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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 369 Documents
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PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA BERBAHASA INGGRIS BERDASARKAN TEORI KECERDASAN MAJEMUK (MULTIPLE INTELLIGENCES) PADA MATERI BALOK DAN KUBUS UNTUK KELAS VIII SMP Wicaksono, Dian Panji; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract

Abstract : This research aimed to produce and describe the process and the result of the development of Mathematics learning set in English, based on the multiple intelligences theory on topic of cuboid and cube. This research was conducted in seventh grade of SMPN 1 Ngadirojo, SMP N 3 Ngadirojo, and SMPN 2 Ngadirojo that each of those has 32 students. This research was developmental study, i.e. the development of learning set based on the multiple intelligences theory as mentioned above. The development model that’s used refers to the Tjeerd Plomp one. Based on the conducted research, there were some conclusions as the followings (1) The process of the development of Mathematics learning set in English, based on the multiple intelligence theory: (a) The initial investigation phase obtained supporting theories for learning set development such as multiple intelligence theory by Gardner, Armstrong, and Bellanca, 2013 curriculum investigation that mandates to involve the multiple intelligences in Mathematics learning, students’ condition investigation that have various dominant intelligent. (b) The design phase obtained the developed learning set, i.e. lesson plan, student text book, student work sheet, and assessment sheet arranged in English, research instrument plan that consists of learning equipment validation sheet, observation sheet of learning implementation, observation sheet of students’ multiple intelligences involvement activity, and students’ response questionnaire. (c) On the realization phase, it’s arranged the learning set and research instrument. (d) On the test, evaluation, and revision phase, the learning set and limited trial were validated. (2) The result of development of Mathematics learning set in English, based on multiple intelligences theory: (a) The validity of learning set on lesson plan was 3.96, student text book 3.72, student work sheet 4.02, and assessment sheet 3.86. (b) The developed learning set could be used with a little revision and the average of learning implementation was 4.22. (c) This developed learning set could be said that it has been effective because the students’ multiple intelligences involvement activity reached 89,46% and the students’ responses were positive. Although the classical thoroughness was not achieved because only 35.42% of students met the minimal achievement criteria.Keywords : Mathematics Learning Set in English Based, Multiple  Intelligences, cube and  cuboid.      
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA MENGGUNAKAN PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DAN TIPE GROUP INVESTIGATION PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN KUADRAT DITINJAU DARI GAYA BELAJAR KOLB PADA SISWA SMA NEGERI KELAS X Harmini, Triana; Sujadi, Imam; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract:The objectives of this research were to determine: (1) which students had the better mathematics learning achievement, instructed with TAI, GI, or direct instruction;  (2) which students had the better mathematics learning achievement, those with the converger, diverger, assimilator, or accommodator learning style; (3) in each learning style, which  students had better mathematics learning achievement, instructed with TAI, GI, or direct instruction; (4) in each learning model, which students had a better mathematics learning achievement, those with the converger, diverger, assimilator, or accommodator learning style. This study was  aquasi-experimental study with 3 x 4 factorial designs. Data analysis used unbalanced two-way ANAVA with a significance level of 5%. The study population was a tenth grade student of State SMA in Ponorogo in academic year of 2013/2014. Sampling was done by stratified cluster random sampling technique. The study sample consisted of students in 3 schools namely SMA Negeri 3 Ponorogo, SMA Negeri 1 Kauman, and SMA Negeri 1 Balong with a sample size of 275 students.. The results of the research are as follows. (1) The students instructed with TAI had learning achievement as good as GI, those with TAI had learning achievement better than those with direct instruction, while those GI had learning achievement as good as those with direct instruction. (2)The students with the converger learning style had learning achievement as good as those with the diverger learning style, the students with the converger learning style had learning achievement better than those with the assimilator and accommodator learning style, the students with the diverger, assimilator, and   accommodator learning style had a same learning achievement. (3) In each learning style, the students mathematics learning achievement was in consistency with the result (1); (4) In each learning model, the students mathematics learning achievement was in consistency with the result (2). Keywords: TAI, GI, Direct Instruction, learning styles, and learning achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PETA KONSEP PADA MATERI PERSAMAAN KUADRAT DITINJAU DARI SIKAP ILMIAH PESERTA DIDIK KELAS X SMA DI KABUPATEN KUDUS TAHUN PELAJARAN 2013/2014 Handayani, Endang Sri; Mardiyana, Mardiyana; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract

Abstract: The purpose of this study was to determine the effect of cooperative learning model Jigsaw with the concept map, cooperative learning model Jigsaw without a concept map, and the direct instruction model with a review of the scientific attitude of students towards learning achievement. This type of research was a quasi-experimental research with 3x3 factorial designs. This research was implemented in the month of September 2013 to November 2013. The X grade students of Senior High School in Kudus Regency with 2013/2014 academic year was the population of this research. The instrument used to collect the data were UAN, scientific attitude questionnaire, and mathematics achievement tests with the topic of quadratic equation in the form of multiple choice. Test requirements include test data analysis used Lilliefors test for normality and homogeneity test used the Bartlett test. Analysis of the data used two-way variance with unbalanced cells. The conclusion of this study were: (1) cooperative learning model Jigsaw with the concept map has better mathematics learning achievement than the cooperative learning model Jigsaw without a concept map and the direct instruction model, the cooperative learning model Jigsaw without a concept map has mathematics learning achievement as good as the direct instruction model; (2) the high scientific attitude students have better mathematics learning achievement than the medium and low  scientific attitude students, the medium scientific attitude student have mathematics learning achievement as good as the low scientific attitude students; (3) there is no interaction between learning model to the level of scientific attitude of students towards mathematics learning achievement; (4) there is no difference between the learning achievement of students in each level of the scientific attitude for each learning model.Keywords: cooperative learning model , Jigsaw , concept maps , scientific attitude
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE PAIR CHECKS (PC) DAN TIPE TEAMS ASSISTED INDIVIDUALIZATION (TAI) PADA MATERI PELUANG DITINJAU DARI GAYA BELAJAR SISWA KELAS XI IPS SMA DI KOTA SURAKARTA TAHUN PELAJARAN 2013 / 2014 Wigiyanti, Veronica Sri; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract

Abstract: The objective of research was to find out: (1) which learning model influenced better student learning achievement among Pair Checks (PC), Teams Assisted Individualization (TAI) or Student Teams Achievement Divisions (STAD), (3) which students had better mathematics learning achievement among those with auditory, visual, or kinesthetic mathematics learning style, (3) in each learning style  (auditory, visual, or kinesthetic), which one influenced better mathematics learning achievement  in Teams Assisted Individualization (TAI) or Student Teams Achievement Divisions (STAD), (4) in each learning model (Teams Assisted Individualization [TAI] and Student Teams Achievement Divisions [STAD]), which one influenced better mathematics learning achievement towards the students with auditory, visual, or kinesthetic learning style. This study was a quasi experimental research using 2 independent variables (learning model and students’ learning style) and 1 dependent variable (mathematics learning achievement). The data collection was conducted using documentation, test, and questionnaire. Technique of analyzing data used was a 3x3 two-way ANAVA with unbalanced cells. The samples of the research were taken by using the combination of stratified random and cluster random sampling techniques. The result of research showed that: (1) the students given PC learning model had better learning achievement than those given TAI model, those given PC had better learning achievement than those given STAD, while those given TAI and STAD models had equal good learning achievement; (2) the students with auditory and visual learning styles had equal good learning achievement, those with auditory had better learning achievement  than those with kinesthetic, and those with visual had better learning achievement  than those with kinesthetic; (3) in each learning model, the students with auditory and visual learning styles had equal good learning achievement, those with auditory had better learning achievement  than those with kinesthetic, and those with visual had better learning achievement  than those with kinesthetic, (4) in each learning style, the students given PC learning model had better learning achievement than those given TAI model, those given PC had better learning achievement than those given STAD, while those given TAI and STAD models had equal good learning achievement.Keywords: Pair  Checks, Team  Assisted  Individualization,  and   Student Teams Achievement Divisions
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA DENGAN STUDENT ACTIVE LEARNING BERBANTUAN MEDIA VISUAL MATH PADA POKOK BAHASAN PELUANG KELAS XI IPA SMA NEGERI 2 PURWOKERTO TAHUN PELAJARAN 2013/2014 Anggrahini, Anggrahini; Mardiyana, Mardiyana; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract

Abstract. The aims of the research were: (1) to find a proper Mathematics-teaching learning-kit using Student Active Learning (SAL) with Media Visual Math on Probability, (2) to know which one resulting in better students achievement, Student Active Learning (SAL) with visual math media or direct teaching in improving the students achievement. This research was conducted in two stages. The first stage was developing and deciding teaching learning kit using Student Active Learning (SAL) with media visual math involved in the research and development. In this stage, information collecting, planning, developing, trying out the teaching learning kit, and treating teaching learning kit using Student Active Learning (SAL) with media visual math were done. The try out was held in three teaching learning processes. The second stage was testing the effectiveness of the teaching learning kit in quasi experimental research. The population was XI Science program students of  SMA N 2 Purwokerto in the first semester year of 2013/2014. The sample was split in 2 groups, they were experiment group and control group. The technique of data analysis used here was student’s t analysis. From the analysis, we find that: (1) teaching learning kit using Student Active Learning (SAL) with Media Visual Math was a valid device based on  validator’s scoring, activity observation, skill and response of students, so it can be applied in SMA Negeri 2 Purwokerto; (2) the students taught using SAL with visual math media had better mathematics achievement than students taught using direct teaching. Keywords: Teaching learning kit, Student Active Learning (SAL), Visual Math Media
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM POSING DAN PROBLEM SOLVING PADA MATERI TRIGONOMETRI DITINJAU DARI KREATIVITAS PESERTA DIDIK KELAS XI IPA SMA SE-KABUPATEN KUDUS TAHUN PELAJARAN 2013/2014 Sugihardjo, Sugihardjo; Mardiyana, Mardiyana; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract

Abstract: The aim of this research was to determine the effect of learning models on mathematics achievement and learning interest viewed from the students creativity. The learning model compared were problem posing, problem solving and direct instruction. The type of the research was a quasi experimental research with factorial design 3 x 3. The population was the students of senior high school in Kudus regency on academic year 2013/2014. The size of the sample was 278 learnes consisted of 98 students in the first experimental class, 81 students in the second experimental class and 99 students in the control class. The instrument used were mathemathics achievement test and questioner. The data was analyzed using analysis variance of two ways with unbalanced of cell. The conclusions of the research were as follows. (1) Problem solving model has better learning achievement than problem posing and direct instruction. Students who were taught by problem posing has better learning achievement than direct instruction, (2) Students who have high learning creativity have the same learning achievement as students who have the medium creativity. Students who have high learning creativity have better learning achievement than students who have low creativity. Students who have medium learning creativity have the same learning achievement as students who have low creativity, (3) Students having high and low creativity that used problem posing, problem solving, and direct instructional model have the same achievement. While students having medium creativity that used problem solving model have better achievement than students that used direct instructional model, but students that used problem posing and problem solving model have the same achievement, and the students that used problem posing and direct instructional model have the same achievement, (4) In each category of learning model, students with high creativity, medium and low have the same learning achievement. Key Words: Problem Posing, Problem Solving, Direct Instruction, Learning Creativity
IMPLEMENTASI PEMBELAJARAN KOOPERATIF MODEL THINK PAIR SHARE DAN LEARNING TOGETHER DENGAN PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK DITINJAU DARI MINAT BELAJAR SISWA Mardodo, Mardodo; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract

Abstract: The objective of research was to find out: (1) which ones having better achievement, the students using TPS (Think Pair Share) learning model with RMA, LT (Learning Together) learning model with RMA or Direct Instruction, (2) Viewed from students’ interest, high, middle, and low, which ones having better achievement, the students using TPS (Think Pair Share) learning model with RMA or LT (Learning Together) learning model with RMA or Direct Instruction, and (3) students’ achievement  viewed from students’ interest on each learning model. The type of the research was a quasi-experimental research.  The population of research was all VIII graders of  Public Junior High schools in Karanganyar Regency consisting of 75 schools. The sample was taken using cluster random sampling. The size of the sample was 261 students consisted of  87 students in the first experimental group, 87 students in the second experimental group and 87 students in the control group. Collecting data has been done through multiple choice test to know students’ achievement and questionnaire to know students interest in learning. Data analysis technique used two-way analysis of variance with unbalanced cells. The conclusions of research as follows: (1) TPS with RMA provided learning achievement better than LT with RMA and Direct Instruction, and LT with RMA provided learning achievement better than the Direct Instruction. (2) Viewed from students’ interest, in   the high interest, TPS with RMA provided learning achievement as LT with RMA did, also LT with RMA provided learning achievement as Direct Instruction did, but TPS with  RMA provided learning achievement better than Direct Instruction did. In the midlle and low interest, all learning models provided the same learning achievement. (3) In TPS with RMA, the students with high interest had better achievement than those with middle and low interest. Meanwhile, in both LT with RMA and In Direct Instruction, the students with three categories of interest had the same learning achievement.Keywords: TPS with Realistic Mathematics Approach (RMA), LT with RMA, Interest Learning, Students Achievement on mathematics. 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DENGAN CONTEXTUAL TEACHING AND LEARNING (CTL) PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DITINJAU DARI KECERDASAN EMOSIONAL SISWA Winata, Rahmat; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract

Abstract: This research aimed to find out: (1) Which one give better mathematics’ learning achievement, learning model of NHT with CTL, TPS with CTL or direct learning, (2) Which one have better mathematics’ learning achievement, students who have high, medium or low. (3) On each learning model, which one give better achievement on each emotional intelligence. (4) On each level of emotional intelligence, which one give better mathematics’ learning achievement, learning model of NHT with CTL, TPS with CTL or direct learning. This research was the quasi-experimental research with 3×3 factorial design. The population of research was all students of Junior High School (SMP) in Karanganyar. The samples were 308 students; consist of 104 students in the first experimental class, 104 in the second experimental class, and 100 students in control class. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed as follows. (1) The NHT with CTL given learning achievement as good as the TPS with CTL. NHT and TPS with CTL provided better learning achievement than the direct learning, (2) The students with high emotional intelligence had better learning achievement than those with medium and low emotional intelligence. The students with medium emotional intelligence had better learning achievement than did those with low emotional intelligence, (3) Students taught by using NHT and TPS with CTL, students with high emotional intelligence had learning achievement as good as the medium emotional intelligence. The students with high emotional intelligence had better learning achievement than the students with low emotional intelligence. The students with medium emotional intelligence had learning achievement as good as the students with low emotional intelligence. Students taught by using direct learning had equal learning achievement in each level of emotional intelligence, (4) Students with high emotional intelligence taught by using the NHT with CTL had learning achievement as good as the TPS with CTL. Students with high emotional intelligence taught by using the NHT and TPS with CTL had better learning achievement than the direct learning. Students with medium and low emotional intelligence had equal learning achievement in each learning model.Keywords: NHT with CTL, TPS with CTL, learning achievement, emotional intelligence.
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN SAVI DAN RECIPROCAL TEACHING PADA MATERI OPERASI HITUNG BENTUK ALJABAR DITINJAU DARI GAYA BELAJAR SISWA SMP NEGERI DI KABUPATEN SLEMAN Muanifah, Mahmudah Titi; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract

The objective of research was to find out: (1) which students had the better mathematics learning achievement, those treated with SAVI, those with Reciprocal teaching or those with direct learning model in the topics of algebraic arithmetic operation l, (2) which students had the better mathematics learning achievement, those with visual, those with auditory or those with kinesthetic learning style, (3) in each learning model, which students had the better mathematics learning achievement, those with visual, those with auditory or those with kinesthetic learning style, and (4) in each learning style, which students had the better mathematics learning achievement, those treated with SAVI, those with Reciprocal teaching or those with direct learning model in the topics of algebraic arithmetic operation.This study was a quasi experimental research with a 3 × 3 factorial design. The population of research was all of the VII graders of Junior High Schools in Sleman Regency. The sample was taken using stratified cluster random sampling technique. The sample consisted of 285 students: 96 for the experiment 1 class, 94 for the experiment 2 class, and 95 for the control class. Considering the hypothesis testing, the following conclusions could be drawn. (1) The learning achievement of the students treated with SAVI learning model, Reciprocal Teaching learning model and direct learning model was equally good. (2) The learning achievement of the students with visual learning style was better than that of those with kinesthetic one. But, that of those with visual learning style was as good as that of those with auditory one, and that of those with auditory was as good as that of those with kinesthetic one. (3) In SAVI, reciprocal teaching, and direct learning models, the learning achievement of the students with visual, auditory and kinesthetic learning styles was equally good. (4) In the categories of visual, auditory and kinesthetic learning style, the learning achievement of the students treated with SAVI, reciprocal teaching and direct learning was equally good. Keywords: Somatic, Auditory, Visual and Intellectual (SAVI), Reciprocal Teaching (RT), Student Learning Style.
PENALARAN MATEMATIS SISWA DALAM PEMECAHAN MASALAH PADA MATERI POKOK FAKTORISASI BENTUK ALJABAR DI KELAS VIII SMP NEGERI 1 SURAKARTA Suprihatiningsih, Siti; Sujadi, Imam; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: The purposes of this study were to describe: (1) the students with high-ability mathematical reasoning on problems solving of algebra factorization in eighth grade students of SMP Negeri 1 Surakarta, (2) the students with  moderate-ability mathematical reasoning in problem solving of algebra factorization of eighth grade students of SMP Negeri 1 Surakarta, (3) the students with low-ability mathematical reasoning in problem solving of the algebra factorization material in eighth grade students of SMP Negeri 1 Surakarta. This research was a qualitative case study type. The research subjects were taken from eighth grade students of SMP Negeri 1 Surakarta. The subjects amounted to 9 students consisting of 3 students with high ability, three students with moderate ability, and 3 students with low ability. The research data were in the form of written and oral data. Written data were obtained from the research subject test on written test instruments. The oral data obtained from the think aloud verbal conducted by researchers to the study subject. The techniques of analyzing the data were: (a) data reduction (b) presention of data (c) conclusion. The results showed that the students with high-ability reasoning mathematical were: (a) understand the problem, the students read the questions carefully and write down the information that is known of the problem and write down what was being asked of the problem; (b) present the mathematical expressions and perform calculations, students write a mathematical equation to calculate by used the operations of addition, subtraction and multiplication algebra fluently; (c) submit the notion and manipulation of mathematics, students write the answer to determine the length and width of the rice field by factoring and write down the factoring results that obtained; (d) drawn the conclusions, students write the length and width of the rice fields and multiplying the factoring results obtained to convince answers that obtained. The students with moderate-ability reasoning mathematical were: (a) understand the problem, students read the question after it write down the information that was known from the problem and write down what was being asked of the problem; (b) present the mathematical expressions and perform calculations, students write a mathematical equation to calculate by using the operations of addition, subtraction and multiplication algebra although this was used long time to write mathematical expressions and perform calculation, but students were get the expected rice fields wide. The students with low-ability mathematical reasoning were: understand the problem, students read again and again but still confused after it write down the information that was known from the problem and write down what was being asked of the problem. Keywords: mathematics, reasoning, problem solving

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