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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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POLA PIKIR (MINDSET) GURU DALAM MENERAPKAN PENDEKATAN SAINTIFIK PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI GENDER Juwariah, Nunung; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The aims of this research were to describe the mindset of female and male teachers in implementing the scientific approach to the study of mathematics. It was a qualitative research. The subjects were taken by purposive sampling. The subjects of this research were mathmatics teachers of class X SMAN 3 Madiun. The subject of the research as much as 2 teachers consisted of 1 male teacher and 1 female teacher.Data collection techniques in this research were  interviews and observation. Techniques to validate the data source triangulation and time triangulation. The data analysis technique used was the concept of Miles and Huberman consisted of data reduction, data display, and conclusion. The research findings are as follows (1) the female teacher do not always apply a scientific approach. During observation process, female teacher used abstract mathematic object. During question activity female teacher had obstacles. To solve this obstacle, female teacher usually persuades students with statements. During experiment activity, female teacher created guidance question. During mobilization activity, female teacher provide questions that provoke and leads to mathematics concepts. During communication activity, female teacher using presentation although it require long time. (2) during observation male teacher used approach from learned students. during question activity, the male teacher of dividing students became some group then provide opportunitie for students to ask on a friend in the group. During mobilization activity, teacher must have perfected mathematical concepts which belongs to the students. During communication activity, male teacher asked the students to present the result of that has accured. Keywords: Mindset, scientific approach, gender.
ANALISIS KESALAHAN DALAM MENYELESAIKAN SOAL CERITA PADA MATERI LUAS PERMUKAAN BANGUN RUANG BERDASARKAN NEWMAN’S ERROR ANALYSIS (NEA) DITINJAU DARI KEMAMPUAN SPASIAL Mulyadi, Mulyadi; Riyadi, Riyadi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract

Abstract: Newman’s Error Analysis (NEA) is a method to analyze the error occurring in the students. One of the main factors which causes the weakness of the students comprehension toward polyhedral material is spatial ability. This study aims at describing  error occurred in the students based on NEA viewed from spatial ability. The information of that error occurence can be used as a means of consideration in deciding the appropiate lesson plan. This study was a descriptive qualitative research with case study method. The subjects of research were the semester VIII  graders  of  SMPN  2  Kebonagung  in academic year of 2013/2014, there were 12 students who have hight spatial ability, 11 students who have medium spatial ability and 11 students who have low spatial ability. The sampling technique used was purposive sampling. The data were taken from the result of error diagnostic test which was followed by Certainly of Response Index (CRI) scores, spatial test and interview. The validity of data used triangulation techniques. The data was analyzed by using Miles and Huberman’s model. The result of research showed that based on NEA in the subject of hight spatial ability was 4,65% reading error, 13,95% comprehension error, 27,91% transformation error, 25,58% process skill error and 27,91% encoding  error. Medium spatial ability subjects obtain 2,94% reading error, 2,94% comprehension error, 32,35% transformation error, 29,41% process skill error and 32,35% encoding error. Subjects of low spatial ability obtain 3,03% reading error, 9,09% comprehension error, 30,30% transformation error, 27,27% process skill error and 30,30% encoding error. The errors are mainly made by the subjects because of the concept incomprehensibility, then misconception and the lowest one is the subjects comprehend the concept but they are careless in doing the assignment.Keyword: error, NEA, concept incomprehensibility, misconception, comprehend the concept 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN GUIDED DISCOVERY LEARNING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI LOCUS OF CONTROL Widodo, Widodo; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
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Abstract

Abstract: The aims of the research were to determine the effect of learning models on learning achievement viewed from the students locus of control (LOC). The learning models compared were Jigsaw by using Guided Discovery Learning (GDL), jigsaw and direct learning. The type of this research were aquasi-experimental research with the factorial design 3x3. The population were the students of the VIII class of SMP Negeri Ponorogo Regency in the academic year of 2013/2014. The samples of the research consisted of 263 students and were taken through stratified cluster random sampling. 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 follows. (1) Jigsaw-GDL provided better learning achievement than jigsaw and direct instruction, while jigsaw provided better learning achievement than direct instruction, (2) the students with high LOC had better learning achievement than medium and low LOC, students with medium LOC had better learning achievement than low LOC, (3) in students with high LOC, the use of jigsaw-GDL provided learning achievement as good as jigsaw, the use of Jigsaw provided learning achievement as good as direct instruction, the use of Jigsaw-GDL provided the better learning achievement than direct instruction, in students with medium and low LOC, there were no difference in learning achievement in each learning model, (4) in Jigsaw-GDL learning model, there were no difference in learning achievement between students with high LOC and medium LOC, and both of them had better learning achievement than students with low LOC, in Jigsaw and direct learning model, there were no difference in learning achievement in each level of LOC.Keywords:  Jigsaw-GDL, Jigsaw,  Locus of Control, and Learning Achievement
EKSPERIMENTASI MODEL PEMBELAJARAN GROUP INVESTIGATION (GI) YANG DIMODIFIKASI PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN PACITAN TAHUN PELAJARAN 2013/2014 Sasomo, Budi; Mardiyana, Mardiyana; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract

Abstract: This aim of the research was to know the effect of learning models on mathematics achievement viewed from the student learning independency. The learning model compared were modified GI, GI and direct learning. This research  was a quasi experimental with the factorial design of 3x4. The population of this research was all students class VIII in SMP Negeri in Pacitan regency. The sampling technique used was stratified cluster random sampling. Hypotheses testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypotheses testing, it were concluded that: 1) modified GI learning model give better achievement than GI and direct learning, while GI learning model and direct learning gave the same achievement. 2) Students with independent type have better achievement than students with individualistic type, conscientious type and self-conscious type, students with individualistic type have better achievement than students with conscientious type and self-conscious type, students with conscientious type and self-conscious type have the same achievement. 3) For all of learning independency type, modified GI learning model give better achievement than GI learning model and direct learning, GI learning model and direct learning give the same achievement.  4) For all of learning models,  students with independent type, individualistic type, conscientious type and self-conscious type have the same achievement.Keywords: Modified Group Investigation (GI), student learning independency. 
PROFIL PEMAHAMAN SISWA TERHADAP LUAS DAN KELILING BANGUN DATAR YANG DIGUNAKAN DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI KECERDASAN EMOSIONAL ( Penelitian Pada Kelas VII MTsN Ketanggung Ngawi Semester Genap Tahun Pelajaran 2013/2014 ) Indayani, Sri; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
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Abstract

Abstract :  Area and perimeter in plane gometry are one of the subjects in the study of mathematics in class VII of SMP / MTs. The mathematics learning system in Indonesia  generally is not emphasized in solving the problem, but on procedural matters. Students are trained to memorize formulas, but less understood and mastered its application in solving a problem. This study aimed to describe the profile of students understanding of area and perimeter which are used in solving mathematical problems in terms of the level of emotional intelligence. The big difference in emotional intelligence on each student, it is possible to affect the level of student understanding. This research was conducted in class VII MTsN Ketanggung Ngawi. Research subjects consisted of 3 students were selected from the results of the questionnaire of emotional intelligence, which is one students with a high level of emotional intelligence, one students with the level of emotional intelligence is and one student with a low level of emotional intelligence. This study is a descriptive qualitative research. Data collection in this study was done by using a questionnaire, the results of the written test and interview-based tasks. The validity of the data is done by time triangulation. The main instrument in this study is the researchers themselves who aim to seek and collect data directly from the data source, and Insrument help in this research is the emotional intelligence questionnaire instruments, sheet student comprehension task, and interview guides. The results showed that students with high emotional intelligence and are entered on a relational level of understanding, and students with low entry level of emotional intelligence on the level of instrumental understanding. Keywords: student understanding, problem solving,  emotional intelligence
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING, GROUP INVESTIGATION DAN THINK PAIR SHARE DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KEMAMPUAN PENALARAN SISWA Ardani, Anwar; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
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Abstract

Abstract: The aim of this research was to find out the different effect of learning models using scientific approach on the students’ learning achievement viewed from the students’ reasoning ability. This study was a quasi-experimental research with a 3x3 factorial design. The population of research was all of the 8th graders of Junior High Schools throughout Tegal regency in the school year of 2014/2015. The sampling technique used was stratified cluster random sampling. The data analysis was conducted using a two-way anava with unbalanced cells at significance level of 5%. The results of research showed: (1) the learning achievement of students treated with PBL PS was equally good to that of those treated with GI PS, that of those treated with PBL PS and GI PS was better than that of those with TPS PS, (2) the learning achievement of students with high reasoning ability was equally good to that of those with medium one, the learning achievements of students with high and medium reasoning ability were better than that of those with low one, (3) in each reasoning ability, the learning achievement of students treated with PBL PS was equally good to that of those treated with GI PS, that of those treated with PBL PS and GI PS was better than that of those with TPS PS, and (4) in each learning model, the learning achievement of students with high reasoning ability was equally good to that of those with medium one, the learning achievements of students with high and medium reasoning ability were better than that of those with low one.Keywords: Scientific PBL (PBL PS), scientific GI (GI PS), scientific TPS (TPS PS) and reasoning ability.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK DISERTAI DENGAN STRATEGI PETA KONSEP PADA MATERI BILANGAN DITINJAU DARI GAYA BELAJAR SISWA KELAS VII SMP NEGERI SE-KOTA METRO TAHUN PELAJARAN 2014/2015 Priyandani, Wihasti Imas; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
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Abstract

Abstract: This research aimed to know: (1) which one of the learning models gave a better achievement between TPS concept maps, TPS, or clasical, (2) which one of the students with types of learning style had a better achievement between students with visual, auditory, or kinesthetic, (3) at each learning style types, which one of the learning models gave a better achievement between TPS concept maps, TPS, or clasical, (4) at each the learning models, which one of the students with types of learning style had a better achievement between students with visual, auditory, or kinesthetic. The population of the research was the eighth class students of Junior High School at Metro regency on academic year 2013/2014 and the sample was students from SMP Negeri 2 Metro, SMP Negeri 6 Metro and SMP Negeri 5 Metro which was taken by using stratified cluster random sampling technique. This was a quasi-experimental research with a 3x3 factorial design. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) TPS concept maps gave the same achievement as TPS and clasical, 2) The students with auditory had better achievement than the students with visual and kinesthetic, the students with visual gave the same achievement as students with kinesthetic, 3) In TPS concept maps, the students with visual gave the same achievement as students with auditory, the students with visual gave the same achievement as students with kinesthetic, and the students with auditory had better achievement than the students with kinesthetic. In TPS, the students with auditory had better achievement than the students with visual, the students with auditory had better achievement than the students with kinesthetic, the students with visual had better achievement than the students with kinesthetic. In clasical model, the students with visual had the same achievement as the students with auditory and kinesthetic. 4) At the students with visual, auditory, and kinesthetic. TPS concept maps gave the same achievement as TPS and clasical.Keywords: TPS concept maps, TPS, Learning Style, 
EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, GROUP INVESTIGATION, DAN THINK TALK WRITE DENGAN PENDEKATAN SAINTIFIK TERHADAP PRESTASI DAN KREATIVITAS BELAJAR MATEMATIKA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN SISWA Nuraya, Naufalia; Mardiyana, Mardiyana; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
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Abstract

Abstract: This research aims to know the different effect among learning models used i.e, Discovery Learning (DL) with scientific approach, Group Investigation (GI) with scientific approach, and Think Talk Write (TTW) with scientific approach. The research method was quasi experimental. The population was all students of grade VIII State Junior High School of district Tegal year of 2014/2015. Sample was taken by stratified cluster random sampling technique. The hypothesis test used two way MANOVA with unbalanced cell. The results of the research were as follows: (1) a. Learning achievement of students treated by DL with scientific approach is better than those treated by GI and TTW with scientific approach, and learning achievement of student treated by GI with scientific approach is the same good with student treated by TTW with scientific approach; b. Mathematics learning creativity of student treated by DL and GI with scientific approach is better than those treated by TTW with scientific approach, and mathematics learning creativity of student treated by DL with scientific approach is the same good with student treated by GI with scientific approach; (2) a. Learning achievement of students who have high and medium reasoning ability is better than those who have low reasoning ability, and learning achievement of students who have high reasoning ability is the same good with students who have medium reasoning ability; b. Mathematics learning creativity of students who have high and medium reasoning ability is better than those who have low reasoning ability, and mathematics learning creativity of students who have high reasoning ability is the same good with students who have medium reasoning ability; (3) a. In the high, medium, and low reasoning ability, learning achievement of students treated by DL with scientific approach is better than those treated by GI and TTW with scientific approach, and learning creativity of student treated by GI with scientific approach is the same good with student treated by TTW with scientific approach; b. In the high, medium, and low reasoning ability, mathematics learning creativity of students treated by DL and GI with scientific approach is better than those treated by TTW with scientific approach, and learning creativity of students treated by DL with scientific approach is the same good with student treated by GI with scientific approach; (4) a. In DL, GI, and TTW with scientific approach, learning achievement of students who have high and medium reasoning ability is better than those who have low reasoning ability, and learning achievement of students who have high reasoning ability is the same good with students who have medium reasoning ability; b. In DL, GI, and TTW with scientific approach, mathematics learning creativity of students who have high and medium reasoning ability is better than those who have low reasoning ability, and mathematics learning creativity of students who have high reasoning ability is the same good with students who have medium reasoning ability.Keywords: DL, GI, TTW, Scientific Approach, Reasoning Ability, Learning Achievement, Mathematics Learning Creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN GROUP INVESTIGATION (GI) PADA MATERI SEGITIGA DAN SEGIEMPAT DITINJAU DARI ADVERSITY QUOTIENT (AQ) SMP NEGERI SE-KABUPATEN TULANG BAWANG BARAT Ayuwanti, Irma; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
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Abstract

Abstract: The objectives of the research  were to find out: (1) which one providing better mathematics learning achievement, NHT, GI or direct learning model, (2) which one having better mathematics learning achievement, students with climbers, campers or quitters AQ, (3) in each learning models (NHT, GI and direct) which one providing better mathematics learning achievement, climbers, campers or quitters AQ, (4) in each student AQ (climbers, campers, and quitters) which one providing better mathematics learning achievement, NHT, GI or direct learning  model.This study was a quasi-experimental research. The research design used was a 3x3 factorial design. The population of research was all VII graders of Junior High Schools throughout West Tulang Bawang Regency in the school year of 2014/2015. Meanwhile the sample was taken using stratified cluster random sampling. The sample consisted of 281 students: 93 students for experiment I class, 93 for experiment II class and 95 for control class. The instruments used to collect the data were learning AQ questionnaire and  mathematics learning achievement test. From the result of research, it could be concluded as follows: (1) NHT learning model provided mathematics learning achievement better than GI learning model and direct learning model, GI learning model provided mathematics learning achievement better than direct learning model. (2) The learning achievement of the students with climbers AQ was better than that of those with campers and quitters AQ, and the learning achievement of the students with campers AQ was better than that of those with quitters AQ. (3) In NHT learning model, students with climbers and campers AQ had the same achievement, students with climbers  and campers AQ had better achievement than students with quitters AQ; qqqin GI learning model, students with climbers and campers AQ had the same achievement, students with climbers AQ categories had better achievement than students with quitters AQ, students with campers and quitters AQ had the same achievement; in direct learning model, students with climbers, campers and quitters AQ had the same achievement. (4) In climbers AQ, NHT learning modelqqq gave the same achievement as GI learning model, NHT learning model gave better achievement than in direct learning model, GI learning model gave the same achievement as direct learning model; in campers AQ, NHT learning model gave the same achievement as GI learning model, NHT learning model gave better achievement than in direct learning model, GI learning model gave the same achievement as direct learning model; in quitters AQ, NHT, GI and direct learning model gave the same achievement. Keywords: NHT, GI, Direct Learning, and Adversity Quotient (AQ).
ANALISIS PROSES PEMBELAJARAN MATEMATIKA PADA ANAK BERKEBUTUHAN KHUSUS (ABK) SLOW LEARNERS DI KELAS INKLUSI (Penelitian Dilakukan di SD Al Firdaus Surakarta) Hadi, Fida Rahmantika; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
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Abstract

Abstract: This research aims to find out: (1) the mathematics learning process in inclusive class includes readiness of teacher before learning process, implementation and evaluation and follow up; (2) the inhibiting factors encountered of slow learners child during mathematics learning process in inclusive class and the solution to them. It was a qualitative research. The subjects were taken by purposive sampling.The subjects of this research were mathematics teacherand special assistant teacher.Data collection techniques in this research were interviews and observation. Techniques to validate that the data triangulation time. The data analysis technique used was consisted of data reduction, data display, and conclusion. The results of this study were: (1) preparation of Lesson Plan has done after one basic competence finished and any Lesson Plan modified for slow learners child. Before learning proses began, specific media teachers has been prepared for slow learners child. In evaluation and follow-up stage, teachers planned follow-up activities in remedial learning, enrichment programs, counseling services for reguler students or special needs children with the help of a special assistant teacher. (2) Factors or the difficulties which have been slow learners child was difficult about mathematics concepts, beside of that also may lost interest in the task and refused to resume the task when they was bored. The teacher resolve problems by providing mathematical concepts step by step and intens, provide additional learning time, provide motivation and provide reward.Keywords: mathematics learning process, slow learners child, inclusive 

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