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INDONESIA
Jurnal S2 Pendidikan Matematika
Published by Universitas Sebelas Maret
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Core Subject : Education,
Education Mathematics
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Articles 369 Documents
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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN TEAMS GAMES TOURNAMENTS (TGT) DITINJAU DARI TINGKAT KECERDASAN EMOSIONAL TERHADAP PRESTASI BELAJAR DAN HUBUNGAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI KABUPATEN SLEM Hidayati, Fina Hanifa; Mardiyana, Mardiyana; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract

Abstract: The purposes of this study were to determine the effect of instructional models on student’s mathematics achievement learning and interpersonal relationship  viewed from the student emotional intelligence. The learning model compared were direct learning model, TAI and TGT Cooperative Learning Model. This study was a quasi-experimental study. The samples were 263 students: 88 students for experiment, 85 students for experiment 2, and 90 students for the controlled class,. The data were collected from mathematics achievement tests, a set of questionnaire of interpersonal relationship and emotional intelligence. The data were analysed using unbalanced two way MANOVA. Based on the research findings, it can concluded as follows. (1) Both learning achievement and interpersonal relationships of students treated by TGT are better than students treated with TAI and direct learning model while learning achievement and interpersonal relationships of students treated by TAI are better than students treated by direct learning model; (2) a. The best learning achievement is reached by students with high emotional intelligence which followed by those with moderate level and low emotional intelligence; b. The interpersonal relationships of students with moderate emotional intelligence are the same as those with low level, and students with high level are better than students with medium and low level emotional intelligence; (3) In TAI and direct models, learning achievement of the students of any level of emotional intelligence are the same. In TGT model, learning achievement of students with high level of emotional intelligence are the same as those with moderate level, also moderate and low level of emotional intelligence have same learning achievement, and high level emotional intelligence better than students with low level of emotional intelligence in learning achievement; In direct learning and TAI models the best interpersonal relationships is reached by students with high emotional intelligence which followed by those with medium level and low emotional intelligence. In TGT model, interpersonal relationships of students with high level of emotional intelligence are the same as those with moderate level, and both of them are better than students with low level of emotional intelligence; In the moderate level of emotional intelligence, learning achievement of students treated by TAI and direct learning model are the same while learning achievement of students treated by TGT model are better than those treated by direct model, and learning achievement of students treated by TGT and TAI are the same. In the low level of emotional intelligence, achievement of students treated by TAI, TGT, and direct learning are the same; At any level of emotional intelligence, interpersonal relationships of students treated by TGT are better than those treated by TAI and direct learning, and interpersonal relationships of students treated by TAI are better than those treated by direct instructional model.Keywords: TAI, TGT, Emotional Intelligence, Learning Achievement, Interpersonal Relationships.
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK (PMR) DAN OPEN ENDED PADA MATERI SEGITIGA DAN SEGIEMPAT DITINJAU DARI GAYA KOGNITIF SISWA KELAS VII SMP NEGERI SE-KABUPATEN PACITAN Putra, Aji Permana; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract

Abstract: The objectives of this research were to find out on  the topic of circumference and area of triangles and quadrangles: (1) which one produce better learning achievement among Realistic Mathematics Education (RME) approach, open ended approach or a mechanistic approach; (2) which had better learning achievement between field dependent cognitive style students or field independent cognitive style students; (3) at each cognitive styles, which was better learning achievement among RME approach, open ended approach or mechanistic approach, and (4) at each learning approach, which had better learning achievement between field dependent cognitive style students or field independent cognitive style students. This research was a quasi-experimental with 3×2 factorial design. The population was all students in seventh grade of state Junior High School in Pacitan Regency on Academic Years 2012/2013. Sampling was done by stratified cluster random sampling technique. The total of sample was 238 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could  be concluded that: (1) RME approach produce better learning achievement than open ended approach and mechanistic approach, open ended approach produce better learning achievement than mechanistic approach; (2) the field independent cognitive style students have a better learning achievement than field dependent cognitive style students; (3) at each of cognitive styles, RME approach produce better learning achievement than open ended approach and mechanistic approach, open ended approach produce better learning achievement than mechanistic approach; (4) at each learning approach, field independent cognitive style students have better learning achievement than field dependent cognitive style students.Keywords: Field Dependent, Field Independent, Mechanistic, Open Ended, Realistic Mathematics Education (RME).
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DAN STUDENT TEAMS ACHIEVEMENT DIVISION BERBANTUAN MEDIA GEOGEBRA PADA MATERI PROGRAM LINEAR DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS XII IPA SMA NEGERI SE-KABUPATEN KUDUS Ayuni, Puji; Mardiyana, Mardiyana; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract

ABSTRACT: The objectives of this research were to investigate: (1) which learning model of the Geogebra-based TGT type, the Geogebra-based STAD type, and direct learning model results in a better learning achievement in the topic of Linear Program; (2) which students of those with the high learning creativity, those with the medium learning creativity, and those with the low learning creativity have a better learning achievement in the topic of Linear Program; (3) in each learning model, which students of those with the high learning creativity, those with the medium learning creativity, and those with the low learning creativity have a better learning achievement in the topic of Linear Program; (4) in each learning creativity, which learning model of the Geogebra-based TGT type, the Geogebra-based STAD type, and direct learning model results in a better learning achievement in the topic of discussion of Linear Program. This research used the quasi experimental research method with the factorial design of 3 x 3. The population of the research was all of the students in Grade XII of the Natural Science Program of Senior Secondary Schools of Kudus regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling. The samples consisted of three schools, namely: Senior Secondary School 1, Senior Secondary School 2, and Senior Secondary School 1 of Mejobo. The data of the research were analyzed by using the two-way analysis of variance (ANAVA) with unbalanced cells.The results of the analysis show that: (1) the Geogebra-based TGT type results in the same learning achievement in the topic of Linear Program as the Geogebra type-based STAD type, but the two former types result in a better learning achievement in the topic of Linear Program than the direct learning model; (2) the students with the high learning creativity have a better learning achievement in the topic of Linear Program than those with the medium learning creativity and those with the low learning creativity, and those with the medium learning creativity have a better learning achievement in the topic of Linear Program than those with the low learning creativity; (3) in the three learning models, the students with the high learning creativity have a better learning achievement in the topic of Linear Program than those with the medium learning creativity and those with the low learning creativity, and those with the medium learning creativity have a better learning achievement in the topic of discussion of Linear Program than those with the low learning creativity; and (4) the students with the high, medium and low learning creativity,  the Geogebra-based TGT type results in the same learning achievement in the topic of Linear Program as the Geogebra type-based STAD type, but the two former types result in a better learning achievement in the topic of Linear Program than the direct learning modelKeywords: TGT, STAD and Geogebra
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN COOPERATIVE LEARNING TIPE NUMBERED HEADS TOGETHER (NHT) PADA MATERI ARITMATIKA SOSIAL DITINJAU DARI GAYA BELAJAR SISWA KELAS VII SEKABUPATEN PACITAN Anggraheni, Retno; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract

Abstract: The objectives of research were to find out: (1) which learning model provided better student learning achievement, Problem based Learning (PBL) or Numbered Heads Together (NHT) type of Cooperative Learning or direct learning model, (2) which students had better mathematics learning achievement, those with auditory, or visual, or kinesthetic learning style,  (3) in each learning model, which one had mathematics learning achievement better, whether the students with auditory, those with visual or those with kinesthetic learning style, (4)  in each learning style, which one provided better mathematics learning achievement, Problem based Learning (PBL) or Numbered Heads Together (NHT) type of Cooperative Learning or direct learning model. This study was a quasi experimental research with a 3 x 3 factorial design. The population of research was all of the VII graders of Junior High Schools in Pacitan Regency. The sample was taken using stratified cluster random sampling. The sample of research consisted of 242 students: 82 students for the experiment 1, 80 students for experiment 2 and 80 students for control classes. Considering the result of hypothesis testing, the following conclusions could be drawn. (1) The Problem Based Learning, the NHT type of cooperative learning, and direct learning models provided equal mathematics learning achievement. (2) The students with visual learning style had the mathematics learning achievement equal to those with kinesthetic one. Those with visual learning style had the mathematics learning achievement better than those with auditory one. Those with kinesthetic learning style had the mathematics learning achievement better than those with auditory one. (3) In PBL learning model, the students with visual learning style had the mathematics learning achievement better than those with auditory one, but those with visual learning style had the mathematics learning achievement equal to those with kinesthetic one, and those with auditory learning style had the mathematics learning achievement equal to those with kinesthetic one. In NHT type of cooperative learning model, the students with visual learning style had the mathematics learning achievement equal to those with auditory one and those with visual learning style had the mathematics learning achievement equal to those with kinesthetic one, but those with auditory learning style had the mathematics learning achievement better than those with kinesthetic one. In direct learning model, the results of the three learning style provided equal learning achievement. (4) In the students with visual learning style, PBL model provided learning achievement equal to the NHT type of cooperative learning one, PBL did better than the direct one, and the NHT type did better than the direct one. In auditory learning style, PBL model provided the learning achievement equal to the NHT type, while PBL did better than the direct one, and the NHT type did better than the direct one. In those with kinesthetic learning style, PBL model provided learning achievement equal to the NHT type of cooperative learning one, PBL did better than the direct one, and the NHT type did better than the direct one. In auditory learning style, PBL model provided the learning achievement equal to the NHT type, PBL provided learning achievement equal to the direct one, and the NHT type did better than the direct one. Keywords: Problem Based Learning (PBL), Numbered Heads Together (NHT), student learning style. 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE (TPS), TIPE MAKE A MATCH (MAM) DAN TIPE GUIDE NOTE TAKING (GNT) DITINJAU DARI GAYA KOGNITIF SISWA SMA MUHAMMADIYAH KOTA SURAKARTA K W, Nurul Amalia; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract

Abstract: The purposes of this research were to know: (1) which of  learning model gives a better learning mathematics achievement, learning model of TPS, learning model of MAM or learning model of GNT on logarithm, (2) which has better learning mathematics achievement, students with cognitive style FD or FI cognitive style, (3) in each learning model (TPS, MAM, GNT), which cognitive style that give a better learning mathematics achievement, the cognitive style of FD or cognitive styles of FI. (4) in each cognitive style (field dependent (FD) and field independent (FI)), which of the learning model give a better learning mathematics result, learning model of TPS, MAM or GNT. This research was a quasi-experimental research with a 3 x 2 factorial design. The population in this research was senior high school students of grade X in Surakarta. The sample was taken by using the cluster random sampling technique. The study samples of this research were the students of SMA Muhammadiyah 1, SMA Muhammadiyah 2, and SMA Muhammadiyah 3. The instruments that was used to collect the data were cognitive test styles and the learning mathematics achievement test of logarithms. Testing of hypothesis used  two-way analysis of variance with unbalanced cells using significance level  a = 0.05. Based on hypothesis testing, it can be concluded that: (1) the learning achievement in mathematics on topic of discussion of logarithm resulting from the learning model of the TPS model  is as good as that of the MAM model  and that of the GNT model, (2) the students with the FI cognitive styles have a better learning achievement in mathematics on the topic of logarithm than those with the FD cognitive style, (3) in each of the learning models (TPS, MAM, GNT) the FI cognitive style results in  a better learning achievement in mathematics on the topic of logarithm than the FD cognitive style, (4) in FD cognitif style, the learning models of TPS, learning models of MAM, learning models of GNT give the same learning achievement, whereas in FI cognitive style, the learning models of GNT gives a better learning mathematics achievement than learning models of MAM and learning models of TPS.Keywords: TPS, MAM, GNT, Cognitive Styles, Learning Mathematics achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GI DAN NHT DALAM LC7E TERHADAP PRESTASI BELAJAR MATEMATIKA DAN MOTIVASI BERPRESTASI DITINJAU DARI ADVERSITY QUOTIENT Prihatiningrum, Wahyu; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract : The aim of this research was to determine the effect of learning models toward the learning achievement in Mathematics and the achievement motivation viewed from the Adversity Quotient (AQ). The learning models compared were Cooperative Learning Model of Group Investigation (GI) Type and Numbered Head Together (NHT) Type in Learning Cycle 7E (LC7E). This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools of Sukoharjo. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 214 students, and they were divided into two groups, 107 students in Experimental Class 1 and 107 in Experimental Class 2. The instruments used for gathering the data of the research were test of achievement in Mathematics learning, questionnaire of achievement motivation, and AQ measurement tool. The data was analyzed using multivariate analysis of variance. The results of the research show that: (1) the students exposed to the NHT in LC7E have a better learning achievement in Mathematics than GI in LC7E; (2) the students exposed to the NHT in LC7E have a better achievement motivation than GI in LC7E; (3) the students with AQ of the climbers type have a better learning achievement in Mathematics than those the campers or quitters type, and the students with AQ of the campers type have a better learning achievement in Mathematics than those the quitters type; (4) the students with AQ of the climbers type have a better achievement motivation than the campers or quitters type, and the students with AQ of the campers type have a better achievement motivation than those the quitters type; (5) in each learning model, either in the NHT in LC7E or GI in LC7E, the students with AQ of the climbers type have a better learning achievement in Mathematics than those the campers or quitters type, and the students with AQ of the campers type have a better learning achievement in Mathematics than those the quitters type; (6) in each learning model, either the NHT in LC7E or the GI in LC7E, the students with AQ of the climbers type have a better achievement motivation than those the campers or quitters type, and the students with AQ of the campers type have a better achievement motivation than those the quitters type; (7) in each type of the AQ, either the quitters, campers, or climbers, the students exposed to the NHT in LC7E have a better learning achievement in Mathematics than GI in LC7E; and (8) in each type of the AQ, either the quitters, campers, or climbers, the students exposed to the NHT in LC7E have a better achievement motivation than GI in LC7E.Keywords:      NHT, GI, learning cycle, adversity quotient, and achievement motivation.
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS PENEMUAN TERBIMBING (GUIDED DISCOVERY) DENGAN PENDEKATAN SOMATIC, AUDITORY, VISUAL, INTELLECTUAL (SAVI) PADA MATERI POKOK PELUANG KELAS IX SMP TAHUN PELAJARAN 2013/2014 Rahmawati, Yusnita; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract : The purposes of this study were to: (1) develop a valid learning device based on guided discovery with Somatic, Auditory, Visual, Intellectual (SAVI) especially on Probability, and (2) know the effectiveness of learning device which was developed based on guided discovery with Somatic, Auditory, Visual, Intellectual (SAVI). The study was an educational research and development used 4D model with the steps of model: (1) defining, that consists of: starting and ending analysis, student analysis, learning analysis, task analysis, and learning objectives specification; (2) designing; (3) developing; and (4) disseminating. Test for knowing the effectiveness of the learning device was conducted with the population of this study was all students in grade IX of SMP Negeri 6 Surakarta. Before carrying out the study, balanced test was performed using t – test on two groups of populations. The data analysis technique which was used to test the hypothesis was t – test. Pre-requisite test was performed with Lilliefors method to test the normality and Bartlett methods to test the homogeneity. The results of this study were as follows. (1) A valid learning device based on guided discovery with Somatic, Auditory, Visual, Intellectual (SAVI) have been developed that consists of (a) Lesson Plan, (b) Student’s Worksheet, (c) Student’s Book, (d) Teacher’s Handbook, and (e) Test of Learning Result; (2) The result of the effectiveness test showed that the mathematics learning result of the students who attended on guided discovery learning with Somatic, Auditory, Visual, Intellectual (SAVI) by using the learning device was better than that of students who attended on learning by method which was usually used by the teacher.Keywords : Development, Learning Device, Guided Discovery, Somatic, Auditory, Visual, Intellectual (SAVI).
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) BERBANTUAN MEDIA INTERAKTIF PADA MATERI PELUANG DITINJAU DARI GAYA BELAJAR SISWA Elywati, Elywati; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract. The goals of the research were to discover: (1) which learning model has better academic achievements, the Think Pair Share (TPS) learning model aided by interactive media, TPS, or the direct learning model; (2) which has better academic achievements, students having a visual, auditory, or kinesthetic learning style; (3) which has better academic achievements, students having a visual, auditory, or kinesthetic learning style for each of the different learning models and (4) which has better academic achievements, the TPS learning model aided by interactive media, TPS, or the direct learning model for each of the different learning styles. The type of research was quasi-experimental research. The population of the research was all class XI students in state high schools in the Sukoharjo district during the academic year 2013/2014. The number of sample members in the research was 306 students, with 205 students in the experimental class and 101 students in the control class. Samples were collected using a method of stratified cluster random sampling. The method used for analyzing data was a unbalanced two way analysis of variance, preceded by a prerequisite test analysis, namely a normality test using Lilliefors’ method and a homogeneity test using Bartlett’s method. Based on the results of the hypothetical testing, it could be concluded as follows. (1) The TPS learning model aided by interactive media is better than the TPS and direct learning models, while the TPS learning model is as good as the direct learning model. (2) The academic achievements of students studying mathematics having an auditory learning style were better than students having a visual and kinesthetic style, while the results of students having a visual style was as good as that of those having a kinesthetic style. (3) The differences of students academic achievement depended on the learning model. (4) The effectiveness of learning models depended on students learning style.Keywords: TPS Interactive Media, TPS, Direct Learning, Learning Style, Academic Achievements Studying Mathematics.  
EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER DENGAN PENDEKATAN ILMIAH (NHT-PI) DAN TEAM ASSISTED INDIVIDUALLIZATION (TAI) PADA MATERI POKOK BARISAN DAN DERET DITINJAU DARI GAYA BELAJAR SISWA KELAS XI SMK NEGERI SE-KABUPATEN KLATEN Nurhayati, Ambar; Mardiyana, Mardiyana; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract: The purposes of this study were to determine: (1) which gives better learning achievement, NHT-PI type, the type of TAI, or direct instruction learning model (2) which is learning achievement better, students who have a visual, auditory or kinesthetic learning style (3) In each type of learning model, which better learning achievement, students who have a visual learning style, auditory or kinesthetic (4) In each learning style, which is learning achievement better, students who applied learning models NHT-PI, TAI, or direct instruction learning. This study was a quasi exsperimental research. The sample of research consisted of 280 students: 90 students in experiment 1 class, 90 students in experiment 2 class, and 100 students in control class. The data was taken from the result of mathematics learning achievement test and student learning style questionnaire. The data obtained was then analyzed using a two-way ANAVA with unbalanced cells. Considering the result of hypothesis testing, the following conclusions could be drawn. (1) The learning achievement of the students treated with NHT-PI type of learning model was better than that of those treated with TAI type and direct learning; that of those treated with TAI was same as that of those treated with direct learning. (2) The learning style did not provide significant difference in learning achievement. (2)  Either in NHT-PI and TAI types of cooperative learning model or in direct learning, the different learning style did not provide significantly different learning achievement. (4) In the students with visual learning style, the three learning models did not provide significantly different learning achievement; in the students with auditory learning style, NHT-PI was as good as the TAI types, the TAI type was a good as the direct learning, and NHT-PI was better than the direct learning; in the students with kinesthetic learning style, the three learning model had equal effectiveness. Keywords: Numbered Head Together Scientific Methode Approach (NHT-PI), Team Assisted Individuallization (TAI), Student Learning Style
PENGARUH MODEL PROBLEM POSING SETTING KOOPERATIF TERHADAP PRESTASI DAN MINAT BELAJAR MATEMATIKA SISWA KELAS X SMA DI KABUPATEN MERAUKE DITINJAU DARI GAYA KOGNITIF SISWA Tri Winihati, Irene Endah; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 4 (2014): Pembelajaran Matematika
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Abstract:  The aim of the research was to determine the effect of learning models on mathematics achievement and learning interest viewed from the student cognitive style. The learning models compared were conventional model, the setting cooperative learning model of Problem posing, and Problem Posing model. The type of the research was a quasi-experimental research. The population were the students of Senior High School in Merauke regency on academic year 2013/2014. The size of the sample was 213 students consisted of 71 students in control group, 71 students in the first experimental group and 71 students in the second experimental group. The instruments used were mathematics achievement test, quesioner, and Group Embedded Figure Test (GEFT). The data was analyzed using multivariate analysis of variance. The conclusions of the research were as follows.  (1) Both  the setting cooperative learning model of Problem Posing and Problem Posing learning model result in a better learning achievement than the conventional learning model, and the setting cooperative learning model of Problem Posing result in a better learning achievement than the Problem Posing learning model. (2) The conventional learning model, the setting cooperative learning model of Problem Posing, and Problem Posing learning model results in the same learning interest. (3) The   field independent students have a better learning achievement than the field dependent students. (4) The field independent students have a better learning interest  than the  field dependent students. (5) For the field dependent students, the setting cooperatif learning model of Problem Posing gives  better learning achievement than the Problem Posing model, and Problem Posing learning model gives better learning achievement than the conventional learning model, and the setting cooperative learning model of Problem Posing gives the same learning achievement with the Problem Posing model.  For the field independent students, the setting cooperative learning model of Problem Posing and the Problem Posing model gives  better learning achievement than the conventional learning model. (6) For the field dependent students, each learning models gives the same learning interest. For the field independent  students, each learning models gives the same learning interest.Keywords: Problem Posing,Setting cooperative, Learning achievement, learning interest, cognitive style.

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