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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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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS ASSISTED INDIVIDUALIZATION (TAI) DAN GROUP INVESTIGATION (GI) PADA POKOK BAHASAN KUBUS DAN BALOK DITINJAU DARI AKTIVITAS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KLATEN W, Rahayu Sri; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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ABSTRACT : The research aims to find out: (1) which students have the better learning achievement, the students who apply conventional learning model, TAI type of cooperative learning model, or GI type, (2) which students have the better learning achievement, the students who have high, medium, or low learning activities, (3) for each learning activities category, which of conventional learning model, TAI type of cooperative learning model, or GI type gives the better learning achievement, (4) for each type of learning model, which of the students with high, medium, or low learning activities gives the better learning achievement. This research was a quasi-experimental research with 3 ´ 3 research design. The population was the grade VIII students of Public Junior High Schools in Klaten Regency in the second semester of grade year 2012/2013. Sampling technique was done by stratified cluster random sampling. Technique of analyzing data used was an unbalanced two way analysis of variance. Based on the results of the analysis, it can be concluded that: (1) the students who apply TAI type of cooperative learning model and GI type have mathematics learning achievement better than conventional learning model, while TAI type of cooperative learning model gives mathematics learning achievement as good as GI type, (2) the students with high activities has the best mathematics learning achievement compared to the students with medium or low activities, while the students with medium activities are better than the students with low activities, (3) for each activities categories of high, medium, and low, TAI type of cooperative learning model and GI type give mathematics learning achievement better than conventional learning model, while TAI type of cooperative learning model gives mathematics learning achievement as good as GI type, (4) for each learning models of conventional, TAI type, and GI type, the students with high activities has the best mathematics learning achievement compared to the students with medium or low activities, while the students with medium learning activities are better than the low one in the subject matter of the cube and block. Keywords: TAI, GI, Conventional, The Learning Activities.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS (SNH) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN MATEMATIKA REALISTIK PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA Jannah, Raodatul; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract

models of SNH type, NHT type with realistic Mathematics approach, and conventional type results in a better learning achievement in Mathematics of the students; (2) which of the high, the medium, and the low independence of learning of the students results in a better learning achievement in Mathematics; (3) for each category of independence of learning of the students, which one results in better achievement in Mathematics, cooperative learning model of SNH type, NHT type with realistic Mathematics approach, and conventional type; and (4) for each learning model, which one results in better achievement in Mathematics, students who have high, middle, or low independence of learning. This research used quasi-experimental research method. The population of this research was the eleventh (8th) grade students of the state junior high schools in Mataram in the first semester of the academic year of 2012/2013. This research used stratified cluster random sampling technique. The sample of this research consisted of the students of SMP Negeri 15 Mataram, SMP Negeri 8 Mataram, SMP Negeri 9 Mataram. The data of the research were collected through documentation, questionnaire, and test. The data were then analyzed by using the unbalanced Two-Way Analysis of Variance at the significance level of 0.05. The results of the research are as follows: (1) the SNH type results in a better learning achievement in Mathematics of the students than cooperative learning model of NHT type and conventional type, and the cooperative learning model of NHT type results in a better learning achievement in Mathematics of the students than conventional type; (2) the learning achievement of the students with the high independence of learning results in a better achievement than the learning achievement of the students with the middle and low independence of learning and the learning achievement of the students with the middle independence of learning give the same mathematics achievement as the low independence of learning; (3) for each category of independence of learning of the students, cooperative learning model of SNH type results in better achievement in Mathematics than cooperative model NHT type and conventional type, and cooperative learning model NHT type results in a better learning achievement in Mathematics of the students than conventional type; and (4) for each learning model, the learning achievement of the students with the high independence of learning results in a better achievement than the learning achievement of the students with the middle and low independence of learning and the learning achievement of the students with the middle independence of learning results as good as in the low independence of learning.Keywords: Cooperative learning model of SNH type, NHT type, realistic Mathematics approach, and independence of learning of the students
PERBANDINGAN KEMAMPUAN REPRESENTASI DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK PADA SISWA YANG MENDAPAT PEMBELAJARAN KOOPERATIF DISERTAI QUANTUM LEARNING DENGAN SISWA YANG MENDAPAT PEMBELAJARAN KONTEKSTUAL DITINJAU DARI KEMAMPUAN AWAL SISWA Wicaksono, Bintang; Mardiyana, Mardiyana; Sutrima, Sutrima
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: The objectives of this research are to investigate the effect of learning models on representation and mathematical problem solving ability viewed from the student prior knowledge. The learning models compared were cooperative combined with quantum learning and contextual learning. The samples of this research were taken by using stratified cluster random sampling technique. The populations were all of the students in grade VII of State Primary Schools in Sukoharjo regency 2012/2013. The number of the samples was 142 students, in which 72 students in the experimental class one, and 72 students in the experimental class two. The instrument used to collect the data were test of the representation ability and test of the problem solving ability. The data was analyzed by using multivariate analysis of variance. The results of the research are: (1) the students taught by using contextual learning have better on both the representation and the mathematical problem solving ability than the students taught by using cooperative combined with quantum learning, (2) the students having high prior knowledge category have better on both the representation and the mathematical problem solving ability than the students having medium prior knowledge category, and the students having medium prior  knowledge category have better on both the representation and the mathematical problem solving ability than students having low prior knowledge category, (3) there was no interactions between the learning model and the prior knowledge toward the students’ representation and mathematical problem solving ability. It means that the use of either of contextual learning model or cooperative combined with quantum learning model, the students having high prior knowledge category have better on both the representation and mathematical problem solving ability than the students having  medium  prior knowledge category, and the students having medium prior knowledge category have better on both the representation and the mathematical problem solving ability than the students with low prior knowledge category. The students having high, medium, or the low prior knowledge taught by using contextual learning have better on both the representation and the mathematical problem solving ability than the students taught  by using cooperative combined with quantum learning. Keywords: cooperative combined with quantum learning, contextual learning, students prior knowledge, representation ability, mathematical problem solving ability.
EKSPERIMENTASI PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN GROUP INVESTIGATION TERHADAP PRESTASI BELAJAR PERSAMAAN GARIS LURUS DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VIII SMP DI KABUPATEN PONOROGO Jemani, Jemani
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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Abstract

AbstractThis Research aims to find out: (1) which one is better, the learning use Expository, Jigsaw or Group Investigation models to effect mathematics achievement of straight line equation, (2) which one is better, the learning with linguistic intelligence, logical mathematical intelligence or visual spatial intelligence to effect mathematics achievement of straight line equation, (3) for students of multiple intelligences various, which one is better, the learning use Expository, Jigsaw or Group Investigation models to effect mathematics achievement of straight line equation. The research was desained by faktorial 3x3. The research population was VIII grade of Junior High School first semester of 2012/2013 at Ponorogo regency. The sample was taken by using Stratified Cluster Random Sampling, obtained some students of SMP Negeri 6 Kecamatan Ponorogo, SMP Negeri 5 Kecamatan Ponorogo dan SMP Negeri 2 Kecamatan Babadan ordered as high, medium and low groups. The data collection was taken by document, questionnaire dan test method. Document method was used for finding the report scores of VII grade second semester of 2011/2012 academic year, as balance test for GI, Jigsaw and Expository learning. Questionnaire method was used to know the dominance multiple intelligences of students. So, test method was used to know mathematics achievement of straight line equation. Technique of data analizing was used an unbalanced two way analysis of variance. The result of research were: (1) Group Investigation learning and Expository learning have the mathematics achievement of straight line equation better than Jigsaw learning, meanwhile Expository learning have the mathematics achievement of straight line equation same as Group Investigation learning, (2) among student with linguistic intelligence, logical mathematical intelligence or visual spatial intelligence have the same of mathematics achievement of straight line equation, (3) among the students of multiple intelligence, Group Investigation learning and Expository learning to effect mathematics achievement of straight line equation better than Jigsaw learning and Group Investigation learning to effect mathematics achievement the same as Expository learning.Keywords: Group Investigation, Jigsaw, Expository, Multiple Intelligences
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) DENGAN PENDEKATAN PROBLEM SOLVING DITINJAU DARI AKTIVITAS BELAJAR SISWA Arianto, Ignatius Dono
Jurnal Pembelajaran Matematika Vol 1, No 1 (2013): Pembelajaran Matematika
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Abstract

Abstract: The aim of the research was to determine the effect of learning models on learning achievement viewed from the student learning activity. The learning models compared were cooperative learning STAD with problem solving approach, cooperative learning STAD and conventional learning. The type of the research was a quasi-experimental research. The population was the students of high school in Merauke regency on academic year 2012/2013. The size of the sample was 291 students consisted of 98 students in the first experimental group, 100 students in the second experimental group and 93 students in the control group. The instruments used were questionnaire, and learning achievement test. The data was analyzed using analysis of variance. The conclusions of the research were as follows. (1) STAD with problem solving approach gives better learning achievement than STAD and conventional, and STAD gives better learning achievement than conventional. (2) The students with high learning activity have better learning achievement than the students with middle and low learning activity, and the students with middle learning activity have better learning achievement than the students with low learning activity. (3) For students with high learning activity, both STAD with problem solving approach and STAD, STAD and conventional give the same effectiveness, but STAD with problem solving approach is better than conventional. In the meantime, for students with middle and low learning activity, all learning models give the same effectiveness. (4) For using of STAD with problem solving approach and conventional, both the students with high and middle learning activity, the students with middle and low learning activity have the same learning achievement, but the students with high learning activity have better learning achievement than the students with low learning activity. In the meantime, for using of STAD, all students learning activities have the same learning achievement.Key words: Student Teams Achievement Divisions (STAD), problem solving approach, student learning activity, learning achievement.
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA DAN PENDEKATAN PEMBELAJARAN KONSTRUKTIVISME MENGGUNAKAN TEKNIK HYPNOSIS IN TEACHING PADA MATERI GEOMETRI SISWA KELAS VII MTs DI KABUPATEN PONOROGO Jauhari, Hafidh; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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ABSTRACT:. This research aimed to know: (1) which one gives better mathematics learning achievement, Indonesian Realistic Mathematics Education (IRME) learning approaches, constructivism learning approach using hypnosis in teaching technique or conventional learning approaches, (2) which one gives better mathematics learning achievement, students who have visual, auditory or kinesthetic learning styles, (3) in each of the learning approach, which one gives better mathematics learning achievement, students with visual learning styles, auditory or kinesthetic; (4) in each of the student’s learning styles, which one gives better mathematics learning achievement, IRME learning approaches, constructivism learning approach using hypnosis in teaching technique or conventional learning approaches. This research used the quasi experimental research method with a 3x3 factorial design. Its population was the students in VII Grade of MTs in Ponorogo. The data samples of the research were taken by using the stratified cluster random sampling technique. The data collection tehnique used documentation, questionnaire, and test method. The documentation was used to know the scores of mathematics in Elementary School National Examination, and was used for balance test among the classes IRME learning approach, constructivism learning approach using hypnosis in teaching technique, and conventional learning approaches. The questionnaire method was used to determine the students learning style, while the test method was used to determine student’s achievement in mathematics subject rectangle. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the level of significance is 5%. The results of study showed that: (1) use of IRME learning approaches on learning the material rectangle gives mathematics achievement better than the constructivism learning approach using hypnosis in teaching technique and conventional learning approaches, while the constructivism learning approach using hypnosis in teaching technique gives mathematics achievement better than the conventional learning approach; (2) the three types of learning styles, visual, auditory, and kinesthetic provide the same effect on mathematics achievement; (3) in each of the learning approach, the three types of learning styles, visual , auditory, and kinesthetic provide the same effect on mathematics achievement; (4) on the various types of student’s learning styles, the use of IRME learning approaches in the learning of material rectangle gives mathematics achievement better than the constructivism learning approach using hypnosis in teaching technique and conventional learning approaches, while the constructivism learning approach using hypnosis in teaching technique gives mathematics achievement better than conventional learning approaches.Keywords: learning approach, IRME, constructivist, hypnosis in teaching, conventional, learning styles
PENGEMBANGAN MODEL ASSESSMENT for LEARNING (AfL) MELALUI PENILAIAN TEMAN SEJAWAT PADA PEMBELAJARAN MATEMATIKA PADA POKOK BAHASAN TRIGONOMETRI DITINJAU DARI GAYA BELAJAR SISWA SMA NEGERI KARANGPANDAN TAHUN PELAJARAN 2012/2013 Suparmo, Dismas; Budiyono, Budiyono; Sutanto, Sutanto
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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ABSTRACT : The aims of this research were: (1)to determine whether the AfLwith peer assessment of trigonometry topics can be applied in Karangpandan Senior High School, (2) to know which is more effective of the application of the AfL with peer assessment in improving students’ achievement compare with direct instruction,(3) to know the influence of students’ learning styles toward mathematics learning achievement of students in the trigonometry subject, (4)to determine the effect of the application of the AfL with peer assessment in improving student achievement be compared with direct instruction in terms of students learning styles on trigonometry subject. The research was dividedi nto two phases, the first phase is the determination of the model development stage and the AfL with peer assessment are included in research and development. In this stage, be done data collection, prototype planning model,Focus Group Discussion (FGD) were implemented and manufacture of prototype model then be tested. Tests carried out by 4 learning cycles.The second phase was to test the effectiveness of a model that includes quasi-experimental research by design research 2×3. The population of this research was eleven grade students of Karang pandan Senior High School of the first semester of the academic year 2012/2013. Samples were divided into two groups,experimental and control groups. The data analysis technique of this research that being used inthis study was unbalanced two-way analysis of variance.Based on the result of the analysis, we can conclude that:(1) the model of the AfL with peer assessment can be applied in Karangpandan Senior High School State. During the implementation of theAfL with peer assessment, the students being involved in learning and assessment learning, so more enjoyable and mathematics achievementof students is also increasing (2)students taught using AfL with peer assessment have mathematics achievement better than students taught using direct instruction, (3) students with kinesthetics learning style have higher mathematics achievement thanstudents with visual and auditory, while students with a visual learning style have a better achievement than students with auditory learning style, (4)at all the kinds of learning styles, students with applied learning AfL with peer assessment have better mathematics achievement than students with direct learning.Keywords: Assessment, Assesment for Learning (AfL), Peer Assessment, Learning Styles
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN TPS DENGAN PENDEKATAN SAVI TERHADAP PRESTASI DAN MOTIVASI BELAJAR DITINJAU DARI GAYA BELAJAR SISWA Sutrisno, Sutrisno; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The objective of this research is to determine the effect of the learning models on the learning achievement and motivation viewed from the learning styles of students. The learning models which were compared were the cooperative learning model of the STAD type with SAVI approach, the cooperative learning model of the TPS type with SAVI approach, and the conventional learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools in Batang regency in Academic Year 2012/2013. The samples of the research consisted of 300 students and were divided into three groups, namely: 100 students in control group, 102 students in experimental group 1, and 98 students in experimental group 2. The instruments of the research were questionnaire of learning style, questionnaire of learning motivation, and test of learning achievement. The data of the research were processed by using the multivariate analysis of variance with unbalanced cells. The results of the research are as follows: (1) both the cooperative learning model of the STAD type with SAVI approach and the cooperative learning model of the TPS type with SAVI approach, by and large, result in the best learning achievement, and the cooperative learning model of the STAD type with SAVI approach results in the best learning motivation; (2) in general, the best learning achievement is reached by the students with the auditory learning style, which is followed by those with the visual learning style and those with the kinesthetic learning style respectively, but on the learning motivation aspect there is not any best learning style of the three learning styles, and for sure it is known that the students with the auditory learning style has a better learning motivation than those with the kinesthetic learning style; (3) in the conventional learning model and in the cooperative learning of the STAD type, the learning achievement of the students with the visual learning style is the same as that of the students with the auditory learning style and that of the students with the kinesthetic learning style, but the learning achievement of the students with the auditory learning style is better than that of the students with the kinesthetic learning style; in the cooperative learning model of the TPS type with SAVI approach, the learning achievement of the students with the visual learning style is the same as that of the students with the auditory learning style and that of with the kinesthetic learning style; and (4) in the visual and kinesthetic learning styles, the cooperative learning model of the STAD type with SAVI approach and that of the TPS type with SAVI approach result in a better learning achievement than the conventional learning model, and both the cooperative learning model of the STAD type with SAVI approach and that of the TPS type with SAVI approach result in the same learning achievement; in the auditory learning style, the cooperative learning model of the TPS type with SAVI approach results in the same learning achievement as that of the STAD type of SAVI approach and the conventional learning model, but the cooperative learning model of the STAD type with SAVI approach results in a better learning achievement than the conventional learning model. Keywords: STAD, TPS, SAVI, Learning Style, Learning Motivation.
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN OPEN-ENDED PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENTS (AQ) SISWA SMA NEGERI DI KOTA MATARAM Azizah, Eka Nur; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract:The objectives of this research are to investigate: (1) which of the cooperative learning model of NHT type with open-ended approach, the cooperative learning models of NHTtype, and the model of conventional results in a better learning achievement in mathematics of the students; (2) which of the types of climbers, the campers, and the quittersresults in a better learning achievement in mathematics; (3) for each category of AQ of the students, which one results in better achievement in mathematics, cooperative learning model of NHT type with open-ended approach, the cooperative learning model of NHTtype, and the model of conventional; and (4) for each learning model, which one results in better achievement in mathematics, students who have climbers type, campers, or quitters.The type of this research was a quasi-experimental with research design which used factorial 3 x 3.The population of this research was the first grade (Class Ten) of Senior High Schools in Mataram. The sample of this research was 9 classes consisted of 3 experimental classes I, 3 experimental classes II, and 3 control classes. This research used stratified cluster random sampling technique.The results of the research are as follows: (1) the cooperative learning models of NHT type with open-ended approach results in a better students’ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better students’ mathematics learning achievement than the model of conventional; (2) students’ mathematics learning achievementwith the climbers type of learning gives the same mathematics achievement as the campers type, students’ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and students’ mathematics learning achievement with the climbers type of learning results in a better achievement than the learning achievement of the students with the quitters type; (3) for each category of AQ of the students (climbers, campers, and quitters), cooperative learning model of NHT type with open-ended approach results in a better students’ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better students’ mathematics learning achievement than conventional type; (4) for each learning model (NHT type with open-ended approach, NHT type, and conventional), students’ mathematics learning achievement with the climbers type of learning gives the same mathematics achievement as the campers type, and students’ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and students’ mathematics learning achievement with the climbers type of learning results in a better achievement than students’ mathematics learning achievement with the quitters type.Keywords: Learning model,NHT, open-ended approach, conventional, mathematic’s learning achievement.
ANALISIS PROSES PEMBELAJARAN MATEMATIKA DI KELAS VIII AKSELERASI SMP NEGERI 1 BOYOLALI Nurmalitasari, Nurmalitasari; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract: The aim of the research was to describe planning and implementation of the learning process performed by mathematics teacher in the class VIII acceleration of SMPN 1 Boyolali. It was a qualitative research casestudy.The subject of this research were taken by using the purposive sampling. The subject of the research were mathematics teacher class VIII acceleration fisrt grade and second grade. The techniques of collecting the data in this research were documentation, interview and observation. The techniques of validating the data were source triangulation and time triangulation. The technique of analyzing the data was Miles and Huberman concept, namely, data reduction, data presentation, and conclusion drawing. The findings of the research show that planning of the learning process performed mathematics teacher in the class VIII acceleration of SMPN 1 Boyolali equal to the planning process of mathematics learning in the regular classroom, the difference lies in the allocation of time. The process of preparation of instructional time allocation in accelerated classes every basic competence with respect to the number of weeks was effective as seen from accelerated academic calendar, the number of basic competencies, depth, complexity, and level of interest of a basic competence. Implementation of the learning process performed mathematics teacher in the class VIII acceleration of SMPN 1 Boyolali, approaches, strategiesandmethods, is student-oriented activities. The approachused by teachersis the approach behaviour (behaviour therapy). Learning strategies are instructional strategies that emphasize learning out comes in intellectual abilities and learning strategies student-oriented activities. The method is applied teacher combines several methods such as lectures, question and answer, discussion and drill that emphasize student activity. Keywords: planning of the learning process, implementation of the learning process, syllabus, lesson plan, learning approaches, learning strategies,  learning methods, acceleration

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