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Jurnal S2 Pendidikan Matematika
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Search results for , issue " Vol 4, No 7 (2016): Pembelajaran Matematika" : 10 Documents clear
EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) DAN TIPE THINK-PAIR-SHARE DENGAN PENDEKATAN SAINTIFIK PADA MATERI POKOK SISTEM PERSAMAAN DAN PERTIDAKSAMAAN LINEAR DITINJAU DARI MOTIVASI BERPRESTASI SISWA Hartono, Edy; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 7 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from student’s Learning Achievement Motivation. The learning models compared were Problem Based Learning model with scientific approach (PBL-S), Think Pair Share with scientific approach (TPS-S) and classical with scientific approach (Classical -S). The type of the research was a quasi experimental research with the factorial design of 3 x 3. The population were all ten grade students of Senior High School in Madiun City on academic year 2014/2015. The sample consisted of students of SMAN 1 Madiun, SMAN 5 Madiun, and SMAN 4 Madiun, which taken by using stratified cluster random sampling technique. The data of the research were collected through documentation, questionnaire, and test. The data was analyzed using unbalanced two-ways anova at the significance level of 0.05. Based on the data analysis, it can be concluded as follows. (1) PBL-S gives better mathematics achievement than TPS-S and Classical-S, whereas TPS-S gives better mathematics learning achievement than Classical-S. (2) Students with high Learning Achievement Motivation are better in mathematics learning achievement than students with medium and low Learning Achievement Motivation, and also medium Learning Achievement Motivation have better mathematics learning achievement than low Learning Achievement Motivation. (3) For PBL-S, students with high Learning Achievement Motivation give better mathematics learning achievement than medium and low Learning Achievement Motivation, whereas students with medium and low Learning Achievement Motivation have the same mathematics learning achievement. For TPS-S with medium Learning Achievement Motivation gives the same mathematics learning achievement with high and low Learning Achievement Motivation, also high Learning Achievement Motivation gives better mathematics learning achievement than low Learning Achievement Motivation. For Classical-S, students with high, medium, and low Learning Achievement Motivation give the same mathematics learning achievement. (4) For students with high Learning Achievement Motivation, TPS-S gives the same mathematics learning achievement with PBL-S and Classical-S, whereas PBL-S gives better mathematics learning achievement than Classical-S. For students with medium and low Learning Achievement Motivation, all learning models give the same mathematics achievement.Keywords: PBL, TPS, scientific approach, classical learning, learning achievement motivation, learning achievement 
KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS IX SEKOLAH MENENGAH PERTAMA DALAM MEMECAHKAN MASALAH MATEMATIKA BERDASARKAN TIPE KEPRIBADIAN SISWA (Studi Kasus di SMPN 1 Gondangwetan Pasuruan) Mufarrihah, Iftitaahul; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 7 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: This research is aimed at decribing the ability of mathematical communication of students with guardian, artisan, rational, and idealist personality type in solving mathematics problems. This research was a descriptive qualitative research. The subject of this research was taken by using a purposive sampling. The subjects of this research were 8 students of the ninth grade at SMPN 1 Gondangwetan Pasuruan, consisting 2 students with guardian type personality, artisan  type personality, rational type personality, and idealist type personality. The technique of collecting data in this research used interview-based task on similarity subject. The technique of validating data was conducted by using  time triangulation. The result of this research  showed that each type personality has difference ability of mathematical communication. The student with guardian type personality can communicate the ideas well in both written and spoken ways and process as well as reorganize information in such a way that the problem-solving ideas presented can reveal the actual problem solution. The student with artisan type personality guardian can communicate the ideas well in both written and spoken ways and process as well as reorganize information in such a way that the problem-solving ideas presented can reveal the actual problem solution. Meanwhile, the students with rational type personality can communicate the ideas in written well but they have difficulties in communicating ideas in spoken ways as well as inclination to receive information without reorganising it in such a way that the problem-solving ideas presented cannot reveal the actual problem solution. Similarly, the student with idealist type personality can communicate the ideas in written well but they have difficulties in communicating ideas in spoken ways as well as inclination to receive information without reorganising it in such a way that the problem-solving ideas presented cannot reveal the actual problem solution.Keywords: Mathematical Communication, Problem Solving, Personality Type
AKTIVITAS METAKOGNISI SISWA KELAS X SMAN 1 TEMBILAHAN DALAM PEMECAHAN MASALAHAN MATEMATIKA DITINJAU DARI GAYA KOGNITIF Annur, M. Firman; Sujadi, Imam; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 7 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: The aims of this research were to described: (1) the metacognition activities of 10th grade students of Senior High School at 1st Tembilahan with field dependent cognitive style in solving mathematics problem, and (2) the metacognition activities of 10th grade students of Senior High School at 1st Tembilahan with field independent cognitive type in solving mathematics problem.The research was a qualitative descriptive research. The subjects of the research were four 10th grade students of Senior High School at 1st Tembilahan, which consisted of two students with field dependent cognitive style and the rest with field independent cognitive style. The prosedure of selecting the subjects used snowball sampling technique. The data of research was collected through questionnaire and task-based interview technique on subject matter of logarithm. The data were validated using time triangulation. The data were also analyzed using a Miles and Huberman’s concept, that was data reduction, presentation, and conclusion.The result of this research showed that: (1) the metacognition activities of FI’s students in solving mathematics problem that seems on: (a) plans development activities: writing out all informations that they got quickly, finding out the goal only by viewed important contents of problem, designing a problem solving and imagining it’s steps, and researched the connection between theirs related memory and the problem. (b) performance monitoring activities: correcting theirs own missteps, rethingking of theirs plans and fully convinced with theirs own answer, rechecking over and over theirs answer, finding the different way to solve the problem, analyzing the compatibilities between the answer and the plans that they had. (c) the actions evaluating activities: reobservating to find out the features and lacks of theirs actions, convincing that they capable to solve problem with different ways, evaluating the entire process from beginning until the end. (2) the metacognition activities of FD’s students in solving mathematics problem that seems on: (a) plans development activities: writing out all informations that they got slowly, finding out the goal only by viewed important contents of problem, designing a problem solving and imagining it’s steps, and researched the connection between theirs related memory and the problem. (b) the actions evaluating activities: reobservating of all theirs missteps, and evaluating the entire process from beginning until the end. Futhermore, there was no performance monitoring activities about to find on FD’s students.Keywords: Metacognition Activities, Field Dependent and Field Independent Cognitive Style, Problem Solving 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAME TOURNAMENT (TGT) DAN TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VII SMP NEGERI SE-KABUPATEN KARANGANYAR Uyun, Musmiratul; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 7 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: This research aimed to know: (1) which one of the learning models with scientific approach gave a better mathematics achievement, TGT, TAI, or classical; (2) which one has a better mathematics achievement, the students with high logical mathematical intelligence( LMI), the students with the medium LMI, and the students with the low LMI; (3) in each learning models with scientific approach, which one has a better mathematics achievement, the students with high LMI, the students with the medium LMI, and the students with the low LMI; (4) in each category LMI, which one gave a better mathematics achievement, TGT, TAI, or classical. This research used the quasi experimental research method with the factorial design of 3 x 3. This population was all of the students in Grade VII of State Junior Secondary Schools of Karanganyar. The samples of the research were taken by using the stratified cluster random sampling technique. The instruments used to gather the data were test of learning achievement in mathematics and test of LMI. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research were as follows. 1) The students instructed TGT had a better learning achievement in mathematics than those instructed TAI and those instructed with the classical learning model. Furthermore, the students instructed with TAI had a better learning achievement in mathematics than those instructed with the classical learning models. 2) The learning achievement in mathematics of the students with the high LMI was better than that of the students with the medium LMI and the students with the low LMI. In addition, the learning achievement in mathematics of the students with the medium LMI was better than that of the students with the low LMI. 3) In each learning model of the TGT, TAI, and the classical learning models, the students with the high LMI had a better learning achievement in mathematics than that of   those with the medium LMI and those with the low LMI. Moreover, the students with the medium LMI had a better learning achievement in mathematics than that of those with the low LMI. 4) In each of the students with the high, medium, and low LMI, TGT gave  better learning achievement in mathematics than TAI and the classical learning models. Furthermore, TAI gave better learning achievement in mathematics than the classical learning models.Keywords: Teams Game Tournament (TGT) Team Assisted Individualization (TAI),  learning achievement, mathematical intelligence 
PROSES BERPIKIR KRITIS PESERTA DIDIK DALAM MEMECAHKAN MASALAH SISTEM PERSAMAAN LINIER DUA VARIABEL DITINJAU DARI GAYA BELAJAR KELAS IX B SMP NEGERI 2 SURAKARTA TAHUN PELAJARAN 2015/2016 Marfuah, Ismiyati; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 7 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract. This research aimed to describe the students’ critical thinking process with visual, auditory, and kinesthetic learning style to solve the linear equations system of two variables. The subjects of this qualitative research were students of IXB class of SMPN 2 Surakarta year 2015/2016 that were selected by purposive sampling. The data was collected by interview based task. The data analysis used data reduction, data display, and conclusion drawing. The results showed: (1) visual students: (a) identification: the students interprete and examine the problems exactly. (b) analysis: the students could integrate the informations to formulate the problems to linear equations system of two variables and determine the solving methods exactly. (c) evaluation: the students could apply the methods correctly, investigate the answers, and make conclusion in accordance with problems. (2) auditory students: (a) identification: the students interprete and examine the problems exactly. (b) analysis: there is student that could integrate the informations to formulate the problems and determine the solving methods. There is also student that could not formulate the problems to linear equations system of two variables. (c) evaluation: there is student that could apply the methods correctly, investigate the answers, and make conclusion in accordance with problems. There is also student that could not solve the problems into linear equations system of two variables. (3) kinesthetic students: (a) identification: the students interprete and examine the problems exactly. (b) analysis: there is student that could integrate the informations to formulate the problems and determine the solving methods. There is also student that could not formulate the problems to a system of linear equations of two variables. (c) evaluation: there is student that could apply the methods correctly, investigate the answers, and make conclusion in accordance with problems. There is also student that could not solve the problems into linear equations system of two variables.Keywords: critical thinking process, linear equations system of two variables problem solving, learning styles 
PENGEMBANGAN MODUL MATEMATIKA UNTUK PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) PADA MATERI POKOK PERSAMAAN GARIS LURUS KELAS VIII SMP Khayati, Fitrotul; Sujadi, Imam; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 7 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Absrtact:The objectives of this research were to investigate: (1) how to develop of Mathematics module development for problem-based learning on the topic of discussion of  Linear Equation of Straight Line for Grade VIII of Junior Secondary School; and (2) the effectiveness of result of Mathematics module development for problem-based learning on the topic of discussion of Linear Equation of Straight Line for Grade VIII of Junior Secondary School. This research consisted of two phases. The first phase was the phase for development and stipulation of a module as a product of research and development. It included preliminary study, module development, module validation, focus group discussion, product testing, and revision. The second phase was the phase of module effectiveness testing with the quasi experimental research with the factorial design of 2x1. The population of research was the students in Grade VIII of Junior Secondary Schools in Yogyakarta City. Sample consisted of students of SMP N 5 Yogyakarta and SMP N 2 Yogyakarta.  The data of research were gathered through observation, unstructured interview, questionnaire, and test of learning result. They were then analyzed by using the descriptive quantitative analysis.  Based on the result of the analysis, we can conclude that: 1) development of Mathematics module for problem-based learning on the topic of discussion of Linear Equation of Straight Line for Grade VIII of Junior Secondary School includes preliminary study, module drafting, module validation, module revision I,focus group discussion, module revision II, initial field testing, module revision III, field testing or module effectiveness testing, module revision IV (Finalizing the final product). The result of development in this research was Mathematics module for problem-based learning on the topic of discussion of Equation of Straight Line for Grade VIII of Junior Secondary School. 2) The result of module effectiveness testing shows that Mathematics module for problem-based learning on the topic of discussion of Linear Equation of Straight Line for Grade VIII of Junior Secondary School is proven to be effective.Keywords: Development, Mathematics Module, Problem-based learning 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI), THINK PAIR SHARE (TPS), DAN PEMBELAJARAN LANGSUNG PADA MATERI ALJABAR DITINJAU DARI KECERDASAN MAJEMUK SISWA SMP NEGERI SE-KOTA SURAKARTA TAHUN PELAJARAN 2015/2016 Hermawati, Evi; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 4, No 7 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: This research aimed to find out: 1) which one providing better mathematics learning achievement: Group Investigation (GI)  model, Think Pair Share (TPS) model, or direct instructional model, 2) which one providing better mathematics learning achievement: linguistic intelligence students, mathematics-logic intelligence students, or interpersonal intelligence students, 3) in each type of multiple intelligences which one providing better mathematics learning achievement: GI model, TPS model, or direct instructional model, and 4) in each learning models which one providing better mathematics learning achievement: linguistic intelligence students, mathematics-logic intelligence students, or interpersonal intelligence students. This research used the quasi experimental research method. The design of the research was a 3 × 3 factorial. The population was the students of the seventh grade of Junior High School in Surakarta City on academic year 2015/2016. The technique of sampling was stratified cluster random sampling. The proposed hypothesis of the research were tested by the unbalanced two-way analysis of variance. The conclusions of this research were as follows. 1) GI model provided better mathematics learning achievement than TPS model, or direct instructional model; TPS model provided mathematics learning achievement as good as direct instructional model. 2) The mathematics-logic intelligence students had better mathematics learning achievement than linguistic intelligence students, or interpersonal intelligence students; the mathematics learning achievement of linguistic intelligence students as good as interpersonal intelligence students. 3) In each type of multiple intelligences, GI model provided better mathematics learning achievement than TPS model, or direct instructional model; TPS model provided mathematics learning achievement as good as direct instructional learning. 4) In each learning models, the mathematics-logic intelligence students had better mathematics learning achievement than linguistic intelligence students, or interpersonal intelligence students; the mathematics learning achievement of linguistic intelligence students as goog as interpersonal intelligence students.Keywords: Group Investigation, Think Pair Share, direct instructional learning, multiple intelligence, mathematics learning achievement 
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA KONTEKSTUAL PADA MATERI SEGIEMPAT BERDASARKAN ANALISIS NEWMAN DITINJAU DARI PERBEDAAN GENDER (Studi Kasus pada Siswa Kelas VII SMPN 20 Surakarta) Siswandi, Erlan; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 7 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aim of this research was to identify the types of students error at 7th grade of SMPN 20 Surakarta in solving contextual mathematical problems on quadrilateral topic by using Newman’s error analysis viewed from gender differences. The type of this research is a qualitative research. Subject’s selection procedure was by using purposive sampling. There are 6 subjects in this research. Data collection technique was task-based interviews. The validity was determined by time triangulation. The data analysis was Miles and Huberman model including reduction, data displays, and conclusion. The results of this research showed as follows. The types of male students error in solving contextual mathematical problems based on Newman’s error analysis were: (1) The male subject with high initial made the mistakes including transformation error and encoding error. (2) The male subject with normal initial made the mistakes including transformation error and encoding error. (3) The male subject with low initial made the mistakes including transformation error, process skills error, and encoding error. The types of female students error in solving contextual mathematical problems based on Newman’s error analysis were: (1) The female subject with high initial made the mistakes including transformation error and encoding error. (2) The female subject with normal initial made the mistakes including transformation error and encoding error. (3) The female subject with low initial made the mistakes including comprehension error, transformation error, process skills error, and encoding error.Keywords: Contextual Problem Solving, Analysis Newman, and Gender 
PENGEMBANGAN MODEL PEMBELAJARAN INDUKTIF BERBANTUAN CABRI 3D (IBC) YANG DAPAT MENGEMBANGKAN INTUISI SISWA SMA DALAM MENYELESAIKAN MASALAH MATEMATIKA MATERI DIMENSI TIGA Wulandari, Lina; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 7 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The purposes of this study are to investigate process and products of IBC, in order to construct Grade X High School Student’s intuitions in three dimensional space material with validly, practically and effectively way of problem-solving. This research adopts the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) procedure. Subjects are 40 students of SMA N 1 Sukoharjo. Results of this research are: 1) IBC is completed with social system, support system, reaction system, instructional impact and following impact; 2) learning instruments such lesson plan, students worksheets, and the guideline for teacher; and 3) IBC said to be valid based on learning device experts assessment are 3,30, material experts assessment are 3,71, media experts are 3,46, learning model expert are 3,44 and the practitioners assessment are 3,44. IBC said to be practice is reviewed from teachers observation for syntax fulfillment is 3,45 and thestudents percentage who answered the students worksheets correctly is 78,33%. The effectiveness of IBC in term of students response after the implementation is 76,20. And there is a progress of intuitions application on three dimensional space material problem-solving after this model implementation as well.Keywords: IBC, intuitions, Cabri 3D
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN THINK PAIR SHARE (TPS) PADA POKOK BAHASAN PERSAMAAN DAN PERTIDAKSAMAAN KUADRAT DITINJAU DARI GAYA BELAJAR SISWA KELAS X SMA SE KABUPATEN SUKOHARJO TAHUN PELAJARAN 2015/2016 Herawati, Ratna; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 7 (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 learning style. The learning models compared were Group Investigation, Think Pair Share, and Direct Learning Model (GI, TPS, langsung). This research was a quasi experimental with the factorial design of 3×3. The population of this research was all of students in first’grade of Senior High Schools of Sukoharjo regency in academic year 2015/2016. The samples of the research consisted of 269 students and were gathered through stratified cluster random sampling. The instruments consisted of pre-experiment test, test of learning achievement and learning style questionnaire. Hypothesis testing was performed using two-way analysis of variance with unbalanced cells. Based on the results of hypotheses testing, they were concluded as follows. 1) GI and TPS learning models gave an equal mathematics achievement. GI learning models gave mathematics achievement better than Direct Learning Model. TPS and Direct learning models gave the same mathematics achievement. 2) Students with visual learning style have better mathematics achievement than students with auditory and kinesthetic ones. On the other hand, students with auditory and kinesthetic learning style have equal mathematics learning achievement. 3) On all visual, auditory and kinesthetic learning style, cooperative learning with GI type gives an equals’mathematics learning achievement with TPS. GI learning models gave mathematics achievement better than Direct Learning Model. Also TPS and Direct learning models gave the same mathematics achievement. 4) On all learning models, cooperative learning GI type, TPS, and Direct Learning Model, Students with visual learning style have better mathematics achievement than students with auditory and kinesthetic ones. On the other hand, students with auditory and kinesthetic learning style have equal mathematics learning achievement.Keywords: Group Investigation, Think Pair Share, Learning Style, Mathematics Learning Achievement. 

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