII of State Junior High School 1 of Karanganyar, an experienced Mathematics teacher and a young Mathematics teacher. The data of research were collected through documentation, interview, and observation, and validated by using the source triangulation. The data that did not match were used as other findings. The data were analyzed by using the technique of data analysis from Miles and Huberman, by reducing the data, displaying the data, and drawing the conclusion. The results of this research are the mindset of teachers in the planning of the learning process begins with determining the basic competencies  of each Core Competencies by examining the syllabus and describing it into indicators of competency achievement through School’s Subject Teachers Forum, designing learning objectives, determining learning materials, and determining learning activities with scientific approaches. The designing of the assessment tools begins with describing the basic competencies of each core competency into indicator of competency achievement, determining assessment technique, and designing assessment tools. The mindset of teachers in implementation of the learning process refers to the Lesson Plan. It is shown by the use of scientific approaches, various learning methods that emphasize on the student-centered learning and authentic assessment.Keywords: Mindset of mathematics teacher, Lesson Plan,  learning process, curriculum 2013.
PENALARAN ALJABAR SISWA KELAS VII SMP NEGERI 1 MARGOYOSO KABUPATEN PATI DALAM PEMECAHAN MASALAH MATEMATIKA TAHUN PELAJARAN 2014/2015 Nuraini, Latifah; Sujadi, Imam; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aims of this study were (1) to determine the levels of algebraic reasoning seventh grade students of  SMP N 1 Margoyoso, and (2) to describe the characteristics of each algebraic reasoning level seventh grade students of SMP N 1 Margoyoso. This research was a qualitative case study. Subject selected from the seventh grade student of SMP N 1 Margoyoso on first semester of the academic year 2014/2015. The research instruments were researcher as the main instrument, the written test and interview guidelines as auxiliary instrument. Data were analyzed based on algebraic reasoning indicators, there were understanding the problem, generalization, create general form, and solving problems. Retrieved ten subjects, two subjects at level 0, two subjects at level 1, three subjects at level 2, and three subjects at level between level 2 and level 3. The characteristics of algebraic reasoning level 0: students were understand problem, used natural language, which means that students didn’t use or didn’t understand the meaning of variable, depend on the specific object, the students couldn’t create the general form, so they couldn’t perform operation on the variable in a general form. The characteristics of algebraic reasoning level 1: students were understand the problem, used natural language, which means that students didn’t use or didn’t understand the meaning of the variable, perform generalization but couldn’t create the general form, so they couldn’t perform operation on variable in a general form. The characteristics of algebraic reasoning level 2: students were understand the problem, generalizing and used symbolic language, the general form created as the result of a generalization that uses variable, capable to create general form, but couldn’t perform operation on variable. The characteristics of algebraic reasoning level between level 2 and level 3: students were understand the problem, generalizing and used symbolic language, the general form created as the result of a generalization that uses variable, capable to create general form, but can’t perform operation variable straightaway.Key words: reasoning, algebraic  reasoning, levels of algebraic reasoning 
ANALISIS TINGKAT KEMAMPUAN BERFIKIR KREATIF PESERTA DIDIK DALAM MEMECAHKAN MASALAH GEOMETRI DITINJAU DARI GAYA BELAJAR KELAS X MATEMATIKA ILMU ALAM (MIA) 4 SMA NEGERI 2 SRAGEN TAHUN PELAJARAN 2014/2015 Iswanti, Partia; Riyadi, Riyadi; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: The objective of this research was to analyze the level of creative thinking abilities of students with  visual, auditorial and kinesthetic learning styles types in solving geometry problems. The level creative thinking abilities compared were the level 4 (very creative), the level 3 (creative), the level 2 (enough creative), the level 1 (less creative), the level 0 (not creative). This research was a qualitative research. The subject of this research was 6 students from the grade X MIA 4 of National High School 2 Sragen in Academic Year 2014/2015. The Subject of this research was selected used purposive sampling technique. Data collection was done by interview based task, the subject were asked to express verbally and write the answer what the subject thinks. The main instrument in this research was the researcher themselves, assisted by three instruments form of geometry problem solving test, interview guide and questionnaire learning styles. The validity of data used time triangulation. The results of this research were as follows. (1) The students with visual learning styles types was in creative thinking abilities on the level 3 (creative) and level 4 (very creative). The students with visual learning styles types was able to show creative thinking abilities on aspect of fluency, flexibility and novelty. (2) The students with auditorial learning styles types was creative thinking abilities on the level 3 (creative). The students with auditorial learning styles types was able to show creative thinking abilities on aspect of fluency and flexibility. (3) The students with kinesthetic learning styles types was creative thinking abilities on the level 2 (enough creative) and level 1 (less creative). The students with kinesthetic learning styles types was able to show creative thinking abilities on aspect of flexibility and fluency.Keywords: Level of Creative Thinking Abilities, Geometry Problem Solving, Learning Styles. 

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