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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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EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL KOOPERATIF TIPE NHT DAN TPS TERHADAP PRESTASI BELAJAR DAN MOTIVASI BERPRESTASI SISWA DITINJAU DARI KECERDASAN EMOSIONAL POKOK MATERI PERSAMAAN LINEAR SATU VARIABEL PADA SISWA SMP NEGERI DI KOTA SURAKARTA Aspriyani, Riski; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: This research was aimed to know: (1) which gave achievement and motivation to do better, students who were subjected to cooperative models of NHT, TPS, or Conventional and students with high, medium, or low emotional intelligence; (2) on each model of learning and at each category of emotional intelligence which provided achievement and motivation to do better. The  population was all the students of  VII grade of Junior High Schools in Surakarta year of 2013/2014 and obtained a sample of  266 students. The instruments used was achievement test, motivation, and emotional intelligence questionnaire. Test requirements analysis included a multivariate normality and the variance-covariance homogeneity test. Balance test used a unbalanced one way multivariate and hypothesis testing used unbalanced two way multivariate. The results of research were: (1a) students subjected to NHT gave as good as the achievement of TPS but better than Conventional, and TPS provided a better achievement than Conventional. As well students subjected to NHT, TPS, and Conventional gave the same motivation, (1b) students with high emotional intelligence provided as good learning achievement as the students with moderate and low emotional intelligence. As well students who have high emotional intelligence gave better motivation than medium or low emotional intelligence but students with medium emotional intelligence provided as good  motivation as the students with low emotional intelligence; (2ai) in each learning model, students with high, medium, and low emotional intelligence gave the same achievement, (2aii) in NHT model, students with high emotional intelligence gave as good as the motivation of students with medium emotional intelligence. As well students with high and medium emotional intelligence gave motivation better than low emotional intelligence, (2aiii) in TPS model, students with high emotional intelligence gave motivation better than medium and low emotional intelligence but students with medium emotional intelligence gave as good motivation as students with low emotional intelligence, (2aiv) in Conventional model, students with high, medium, and low emotional intelligence gave the same motivation, (2bi) in each category of emotional intelligence, NHT gave as good as the achievement of TPS, but NHT and TPS gave better achievement than Conventional, (2bii) at high emotional intelligence, students subjected to NHT gave as good as the motivation of TPS, but NHT and TPS better than Conventional, (2biii) at medium and low emotional intelligence, students subjected to NHT, TPS, and Conventional gave the same motivation.Keywords: NHT, TPS, emotional intelligence, learning achievement and achievement motivation
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TGT DAN TAI PADA MATERI VEKTOR KELAS XII SMA DITINJAU DARI KREATIVITAS SISWA Silaningsih, Tri; Mardiyana, Mardiyana; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract

Abstract: This study aimed to determine: (1) which model produces better learning achievement TGT, TAI, or direct learning model, (2) to find out which one has the better learning achievement between students with high creativity, moderate or low creativity, (3) to determine which one gives better learning achievement between cooperative learning model TGT, TAI or Direct for each student creativity, (4) to find out which one gives the better learning achievement among students who have high creativity, moderate creativity or lower creativity in each of the learning model.This study was a quasi-experimental study with a 3 x 3 factorial design. The sampling technique was done by stratified cluster random sampling. The instrument used for data collection was a questionnaire and math achievement tests. The instrument has been tested by some experts before it is used to conduct trials. Hypothesis testing used two- way Anava with unbalanced cells. Before the Anava test, research data are tested first by test analysis requirements that were test for normality and homogeneity test. The results of two- way Anava analysis show: (1) learning model of TGT and TAI produce better learning achievement, compared to the direct instructional model, while the learning model of TAI and TGT has no difference; (2) Students who have high creativity and moderate creativity have a better learning achievement than the students who have low creativity, the students who have high creativity have better learning achievement than the students who have moderate creativity;  (3) students who have creativity of high, moderate or low have on the model TGT learning and TAI have better learning achievement compared to the direct instructional model, while the learning model TGT produce the same learning achievement as TAI learning model; (4) cooperative learning model TGT, TAI and Direct give better result for students who have high and moderate creativity than students  who have low creativity, as well as the students who have high creativity provide a better learning achievement than moderate creativity.Keywords: Learning TGT, TAI, and creativity
EKSPERIMENTASI MODEL PEMBELAJARAN THINK-PAIR-SHARE (TPS) DIMODIFIKASI DENGAN MIND MAPPING PADA MATERI KUBUS DAN BALOK DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA SMP NEGERI KELAS VIII Se-KABUPATEN PEMALANG TAHUN 2012/2013 Siwi, Julian Reza; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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Abstract

Abstract: The objectives of this study were to find out on the topic of cube and cuboid: (1) which was better between TPS Modified Mind Mapping (TPSMod), TPS or Direct model that produce learning achievement; (2) which one had better learning achievement between students with high, medium or low categories of mathematics creativity learning; (3) at each category of mathematics  creativity learning, which was better between TPSMod, TPS or Direct model that produce learning achievement; and (4) at each model, which one had better learning achievement between students with high, medium or low categories of mathematics creativity learning. This study was a quasi-experimental with 3´3 factorial design. The population was all of students in eigth grade of State Junior High School in Pemalang Regency on Academic Year 2012/2013. The samples were taken by using a stratified cluster random sampling technique. The samples was students in eight grade of SMP Negeri 1 Randudongkal, Moga and Pulosari. The instrument of this study were mathematics creativity learning questionnaire and learning achievement test. The questionnaire tryout included content validity, internal consistency and reliability, and the test tryout included content validity, difficulty level, discrimination power, and reliability. Before the experiment was done, the balance of prior knowledge was examined by using unbalanced one way anova test. The hypothesis test used unbalanced two ways anova. Test requirements included normality test used Lilliefors method and the homogeneity test used the Bartlett test. The results of the study were as follows: (1) the TPSMod model produce the learning achievement better than the TPS and direct learning, the TPS model give the same learning achievement as the direct learning; (2) the high and medium categories of mathematics creativity learning have the same learning achievement, and both of category of mathematics creativity learning have better learning achievement from low categories of mathematics creativity learning; (3) at each categories of mathematics creativity learning, theTPSMod model produce the learning achievement better than the TPS and direct learning, the TPS give the same learning achievement as the direct learning; and (4) at each models, the high and medium categories of mathematics creativity learning have the same learning achievement, and both of category of mathematics creativity learning have better learning achievement from low categories of mathematics creativity learning.Keywords: Learning Achievement, TPS Modified by Mind Mapping , Mathematics Creativity Learning
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN METODE SNOWBALL DRILLING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR Ningsih, Eka Fitria; Mardiyana, Mardiyana; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract

Abstract: The objective of this research was to investigate the effect of learning models on learning achievement viewed from self regulated learning. The learning models compared were cooperative learning model of the TAI type with the snowball drilling method, model of the TAI and the direct learning model. This research used the quasi experimental research method with the factorial design of 3 x 3. Its population was all of the students in Grade VII of State Junior Secondary Schools of North Lampung regency. The samples of the research were taken by using the stratified cluster random sampling technique. They consisted of 326 students from State Junior Secondary School 1 of South Abung, State Junior Secondary School 2 of South Abung, and State Junior Secondary School 2 of Abung Semuli. The samples were divided into three classes, namely: 109 in Experimental Class 1, 107 in Experimental Class 2, and 110 in Control Class. The instruments to gather the data of the research were test of learning achievement in Mathematics and questionnaire of self regulated learning. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The conclutions of this research were as follows. (1) The cooperative learning model of the TAI type with the snowball drilling method resulted in a better learning achievement in Mathematics than TAI type and the direct learning model, and the cooperative learning model of the TAI type resulted in a better learning achievement in Mathematics than the direct learning model. (2) The students with the high self regulated learning had a better learning achievement in Mathematics than those with the moderate and low self regulated learning categories, and the students with the moderate self regulated learning had a better learning achievement in Mathematics than those with the low self regulated learning. (3) There was an interaction among learning models and the categories of self regulated learning on learning achievement in Mathematics.Keywords : TAI, snowball drilling, self regulated learning.
PENGEMBANGAN MODEL PEMBELAJARAN NHT (NUMBERED HEADS TOGETHER) BERBASIS OUTDOOR STUDY UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA SMA KELAS X PADA MATERI POKOK SISTEM PERSAMAAN DAN PERTIDAKSAMAAN Marfuah, Iim; Mardiyana, Mardiyana; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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Abstract

Abstract: The objectives of the research were: (1) to yield valid, efficient, practical and effective learning model for equation and inequality system; (2) to know which students had better the learning achievement of mathematics using outdoor study-based NHT or NHT learning models; (3) to know which students had better learning achievement, the students with high or those with moderate or those with low social intelligence; (4) to know which for students with high social intelligence, moderat social intelligence and low social intelligence, outdoor study-based NHT had better learning achievement than NHT learning model; (5) to know which students had better learning achievement, outdoor study-based NHT or NHT learning model, in each level of social intelligence. The development of learning model was conducted referring to R&D procedure suggested by Borg & Gall. The result of development constituted the procedure/syntax of outdoor study-based NHT learning model. For effectiveness test, this research was a quasi-experimental research with a 2×3 factorial design. The instrument employed to collect the data was mathematics learning achievement test and student social intelligence questionnaire. Based on hypothesis testing, it can be concluded as follows. (1) The result of development constituted the procedure/syntax of outdoor study-based NHT were valid, efficient, practical and effective learning model with some game or activity such us ringball for SPLDV game, ringball for SPLDV game, to guess length and wide, inequality project and estafed. (2) The students’ mathematics learning achievement in outdoor study-based NHT learning model was better than that in NHT. (3) The students with high social intelligence had mathematics learning achievement better than those with either moderate or low one, and those with moderate had mathematics learning achievement better than those with low one. (4). In outdoor study-based NHT learning model, the students with high social intelligence had mathematics learning achievement as same as those with moderate one, and those with either high or moderate social intelligence had mathematics learning achievement better than those with low one. In NHT learning model, the students with high social intelligence had mathematics learning achievement better than those with either moderate or low one, and those with moderate one had mathematics learning achievement as same as those with low one. (5) The students with high social intelligence in outdoor study-based NHT learning model provided the result (product) as same as those in NHT learning model. The students with moderate social intelligence in outdoor study-based NHT learning model provided the result better than those in NHT learning model. The students with low social intelligence in outdoor study-based NHT learning model provided the result as same as those in NHT learning model.Keywords: NHT (Numbered Heads Together), Outdoor Study, Student Social Intelligence
EKSPERIMENTASI MODEL PEMBELAJARAN kOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) PADA MATERI POKOK TRIGONOMETRI DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMK DI KOTA MADIUN TAHUN PELAJARAN 2013/2014 Wahyuni, Eva Tri; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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Abstract

Abstract: The aims of the research were to find out: (1) which produces better mathematics learning achievement among cooperative learning model Numbered Heads Together (NHT), Think Pair Share (TPS), or direct instruction model; (2) which have better learning achievement, students who have high emotional intelligence, medium, or low; (3) which gives a better learning achievement at each level of  emotional intelligence, cooperative learning model Numbered Heads Together (NHT), Think Pair Share (TPS), or direct instruction model; (4) which have a better learning achievement at each learning model, students who have the emotional intelligence high, medium, or low. This research was a quasi-experimental research which designed a 3x3 factorial. The population of the  research was all students  at eleventh grade high school vocational and engineering technology group in Madiun city on academic year 2013/2014. The samples of the research were 264 respondents consisting of 87 students by using cooperative learning model Numbered Heads Together (NHT), 89 students  by using cooperative learning model Think Pair Share (TPS), and 88 students by using direct instruction model. Analysis of the data used two-way analysis of variance. Based on the results of this research, it can be concluded: (1)  the cooperative learning model NHT  produces the same mathematics learning achievement as TPS, whereas NHT and TPS produce mathematics learning achievement better than the direct instruction model; (2) the students with high, medium and low  emotional intelligence have the same learning achievement; (3)  the emotional intelligence of each,  NHT  produces  the same mathematics learning achievement as TPS, whereas NHT and TPS produce mathematics learning achievement better than the direct instruction; (4) the learning model of each, students with high, medium and low emotional intelligence have the same learning achievement.            Keywords: NHT, TPS, Emotional Intelligence, Trigonometry.
EKSPLORASI KONSTRUKSI PENGETAHUAN MATEMATIKA SISWA KELAS VIII SMP NEGERI 1 SURAKARTA MENGGUNAKAN TEORI ACTION, PROCESS, OBJECT, SCHEME (APOS) PADA MATERI POKOK FAKTORISASI BENTUK ALJABAR Zahid, Muh. Zuhair; Sujadi, Imam; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: The objective of the this qualitative research was to describe and analyze the mathematical construction process of eighth graders of SMPN 1 Surakarta in the algebraic factoring topic based on the APOS Theory. The subjects of the research were the eighth graders of SMPN 1 Surakarta and have been selected by using purposive sampling with the following criteria: (1) the students have learning algebraic factoring before; (2) the students were able to communicate his thoughts orally and written; and (3) each students were in high, medium, and low ability group. Data retrieved with the think aloud method and taken by the researcher himself, assisted by two auxiliary instruments; algebraic factoring test and interview guides. The main data sources were the words and actions of students when they were being interview. Data was validated by using data triangulation, where data collection was conducted at two different times. Based on the findings and discussions, it can be concluded as follows. (1) In action stage, the students presented their knowledge orally, by using pictures, and in writing form. The students then subtracted the simple algebraic form by classifying the algebraic terms which have the same variables. In process stage, the students multiplied the binomial with FOIL method and classified the algebraic terms that have same variables mentally and in the written form. In object stage, the students factorized the trinomial procedurally. In schema stage, the subject explained that the factor when multiplied by another factor will produce the factored trinomial and linked the action, process, and object stage to formed a complete concept of algebraic factoring. (2) In process stage, there was a student who made mistakes that could be classified as ‘invalid or incompatible distribution’. In object stage, there was a student who did factorization in non-procedural way.Keywords: construction of mathematical knowledge, APOS theory, algebraic factoring
ANALISIS PROSES PENGINTEGRASIAN PENDIDIKAN KARAKTER DALAM PEMBELAJARAN MATEMATIKA KELAS X ILMU ALAMSMA NEGERI 1 SURAKARTA TAHUN AJARAN 2013/2014 RZ, Zara Mertiana; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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Abstract: The purposes of this research were to: (1) describe the process of integrating the characteristic values of disciplinary, creative, critical thinking, inquiring, and thorough in learning mathematics at the tenth of science class SMA Negeri 1 Surakarta, and (2) describe the students’ opinion of the tenth of science class SMA Negeri 1 Surakarta about the integration of the characteristic values of disciplinary, creative, critical thinking, inquiring, and thorough in learning mathematics. Qualitative research was applied in this research. The subject of the research are students and a mathematics teacher of the tenth grade of  SMA Negeri 1 Surakarta. The source of data was taken from informants (teacher and students), documentation (lesson plan), and learning activity. Data collection was taken by using interview, observation, and documentation. Data validity used the source of triangulation. Data analysis used Miles and Huberman’s concept that are data collection, data reduction, presenting the data, and drawing the conclusion. The result of the research showed as follows. (1) Integrating character education of discipline, teacher did it implicitly (being a model) and explicitly (giving an urge). To integrate the critical character, teacher associates learning with daily life and guiding students analyse the information obtained or given to the students. Creative character done by the teacher in integrating for learning mathematics was to developed active classroom and informed with gave the opportunity for students to express their ideas in solving problems of mathematics questions. The integration of inquiring character in learning mathematics was not visible. To integrate thorough character, teacher planted thorough character by giving the test and urging the students to recheck the result of their works, listen carefully to what the teacher had said. (2) According to students’ opinion, teacher had planted the character of disciplinary, creative, critical thinking, inquiring, and thorough. However, there was no explanation about the character of inquiring because the test given was the standard questions so that it cannot encourage students to have inquiry.Keywords: Process analysis, character education, learning mathematics
PROSES BERPIKIR SISWA KELAS V SEKOLAH DASAR DALAM MEMECAHKAN MASALAH MATEMATIKA Sudibyo, Nugroho Arif; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: This study aim to describe the thinking process of elementary school fifth grade students in solving mathematics problem based on Krulik and Rudnick rule. This research was a qualitative research using the case study method. Sampling was done by a combination of purposive sampling and snowball sampling technique. The subject of research that used in this study was twelve subjects, that was: four high-ability students, four moderate-ability students and four low-ability students. The data was validated by using a time triangulation test. The results show: (1) At the step of reading and thinking, students do not directly identify all of the facts in writing. After identifying the facts, students identify questions from the given problem. Furthermore, students do not portray the problems encountered but directly process the needed information to answer the question; (2) At the step of exploring and planning, students organize the information on the matter. Students consider enough information on the matter because there is a relation between the known and the asked. On the other hand, students do not make tables, diagrams, charts, tables or images from a given problem, but directly chose a strategy to answer the question; (3) At the step of selecting the strategy, students use the making list of all possible answers strategy. Students write down all the possibilities answers in the answer sheet. However, there are students who also use the guessing and testing strategy, guess how the value of variable and test whether the variable value is correct. In addition there are also students who use simulation or experimental strategies, students try to experiments; (4) At the step of finding the answer, the student use estimation in finding the answer. On the other hand, there is one student who uses algebra ability to find the answers. Students are also assuming the third day as a variable. After obtaining the value of the variable, student examine whether the numbers are correct. (5) At the step of reflecting and extending, students can review the results of the calculation by return on the answer sheet. Then students find that the answer is correct. Furthermore, students assume no alternative other solutions. Then the students do not make a generalizations of matter and discover the concept of matter.Keywords: process thinking, mathematics and problem solving.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DENGAN ASSESSMENT FOR LEARNING (AfL) MELALUI PENILAIAN TEMAN SEJAWAT PADA MATERI PERSAMAAN GARIS DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA MTsN DI KABUPATEN SRAGEN Muntasyir, Sholeh; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: This research is aimed to view: (1) which gives a better learning achievement,  learning Numbered Head Together (NHT) with the AfL through peer assessment, NHT or direct learning, (2) which gives better achievement, low, medium or high level creativity in mathematics learning, (3) which has better mathematics learning achievement, student having low, medium or high learning creativity on each learning model, (4) which learning model gives better achievement in learning mathematics, learning model Numbered Head Together (NHT) with the AfL through peer assessment, learning models Numbered Head Together (NHT) or direct learning model on each student’s creativity level. This research was a quasi-experimental research with 3x3 factorial design. The study population was all students MTsN in Sragen. The sampling technique used a stratified cluster random sampling. The samples were 294 students, consisted of 95 students in the first experimental class, 100 students in the second experimental class and 99 students in the control class. Data collected through mathematics achievement tests and questionnaires of study mathematics creativity. Hypothesis testing used two- way analysis of variance with unbalanced cells. The results show as follows. (1) The NHT with the AfL through peer assessment model provide a better learning performance than the NHT and direct learning model. The NHT model provide a better learning performance than the direct learning model. (2) Students with a high level learning creativity have a better achievement than students who have medium and low creativity. Students with medium and low level creativity gain the same learning achievement. (3) In the NHT learning model with the AfL through peer assessment, students with a high level creativity gain better learning achievement than students with medium learning creativity, but when compared with students who have low learning creativity get the same academic achievement. While using NHT  model and direct learning, students with high, medium and low creativity get the same learning achievement. (4) At the high level of creativity,  NHT with the AfL through peer assessment model gived a better performance than the NHT and direct learning, NHT and direct learning models provide the same learning performance. Students having medium and low level of creativity provide the same learning achievement in each learning models.Keywords : NHT, AfL, peer assessment,  creativity in learning.

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