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Jurnal S2 Pendidikan Matematika
Published by Universitas Sebelas Maret
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Education Mathematics
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Articles 369 Documents
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PENGEMBANGAN MEDIA PEMBELAJARAN MATEMATIKA BERBANTUAN KOMPUTER DENGAN LECTORA AUTHORING TOOLS PADA MATERI BANGUN RUANG SISI DATAR KELAS VIII SMP/MTS Kintoko, Kintoko; Sujadi, Imam; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract

Abstract: This research is aimed to: 1) describe the Lectora Authoring Tools (LAT)-based learning media application product design for computer-based Mathematics learning with the topic on geometry; 2) find out which media helped for better learning achievements: a Lectora Authoring Tools (LAT)-based learning or without employing any media.This research is a Research and Development model (R & D). The development was done by referring to the 4-D model found by Thiagarajan which were then modified into 3-D consisting of ‘defining’, ‘designing’, and ‘developing’. The product evaluation was done by the learning material expert covering the following aspects, namely the learning material completeness, learning material quality, linguistic quality, and visual quality, then, the learning media expert evaluated the following aspects, namely the readability, the image quality, the compatibility, the audio quality, the layout, and the animation. There were four teachers and four peers evaluated the content and display aspects. The subjects of the tryout were Grade VIII students in SMP PGRI Kasihan Bantul: 15 students for the limited tryout and 30 others for the field tryout. The data were collected through questionnaires, observation sheets, and learning achievement tests The equilibrium test was conducted using t-test, with α = 0.05, thereby it could be concluded that the experimental and control groups were in equilibrium. The prerequisite test included normality one using Liliefors test and homogeneity test using Bartlett method. With α = 0.05, it could be concluded that the sample derived from the homogeneous and normally distributed population..The research findings show that: 1) the media produced were in the form of Compact Disk (CD) as well as the Exe extension media which can be run in all computer operating system. This media was developed by employing Thiagarajan’s development model which consisted of ‘defining’, ‘designing’, and ‘developing’, whereas, the computer-assisted Mathematics learning media by employing the Lectora Authoring Tools (LAT) development resulted in better learning quality based on the validity, practicality, and effectiveness aspects. Those aspects showed a very good learning outcome as the developed learning media were able to display a learning material with easily understood animation graphics; 2) learning by employing the Lectora media presented higher achievements than those without it. It was proven by the mean value of the LAT This is evidenced by the results of hypothesis testing indicated on achievement tests of two classes, the value of test t = 2.236 with a t-table value = 1.960, while for DK = {t | t <-1960 or t> 1.960} tcount DK Thus, the means H0 is rejected so it can be concluded achievement test results in the experimental class with the control group there was a difference class-based learning as much as 77.78, which was better than that without the LAT with the mean value of 72.38.Keywords: developments, learning media, geometry, Lectora Authoring Tools software, concept mastery, achievements
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DAN MODEL GROUP INVESTIGATION (GI) DALAM PEMBELAJARAN MATEMATIKA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SIKAP PERCAYA DIRI SISWA KELAS VIII SMP SE-KABUPATEN MADIUN TAHUN PELAJARAN 2013/2014 Awi Gangga, Ubayu Wahyuning; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
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Abstract

Abstract: This research was arranged to determine: (1) which one gave better achievement between PBL, GI or direct learning; (2) which one have better achievement between high, medium or low self confidence students; (3) for each self confidence categories, which one gave better achievement between PBL, GI or direct learning; (4) for each learning model, which one have better achievement between high, medium or low self confidence students. The type of the research was a quasi-experimental research. The population was the students of junior high school in Madiun regency on academic year 2013/2014. The size of the sample was 235 students consisted of 77 students in the first experimental group, 79 students in the second experimental group and 79 students in the control group. The instruments used were documentation, questionnaire, and mathematics achievement test. The data was analyzed using unbalanced two way analysis of variance. The conclusions of the research were as follows. (1) The model of GI learning gave better achievement in studying mathematics than PBL and direct learning, PBL gave better achievement in studying mathematics than direct learning; (2) The students who have high self confidence have a better achievement than the students who have medium and low self confidence, but the students who have medium self confidence have the same achievement as the students who have low self confidence; (3) On the students with high self confidence, the PBL and GI gave the same achievement, but PBL and GI gave better achievement than direct learning, while on the students with medium and low self confidence, the PBL, GI and direct learning gave the same achievement; (4) On the PBL, high self confidence students have better achievement than low self confidence students, but have the same achievement as medium self confidence students, and medium self confidence students have the same achievement as low self confidence students. While on GI and direct learning, the three categories of self confidence students have the same achievement.Keywords: Problem Based Learning (PBL), Group Investigation (GI), Direct Learning, Self Confidence.
EKSPERIMENTASI MODEL PEMBELAJARAN LC 5E DISERTAI AFL PADA MATERI PRISMA DAN LIMAS DITINJAU DARI ADVERSITY QUOTIENT Wibowo, Guritno Ari; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract

Abstract: This research investigated the effect of using Learning Cycle 5E model using AfL in Mathematics course achievement viewed from Adversity Quotient. The quasi experimental research design was employed on this research. The technique analysis data used two-way analysis of variance with unbalanced cell frequencies at 0,05 level of significance. The results show as follows 1) LC 5E with AfL model gave better Mathematics course achievement than the one without AfL and conventional model, and LC 5E without AfL gave better Mathematics course achievement than conventional model. 2) The students who are climber have better Mathematics course achievement than camper and quitter, and  the students who are camper have similar Mathematics achievement compared to quitter. 3) In LC 5E with AfL model, the climber category students Mathematics achievements are better than the ones who are camper and quitter, and the camper category students Mathematics achievements were better than the ones who are quitter. In LC 5E model, the climber category students Mathematics achievements are better than the ones who are camper and quitter, and the Mathematics achievements of camper category students were similar with the ones who are quitter. In the conventional model, whether climber, camper, or quitter have the same Mathematics course achievement. 4) Mathematics course achievement of climber category students was the same whether when they were given LC 5E with AfL or LC 5E, on the other hand those are better than the conventional model. The students who are camper category had better Mathematics achievement when they were given LC 5E include AfL and LC 5E than when were given conventional model, however those students had the same Mathematics achievement whether when they were given LC 5E or conventional model. The quitter category students had the same Mathematics achievement when they were given LC 5E with AfL, LC 5E, or conventional model.Keywords: Learning model, LC 5E, Assessment for Learning, Adversity Quotient.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN GUIDE NOTE TAKING (GNT) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN SISWA KELAS VIII SMP NEGERI DI KOTA SURAKARTA TAHUN AJARAN 2013 / 2014 Wija Pratiwi, Ajeng Novalin; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract

Abstract : The study aimed to know: 1) which learning model of the cooperative learning model of the Jigsaw-GNT, the cooperative learning model of the Jigsaw, and the direct learning model results in a better learning achievement in Mathematics; (2) which students of the students with the high reasoning ability, the students with the moderate reasoning ability, and the students with the low reasoning ability have a better learning achievement in Mathematics; (4) in each category of the reasoning abilities, which learning model of the cooperative learning model of the Jigsaw-GNT, the cooperative learning model of the Jigsaw, and the direct learning model results in a better learning achievement in Mathematics; and (3) in each learning model, which students of the students with the high reasoning ability, the students with the moderate reasoning ability, and the students with the low reasoning ability have a better learning achievement in Mathematics. This study was a quasi-experimental study with a 3 x 3 factorial design. The study population was all of grade VIII students of Junior High School in Surakarta. Sampling was done by stratified cluster random sampling. The instruments employed to gather the data of the research were test of learning achievement in Mathematics and test of reasoning ability. The data were analyzed using unbalanced two ways ANOVA. From the analysis, it was concluded as follows 1) The cooperative learning of Jigsaw-GNT have a better learning achievement in Mathematics than those instructed with the cooperative learning model of the Jigsaw and those instructed with the direct learning model; the cooperative learning model of the Jigsaw high results in a better learning achievement in Mathematics than the direct learning model, 2) The students with the reasoning ability is better than that of the students with the moderate reasoning ability and that of the students with the low reasoning ability; the students with the moderate reasoning ability have the same good learning achievement in Mathematics as those with the low reasoning ability, 4) In each category of the reasoning abilities, the students instructed with the cooperative learning model of the Jigsaw-GNT have a better learning achievement in Mathematics than those instructed with the cooperative learning model of the Jigsaw and those instructed with the direct learning model, and the students instructed with the cooperative learning model of the Jigsaw have a better learning achievement in Mathematics than those instructed with the direct learning model, 3) In each learning model, the learning achievement in Mathematics of the students with the high reasoning ability is better than that of the students with the moderate reasoning ability and that of the students with the low reasoning ability, and the learning achievement in Mathematics of the students with the moderate reasoning ability is the same as that of the students with the low reasoning ability.Keywords: Jigsaw, Guided Note Taking (GNT), direct learning, reasoning ability, and learning achievement in Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH DAN PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KREATIVITAS SISWA KELAS VIII SMP NEGERI Se-KABUPATEN PACITAN TAHUN PELAJARAN 2013/2014 Aini, Harmei Mahar’; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models viewed from the creativity of student. The learning models compared were PBL, TPS and direct learning. This research is a quasi experimental with the factorial design of 3x4. The research population was  8th Grade of Junior High School first semester of 2013/2014 at Pacitan regency. The sampling technique using a stratified cluster random sampling. Samples in this research were 260 students with 84 students as experimental class I, 88 students as experimental class II and 84 students as control class. Hypothesis testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypothesis testing were concluded that: (1) PBL learning model gave better achievement than TPS learning model and direct learning, while TPS learning model and direct learning gave the same achievement (2) The learning achievement of students with high creativity is better than the students with medium and low creativity, and the learning achievement of students with medium creativity is better than the students with low creativity (3) on each category of creativity, PBL learning model gave better achievement than TPS learning model and direct learning, while TPS learning model and direct learning gave the same achievement, (4) on each models of learning, learning achievement of students with high creativity is better than the students with medium and low creativity, and the learning achievement of students with medium creativity is better than the students with low creativityKeywords: Problem Based Learning (PBL), Think Pair Share (TPS), Creativity of student
STUDI IMPLEMENTASI PENDIDIKAN KARAKTER PADA PEMBELAJARAN MATEMATIKA PADA KELAS CERDAS ISTIMEWA BAKAT ISTIMEWA (CIBI) SMP NEGERI 2 SURAKARTA Munawaroh, Munawaroh; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: The objective of research was to describe the implementation of character education to mathematics learning, the constraints the teacher faced and the solution the teachers took to the constraints with the implementation of character education in mathematics learning in the gifted and talented class of SMP Negeri 2 Surakarta. This study was a descriptive qualitative research; the subject of researcher was one mathematics teacher  and six students in the grade VII gifted and talented class. Techniques of validating data used were researcher persistence and time triangulation. Techniques of analyzing data used were (1) data reduction, (2) data display, and (3) conclusion drawing and verification. The results of research are as follows. 1) The process of character education implementation to learning was below. (a) The development of logical, critical, creative and innovative thinking character was conducted by means of assignment, directing the students to the correct answer and to make decision with debriefing. (b) The development of hard work character was conducted by means of group assignment. (c) The development of curiosity character was conducted by providing the example of material existing in real life. (d) The development of independency character was conducted by assigning the material reading to be discussed in the next meeting. (e) The development of self-confidence character was conducted by means of facilitating the students writing the result on the blackboard. 2) The constraints the teacher faced and the solutions the teacher took were as follows. (a) In the implementation of logical, critical, creative and innovative thinking character, the students monopolized actively the debriefing process so that the teacher should limit and provide other students the opportunity of asking question. (b) In the implementation of hard work character, not all students in the classroom had equal hard work ethos. The solutions taken were to play motivation video and to convince them about the ability they had, to display the students’ work, and to reward the students with the best performance. (c) In the implementation of curiosity character, the students who did not want to think too hard responded poorly to the stimulus given. In this case, the teacher could give reward in the form of mark (grade). (d) In the implementation of self-confidence character, the students with less self-confidence would select the easy assignment in presenting the group assignment, and they explained in very soft voice. The solutions taken were to give more mark to the students explaining group assignment, and to direct the students in the presentation. For teacher independency character, the teacher did not face a significant constraint.Keywords: Implementation, Character Education, Gifted and Talented Class.
EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) DENGAN METODE PENEMUAN TERBIMBING PADA MATERI KUBUS DAN BALOK DITINJAU DARI KEMAMPUAN SPASIAL DAN GAYA KOGNITIF SISWA Hidayat, Abdul Aziz; Riyadi, Riyadi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
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Abstract

Abstract: The objective of this research was to investigate the difference of learning achievement in Mathematics on the learning of Cubes and Cuboids in each learning model viewed from the spatial abilities and the cognitive styles. This research used the quasi experimental research with the factorial design of 3x3x2. The proposed hypotheses of the research were analyzed by using the three-way analysis of variance with unbalanced cells. The results of the research are as follows. 1) The students instructed with the NHT learning model with guided discovery method have a better learning achievement in Mathematics than those instructed with the NHT learning model and those with the direct learning model, and the students instructed with the NHT learning model have a better learning achievement in Mathematics than those with the direct learning model. 2) The students with the high, moderate, and low spatial abilities have the same good learning achievement in Mathematics. 3) The students with the cognitive style of field independent have a better learning achievement in Mathematics than those with the cognitive style of field dependent. 4). In each category of the spatial abilities, the students instructed with the NHT learning model with guided discovery method have a better learning achievement in Mathematics than those instructed with the NHT learning model and those with the direct learning model, and the students instructed with the NHT learning model have a better learning achievement in Mathematics than those with the direct learning model. 5) In each category of the spatial abilities, the students instructed with the NHT learning model with guided discovery method have a better learning achievement in Mathematics than those instructed with the NHT learning model and those with the direct learning model, and the students instructed with the NHT learning model have a better learning achievement in Mathematics than those with the direct learning model.Keywords: NHT, guided discovery, spatial abilities,  and cognitive styles.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) BERBASIS MIND MAPPING DITINJAU DARI GAYA BELAJAR SISWA KELAS VII SMP NEGERI SE-KABUPATEN PACITAN TAHUN PELAJARAN 2013/2014 Utomo, Wahyu; Mardiyana, Mardiyana; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 3, No 2 (2015): Pembelajaran Matematika
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Abstract: The objective of the research was to determine the influence of learning models toward mathematics achievement viewed from the students’ learning styles. The compared learning models were mind mapping based on Numbered Head Together (NHT) cooperative learning model, NHT cooperative learning model and direct instruction model. The type of the research was a quasi-experimental research. The population was the students of junior high school in Pacitan regency on academic year 2013/2014. The size of the sample was 237students consisted of 79 students in the first experimental group, 80 students in the second experimental group and 78 students in the control group.  The  instruments  used  were  mathematics achievement test and learning styles questionnaire. The data was analyzed using two way analysis of variance with unequal cell frequencies. The conclusions of the research were as follows. (1) mind mapping based on NHT cooperative learning model gives better mathematics achievement than NHT cooperative learning model and direct instruction model, NHT cooperative learning model gives better mathematics achievement than direct instruction model. (2) The visual learning style students have better mathematics achievement than the auditory learning style students and the kinaesthetic learning style students, the auditory learning style students have better mathematics achievement than the kinaesthetic learning style students. (3) For all learning models, the visual learning style students have better mathematics achievement than the auditory learning style students and the kinaesthetic learning style students, the auditory learning style students have better mathematics achievement than the kinaesthetic learning style students. (4) For all the students’ learning styles, mind mapping based on NHT cooperative learning model gives better mathematics achievement than NHT cooperative learning model and direct instruction model, NHT cooperative learning model gives better mathematics achievement than direct instruction model.Keywords: NHT, mind mapping, learning styles
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SQUARE DENGAN METODE QUESTION STUDENT HAVE DAN THINK TALK WRITE PADA POKOK BAHASAN BANGUN RUANG DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SLEMAN TP 2013/2014 Asy’ari, Asy’ari; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
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Abstract: The objektive of this research was to investigate the effect of the learning models on the learning achievement in mathematics viewed from learning independence of the students. The learning models compared were the TPSq learning model with the question student have method, the TTW learning model, and the conventional learning model. This study was a quasi-experimental study with a 3×3 factorial design. The study population was all of grade VIII students of State Junior Secondary School in Sleman regency. Sampling was done by stratified cluster random sampling. The samples in this study amounted to 262 students with the details of 87 students for experiment 1 and 87 for experiments 2 and 88 for the control class. The data collected instrument used mathematics achievement tests and a questionnaire of student’s learning  independence. Based on the hypothesis testing can be concluded as follows. (1) The learning achievement of the students treated with TPSq learning model  with the question student have method was as good as that of  those with the TTW learning model. In addition, students’ learning achievement treated by TPSq model with question student have method and TTW better than students treated by conventional learning model. (2) Students’ learning achievement which has high learning independence had better achievement than students who have moderate and low independence. In addition, students who have moderate learning independence had better achievement than students who have low learning independence. (3) In the TPSq learning model with the question student have method, TTW and conventional learning model, the students’ learning achievement who have high learning independence had better achievement than moderate and low learning independence, in addition the students’ learning achievement who have moderate learning independence had better achievement than students who have low learning independence. (4) In the learning independence category of high, moderate or low, the learning achievement of the students treated with TPSq learning model with the question student have method and TTW learning model was equally good. In addition, students’ learning achievement treated by TPSq  learning model with the question student have method and TTW learning model had better achievement than students treated by conventional learning model.Keywords: Think Pair Square (TPSq), Question Student Have, Think Talk Write (TTW), and Student’s Learning Independence.
EKSPERIMENTASI MODEL PEMBELAJARAN ROUNDTABLE (RT) DAN QUESTION STUDENT HAVE (QSH) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI BENTUK ALJABAR DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP SE-KOTA METRO LAMPUNG TAHUN PELAJARAN 2014/2015 Widyaningrum, Amalia Zulvia; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract: This research aimed to find out: (1) which one is better among learning models of RT with scientific approach, QSH with scientific approach or classical with scientific approach one in giving mathematics learning achievement, (2) which one is better among students’ learning styles, students having visual, auditorial or kinesthetic giving mathematics learning achievement. (3) in each learning model, which one is better among students’ learning styles in giving mathematics learning achievement and (4) in each learning styles, which one is better among RT with scientific approach, QSH with scientific approach or classical with scientific approach in giving mathematics learning achievement. This research was the quasi-experimental research with 3×3 factorial design. The population of research was all grade VIII students of Junior High School (SMP) in Metro, Lampung. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the test of mathematics achievement and questionnaire of learning styles. As a requirement of research, both of the instruments should be measured.  Test of students’ learning achievement data was measured by using content validity, level of difficulty, discrimination power and reliability. Questionnaire data were examined by using content validity, internal consistency and reliability. Pre-requisite tests were used Lilliefors method for normality test and Bartlett method for homogeneity test. After examining the data, it shows that the populations have same variance and they were in normal distribution. Prior knowledge data are examined by using one-way ANOVA with unbalanced cells. It shows that three classes have balance prior knowledge. Meanwhile, the technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed as follows. (1) The RT with scientific approach had better learning achievement than the QSH and classical with scientific approach. QSH with scientific approach provided better learning achievement than the classical with scientific approach, (2) The students having visual learning style had learning achievement as good as those having auditorial learning style. The students having visual learning style had better learning achievement than did those having kinesthetic learning style. The students having auditorial learning style had learning achievement as good as those having kinesthetic learning style.  (3) In each of learning styles, student’s mathematics learning achievement is in constancy with result of learning models (4) In each learning models, the student’s mathematics learning achievement is in constancy with  result of learning style categories.Keywords: Round Table (RT), Question Student Have (QSH), Classical,  Learning Style

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