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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 TIPE THINK PAIR SHARE DENGAN GUIDED NOTE TAKING PADA POKOK BAHASAN BANGUN DATAR DITINJAU DARI KEMANDIRIAN BELAJAR PADA SISWA SMP KELAS VII DI KOTA SURAKARTA TAHUN PELAJARAN 2013/2014 Ambarwati, Dwi; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The aim of research is to determine the effect of learning models on learning achievement viewed from students independence learning. The type of the research is a quasi-experimental. The population are the seventh grade students of junior high school at Surakarta. The sample are 268 students. Sampling is done by stratified cluster random sampling. Instruments which are used to collect data are achievement tests and questionnaire of students independence learning. Hypothesis test is two-way analysis of variance with unbalanced cells. The results of this research are as follows: 1) the TPS-GNT learning model gives better learning achievement than TPS and direct learning model, and TPS learning model gives better learning achievement than direct learning model. 2)  the students with high independence learning have better learning achievement than students with medium and low independence learning, and the students with medium independence learning have better learning achievement than students with low independence learning. 3) in each  learning model, the students with high, medium and low independence learning have the same learning achievement. 4) in the high independence learning, students with TPS-GNT, TPS and direct learning model have the same learning achievement, but in the medium and low independence learning, students with TPS-GNT learning model have better learning achievement than students with direct model, students with TPS-GNT and TPS learning model have the same learning achievement and students with TPS and direct learning model have the same learning achievement.Keywords: Think Pair Share (TPS), Guided Note Taking  (GNT), Independence Learning
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) DAN TIPE ROUNDTABLE DISERTAI DENGAN ASSESSMENT FOR LEARNING (AFL) MELALUI PEER-ASSESSMENT PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA Hr, Bq Malikah; Budiyono, Budiyono; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract

Abstract: The purposes of the research were to determine: (1) which learning models that produces better mathematics achievement, TSTS-AfL (TSTS type accompanied by AfL through peer-assessment), R-AfL (roundtable type accompanied by AfL through peer-assessment), or CL (classical learning); (2) which students that have better mathematics achievement, students with climbers type, campers, or quitters; (3) in each type of AQ, which of the tree learning models that produces better mathematics achievement; (4) in each learning model, which of the tree types students that have better mathematics achievement. The research was a quasi-experimental research, with a factorial design 3x3. The population was all students of State Senior High School in East Lombok of 2014/2015. The sample obtained was 347 students. Instruments in the research were mathematics learning achievement test and AQ questionnaire. The data was analyzed using two-way analysis of variance with unequal cells. The results of the research indicated as follows: (1) TSTS-AfL produces better mathematics achievement than R-AfL and CL, R-AfL produces better mathematics achievement than CL; (2) Students with climbers type have better mathematics achievement than campers and quitters, students with campers type have better mathematics achievement than quitters; (3) For the students with climbers and quitters type, the use of TSTS-AfL produces mathematics achievement as well as R-AfL and better than CL, R-AfL produces mathematics achievement as well as CL. For the students with campers type, the use of    TSTS-AfL produces mathematics achievement as well as R-AfL and better than CL, R-AfL produces better mathematics achievement than CL; (4) Of                  TSTS-AfL, students with climbers type have mathematics achievement as well as with campers and better than quitters, campers type have achievement as well as quitters. Of R-AfL, students with climbers type have mathematics achievement as well as campers and better than quitters, and campers type have better mathematics achievement then quitters. Of CL, all of the type had the same mathematics achievement.Keywords: Cooperative learning model of TSTS type, Roundtable type,                 Peer-assessment, Adversity quotient and Mathematics achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TAI DENGAN PENDEKATAN KONTEKSTUAL PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP SE-KOTA KEDIRI Yannuansa, Nanndo; Mardiyana, Mardiyana; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The aim of the research was to determine the effect of learning models of TAI Type with contextual approach, learning models of TAI and direct learning model on mathematics achievement viewed from learning style. The type of the research was quasi experimental research using design factorial 3x3. The population was the students in grade VIII junior high school in a city of Kediri. The samples of the research consisted of 321 students; 107 students belonged to experiment class one, 103 students belonged to experiment class two, and 111 students belonged to control class. The data of the research were gathered through multiple choice test of learning achievement and questionnaire of learning style. Before giving the treatment, the population  had to be in balanced condition. The balance test used one way analysis of variance with unequal cell frequencies. Test requirements included normality test used Lilliefors method and the homogeneity test used Bartlett method. The hypothesis test used two ways analysis of variance with unequal cell frequencies at the significance level of 0.05. The conclusions of the research were as follows. (1) Students who taught by cooperative learning model of TAI type with contextual approach have better mathematics learning achievement than TAI type and direct learning, the students who taught by cooperative learning model of TAI type have better mathematics learning achievement than direct learning. (2) Each of the learning styles of visual, auditory or kinesthetic does not have an influence on learning achievement. (3) In each learning style, the students who taught by the TAI with contextual approach have better mathematics learning achievement than TAI type and direct learning and the students who taught by cooperative learning model of TAI type have better mathematics learning achievement than direct learning. (4) In each learning model, the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics.Keywords: TAI learning models, contextual approaches, and learning style.
EKSPERIMENTASI MODEL PEMBELAJARAN TWO STAY TWO STRAY (TSTS) DAN LEARNING CYCLE 5E (LC5E) PADA MATERI TRIGONOMETRI DITINJAU DARI AKTIVITAS BELAJAR SISWA SMA/MA NEGERI DI KABUPATEN KARANGANYAR Nurcahyo, Andriawan; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract

Abstract: The objectives of research was to determine the effect of learning models on  learning achievement viewed from the students learning activities. The learning models compared were two stray two stay (TSTS), learning cycle 5E (LC5E) and direct learning. This research method was quasi – experimental using the factorial design 3x3. The Population of this research was all students in the tenth grade of High School / MA in Karanganyar in the academic year of 2013/2014. The Sampling was done by stratified cluster random sampling. The total samples in this research were 340 students (113 students for TSTS class, 113 students for LC5E class and 114 students for direct learning model). The proposed hypothesis of the research were tested by using the two-way analysis of variance with unbalanced cells. The conclusions of this research were as follow: (1) cooperative learning model TSTS, LC5E and direct learning model have the same achievement in  trigonometry. (2) students having high learning activities of mathematics study have the same achievement with those having medium learning activities, students having high learning activities of mathematics have better achievement than those having low learning activities, and students having medium learning activities have the same achievement with those having low learning activities in the trigonometry. (3) In the category of learning activities, students having high, medium and low, learning model TSTS, LC5E and direct learning model, have the same achievement in trigonometry. (4) In the learning model  TSTS and LC5E, students having high, medium and low learning activities have the same achievement trigonometry. For direct learning model, students having high learning activities have the same achievement with those having low learning actvities, students having high learning activities have better achievement than those having low learning activities, and students having medium learning activities have the same achievement with those having low learning activities.Keywords: TSTS, LC5E, Students Learning Activities and Learning Achievement  
EKSPERIMENTASI MODEL PROBLEM POSING TIPE WITHIN SOLUTION POSING, TIPE PRE SOLUTION POSING DAN TIPE POST SOLUTION POSING PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI KEMAMPUAN PENALARAN SISWA KELAS VIII SMP NEGERI DI KABUPATEN BANJARNEGARA Santosa, Farah Heniati; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: This aims of the research were to determine the effect of the learning models on the learning achievement in mathematics viewed from reasoning ability of thr students. The learning models compared were the Problem Posing model type: Within Solution Posing, Pre Solution Posing, Post Solution Posing and the direct learning model. This research used the quasi experimental research method with the factorial design of 4x3. The population of the research was all students in Grade VIII of Junior Secondary Schools of Banjarnegara Regency. The samples of the research were chosen by using the stratified cluster random sampling technique and consisted of 316 students. The instruments used to collect the data were the test of mathematics achievement and test of reasoning ability. Pre-requisite tests 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 were examined by using one-way analysis of variance with unbalanced cells. Hypothesis was examined by using two-way analysis of variance with unbalance cells followed multiple comparative test using Scheffe method. The result of the research showed as follows. (1) Problem Posing model type within solution posing gave better achievement than Problem Posing type Pre Solution Posing, type post Solution Posing and direct learning model, whereas Problem Posing model type Pre Solution Posing gave better achievement than Problem Posing type Post solution Posing and direct learning model. Meanwhile, Problem Posing model type Post Solution Posing gave better achievement than learning direct model. (2) Students who had high reasoning ability got better achievement than students who had medium or low reasoning ability, whereas students who had medium reasoning ability, got better achievement than students who had low reasoning ability.(3) in every learning model, students who had high reasoning ability got better achievement than students having medium or low reasoning ability. Meanwhile, students who had medium reasoning ability got better achievement than students who had low reasoning ability. (4) In every category of reasoning ability Problem Posing model type within solution posing gave better achievement than Problem Posing type Pre Solution Posing, type Post Solution Posing and direct learning model, whereas Problem Posing model type Pre Solution Posing gave better achievement than Problem Posing type Post solution Posing and direct learning model. Meanwhile, Problem Posing model type Post Solution Posing gave better achievement than direct learning model.Keyword: Problem Posing Type: Within Solution Posing, Pre Solution Posing, Post Solution Posing, mathematic achievement, and reasoning ability.
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING DAN DISCOVERY LEARNING PADA MATERI PERBANDINGAN DAN SKALA DITINJAU DARI SIKAP PESERTA TERHADAP MATEMATIKA DIDIK KELAS VII SMP KABUPATEN KLATEN TAHUN PELAJARAN 2013/2014 Rahayu, Puji; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstrack: The aims of this research were to determine: (1) the better students’ achievement in learning by using Problem Based Learning (PBL), Discovery Learning (DL) or direct learning models (2) the better students’ achievement among the students who have positive, neutral or negative attitude (3) the better students’ achievement in each category attitude, in learning by using PBL, DL or direct learning models (4) the better students’ achievement in each learning model, among the students who have positive, neutral or negative attitude. This research used a quasi-experimental research with the population of seventh grade students of Junior High Schools in Klaten Regency which have implemented curriculum 2013 in the Academic Year 2013/2014. The sampling technique used stratified cluster random sampling and three schools selected namely SMPN 1 Delanggu, SMPN 1 Prambanan and SMPN 2 Wedi.  Two-way variance analysis was used to test the hypothesis, followed by scheffe’ technique. Considering the result of analysis, the following conclusion could be drawn. (1) The students’ achievement who learnt by using DL was better than PBL and direct learning models. The students’ achievement who learnt by using PBL were similar to direct learning models. (2) The students’ achievement with positive attitude was better than neutral and negative attitude. The students’ achievement with neutral attitude was better than negative attitude. (3) In the positive and neutral attitude, the students’ achievement who learnt by using PBL, DL and direct learning models were similar. In the negative attitude, the students’ achievement who learnt by using DL model were better than PBL and direct learning models and the students’ achievement who learnt by using PBL and direct models were similar. (4) In learning by using PBL, the students’ achievement with positive attitude were better than negative one, the positive and neutral attitude ware similar and the neutral and negative attitude were similar too. In learning by using DL, the student’s achievement with positive, neutral and negative attitude were similar. In learning by using direct learning, the students’ achievement with positive attitude were better than the negative one, the positive and neutral attitude were similar and the neutral and negative attitude were similar too.Keywords: Problem Based Learning, Discovery Learning, students’ Attitude, achievement of mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DENGAN STRATEGI PETA KONSEP DITINJAU DARI KECERDASAN SPASIAL SISWA Bilda, Westi; Mardiyana, Mardiyana; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract

Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the spatial intelligence students. The type of this research was a quasi-experimental research. The population was the students of the VIII class of MTsN Ngawi Regency in the academic year of 2013/2014. The samples of the research consisted of 314 students and were taken through stratified cluster random sampling. Instruments used were spatial intelligence test and mathematics achievement test. The proposed hypothesis of the research were tested by using the unbalanced two-way analysis of variance. The conclusions of this research were as follows. 1) NHT and mind concept gives better mathematics achievement than NHT model and direct learning model, and NHT model gives the same mathematics achievement as direct learning. 2) The high spatial intelligence students have better mathematics achievement than midlle and low spatial intelligence students, midlle spatial intelligence students have better mathematics achievement than low spatial intelligence students, 3) For NHT and mind concept and NHT, students having high, moderate and low spatial intelligence have the same achievement. For direct learning model, students having high spatial intelligence had better achievement than students having moderate and low, then, students having moderate spatial intelligence have better achievement than students having low spatial intelligence. 4) For students having high and moderate spatial intelligence NHT and mind mapping concept model, NHT and direct instructionl model have the same effect toward students’ achievement. For students having low spatial intelligence, NHT and mind concept gives better learning achievement than NHT. NHT gives better learning achievement than direct learning model. NHT gives the same learning achievement as direct learning model.Keywords: NHT, mind mapping concept, spatial intelligence.
KATEGORI BERPIKIR KREATIF SISWA KELAS VII SMP NEGERI 1 SURAKARTA DALAM MENYELESAIKAN MASALAH MATEMATIKA PADA MATERI POKOK HIMPUNAN Masruroh, Rahmawati; Sujadi, Imam; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
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Abstract

Abstract: The purpose of this research was to describe the fluency, flexibility, and novelty of seventh grade students of SMP Negeri 1 Surakarta who have the high, moderate, and low mathematics ability to solve the mathematics problem on the topic of union. This research was qualitative research. The subjects were taken from seventh grade student of SMP Negeri 1 Surakarta. The subjects were 9 students; 3 students with high ability, 3 students with moderate ability, and 3 students with low ability. Data were collected through think aloud method in which students were asked to express what he thought orally. The main data sources were the words and actions of students while being interviewed. Data was validated using data triangulation where data collection was conducted at two different time. The research results showed that  the students with the high, moderate, and low mathematics ability had different characteristics in fluency, flexibility and novelty.Keywords: fluency, flexibility, novelty, problems solving.
PENGEMBANGAN BUKU ELEKTRONIK TRIGONOMETRI DENGAN MENGINTEGRASIKAN PENALARAN MATEMATIS, TEKNOLOGI, SEJARAH, DAN APLIKASI TRIGONOMETRI Wulandari, Ika; Mardiyana, Mardiyana; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract: This research aimed (1) to formulate the need of trigonometric book content, (2) to develop prototype into trigonometric electronic book, and (3) to find out the result of evaluation on the feasibility of electronic book developed for teachers’ candidates, teachers, and trigonometric instructors. A research and development method was used to provide a trigonometric electronic book. This method encompassed the following stages: (1) exploring: analyzing library study and case study, (2) developing: designing the product until it became a trigonometric electronic book, and (3) evaluating: studying  the feasibility of trigonometric electronic book. The results were reveals as follows: 1) The identification of trigonometric content should pay attention to: (a) geometric reasoning and understanding such as: symbol, distance, pythagorean theorem, circle, triangle, angle, and pi concept, (b) function reasoning and understanding such as: representation (numeric, chart, symbolic/algebraic, verbal), and representation interrelationship, (c) trigonometric function reasoning and understanding such as: definitions of function based on unit circle, based on right triangle side ratio, multiple representation and property in trigonometric main function, (d) history and the chronology of trigonometric function inception, and (e) the application of trigonometric function in real world. 2) The development of prototype into trigonometric electronic book was conducted with the following procedures: (a) design analysis based on the identification of book content need, (b) the development of book content, (c) the alignment of illustration, chart, table, game, video and layout, (d) designing the application (.exe), electronic book pdf and html, 3) Expert judgment: material expert rated 4.07 (Good), media expert rated 4.03 (Good). The result of evaluation showed that: (a) in Trial I, the product users’ candidates rated 4.95 (Very Good) for material aspect and 4.8 (Very Good) for media aspect, (b) in Trial II, the product users’ candidates rated 4.79 (Very good) for material aspect, and 4.61 (Very Good) for media aspect. Considering the result of feasibility test of materials and media expert, trials I and II for feasibility test of users’ candidates, this trigonometric electronic book was feasible to be used as the handout for the students as teachers’ candidates, teachers, and trigonometric instructors.Keywords: trigonometric electronic book, mathematic reasoning, technology, history, and trigonometric application.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF STAD WITH GUIDED DISCOVERY LEARNING PADA MATERI POKOK LINGKARAN DITINJAU DARI ADVERSITY QUOTIENT (AQ) Suriyah, Puput; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
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Abstract

Abstract:  The aims of this  research were to know: (1) which one is providing better mathematics learning achievement, students taught using cooperative learning of STAD with guided discovery learning, STAD or direct learning, (2) which one is having better mathematics learning achievement, students with Adversity Quotient (AQ) climbers, students with AQ campers or students with AQ quitters, (3) at each learning model, whether there are any mathematics learning achievement difference between students with AQ climbers, students with AQ campers or students with AQ quitters, (4) at each type of Adversity Quotient (AQ), whether there are any mathematics learning achievement difference between students taught using cooperative learning of STAD with guided discovery learning, STAD or direct learning. This research was a quasi experimental research using 3x3 factorial designs. The hypotheses testing used two ways ANOVA with unbalanced cell. This research concludes that: (1) students taught using cooperative learning of STAD with Guided Discovery Learning have better mathematics learning achievement than the students taught using STAD and direct instruction, as well as students who were taught using STAD have better mathematics learning achievement than the group of students taught using direct instruction, (2) students achievement with the climbers type of AQ were better than the students with the campers and quitters type of AQ while the students with the campers type of AQ have better mathematics learning achievement than the students with the quitters type of AQ, (3) in the cooperative learning of STAD with guided discovery learning, there was no difference in learning achievement in each type of AQ, in the STAD, there was no difference in learning achievement in each type of AQ, in the direct instruction, students with climbers type of AQ have better mathematics learning achievement than students with quitters type of AQ, (4) for the students who have climbers type of AQ, there was no difference in learning achievement in each learning models, for the students who have campers type of AQ, STAD with guided discovery learning produced better mathematics achievement than direct instruction, for the students who have quitters type of AQ, STAD with guided discovery learning produced better mathematics achievement than direct instruction.Keywords: STAD With Guided Discovery Learning, Adversity Quotient, Mathematics Learning Achievement

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