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INDONESIA
Jurnal S2 Pendidikan Matematika
Published by Universitas Sebelas Maret
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Mathematics
Arjuna Subject : -
Articles 369 Documents
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EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING (DL) DAN PROBLEM BASED LEARNING (PBL) PADA MATERI BANGUN RUANG DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN BANYUMAS Tito Kurniawan, Sandhy Prasetyo; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 9 (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 on mathematics achievement viewed from learning independency. The learning models compared were direct Learning, DL, and PBL. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Banyumas. The samples were the students of SMPN 1 Patikraja, SMPN 2 Patikraja, and SMPN 2 Kalibagor, taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and learning independency. The data were analyzed by two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students treated with DL and PBL learning models provided better learning achievement than those treated with Direct learning model. The students treated with DL had mathematics learning achievement equal to those treated with PBL. (2) The students treated with high learning independency and medium learning independency provided better learning achievement than those treated with low learning independency. The students with high learning independency had learning achievement equal to those with medium independency. (3) In each learning independency group of students, DL and PBL learning models provided better achievement than the Direct one, and DL learning model provided learning achievement equal to the PBL learning model did. (4) In each learning model, the students treated with high learning independency and medium learning independency provided better learning achievement than those treated with low learning independency. The students with high learning independency had learning achievement equal to those with medium independency.Keywords: Discovery Learning, Problem Based Learning, Direct Learning, Learning Independency 
EKSPERIMENTASI MODEL PEMBELAJARAN PENEMUAN TERBIMBING, PAIR CHECKS, DAN THINK PAIR SHARE PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR Muawanah, Lina; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The aim of this study was to determine the effect of guided discovery learning model, Pair Check (PC), and Think Pair Share (TPS) on the mathematics achievement of students in terms of student learning styles. This research used the quasi-experimental with factorial design 3x3. The population of this research was all Junior High School eighth grade students in Semarang Regency that used KTSP 2006. The sampling technique was conducted by stratified cluster random sampling. The instruments used to collect data were mathematics achievement test and questionnaire learning styles. The data was analyzed using two ways ANOVA with unbalanced cell, then then preceded with multiple comparative test using Scheffe method. Based on the hypothesis test, the results of this research obtained the following conclusions. 1) Guided discovery learning model provided a better learning achievement than learning model PC and TPS, as well as learning model TPS and PC  provided the same learning achievement. 2) Students with a visual learning style had better learning achievement than the students with auditory and kinesthetic learning styles, as well as students with auditory and kinesthetic learning styles had the same learning achievement. 3) In each learning model that guided discovery, PC and TPS, students with learning styles visual, auditory and kinesthetic provided the same mathematics learning achievement (4) In each of the students with visual and kinesthetic learning styles, learning model guided discovery, PC, and TPS had the same learning achievement. At the students with auditory learning styles, learning models had guided discovery learning achievement were better than a PC, the PC and TPS learning model had the same mathematics achievement, as well as guided discovery learning model and TPS had the same mathematics achievement.Keywords: Learning model, cooperative learning, guided discovery, PC, TPS, learning styles, learning achievement in Mathematics
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK DAN TALKING BREAD PADA POKOK BAHASAN GEOMETRI DAN PENGUKURAN DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KARANGANYAR Pamungkas, Sigit; Riyadi, Riyadi; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objective of this research was to know the effect of the learning models on the learning achievement of quadrangle viewed from the multiple intellegences of the students. The learning models compared were the cooperative learning model type Talking Stick, the cooperative learning model type Talking Bread, and the direct learning models. The type of research was quasi-experimental research with factorial design 3×3. Population of this research was all students of State Junior High Schools in Karanganyar. The sampling was done by stratified cluster random sampling. The total samples in this research were 271 students (91 students for Talking Bread class, 90 students for talking stick class, and 90 students for direct learning class). The hypothesis test used two ways analysis of variance with unbalanced cells. Based on the hyotesis test, the research finding were : (1) learning activity using cooperative learning model type talking bread produced better echievement than using cooperative learning model type talking stick or direct learning. Learning activity using cooperative learning model type Talking Stick produced better than direct learning. (2) student with linguistic intelligence, space intelligence, and interpersonal intelligence produced the same achievement. (3) the usage of cooperative learning model type Talking Bread, cooperative learning model type Talking Stick, and direct learning produced the same achievement among the students with linguistic intelligence, space intelligence, and interpersonal intelligence. (4) toward students with linguistic intelligence, space intelligence, and interpersonal intelligence, cooperative learning model type Talking Bread produced better achievement than cooperative learning model type Talking Stick or direct learning, while cooperative learning model type Talking Stick produced the same achievement with direct learning model.Keywords: cooperative learning model, Talking Bread, Talking Stick, direct learning, student multiple intelligence, mathematic learning achievement.
EFEKTIFITAS MODEL PEMBELAJARAN KOOPERATIF JIGSAW II DANTEAMS-GAMES-TOURNAMENTS (TGT) PADA MATERI BARISAN DAN DERET DITINJAU DARI TIPE KEPRIBADIAN SISWA SMK KELAS X DI KABUPATEN KLATEN Mirati, Luthfiana; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objectives of this research were to find out on  the topic of Sequences and Series: (1) which had better learning achievement among cooperative learning Jigsaw II, cooperative learning TGT or a direct learning; (2) which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students; (3) at each personality types, which had better learning achievement among Jigsaw II, TGT or direct learning, and (4) at each learning models, which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students. This research was a quasi-experimental with 3×4 factorial design. The population was all students in tenth grade of vocational schools technology, health, and agriculture in Klaten Regency on Academic Years 2012/2013. Sampling was done by stratified cluster random sampling technique. The total of sample was 233 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could  be concluded as follows: (1) TGT had better learning achievement than Jigsaw II and direct learning, Jigsaw II had better learning achievement than direct learning; (2) there were no any differences in the learning achievement in mathematics of the students with melancholies, phlegmatic, sanguine or choleric personality types; (3) in each personality types, the cooperative learning model TGT had better than cooperative learning Jigsaw II, and both result had better learning achievement in mathematics than the direct learning model; (4) in each learning model, the students with melancholies, phlegmatic, sanguine or choleric personality types have the same learning achievement.Keywords: Melancholies, Choleric, Phlegmatic, Sanguine, TGT, Jigsaw II and Direct learning.
PROSES BERPIKIR REFLEKTIF SISWA SMA DALAM PEMECAHAN MASALAH PADA MATERI TURUNAN FUNGSI DITINJAU DARI EFIKASI DIRI (Studi Kasus pada Siswa Kelas XI IPA SMA Negeri Punung) Genarsih, Tunjung; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The purpose of this study is to describe the process of reflective thinking in solving the problem of high school students on the material terms of the derivative function viewed from self-efficacy. This research is classified in the qualitative descriptive study with the case study method. The subjects in this study were students of class XI IPA SMAN I Punung Pacitan in the second semester of academic year 2014/2015. The determination of the subject is by using purposive sampling, which is based on high, medium, and low self-efficacy. The research data taken from the test results of student works  and interviews of  students. Test of the credibility of the data is done by time triangulation. The data analysis technique is qualitative descriptive by Miles and Huberman. The results showed that (1) students with high self-efficacy using reflective thinking processes in a) stages of understanding the problem, able to select science, believing the truth, and actively create a consideration of the chosen solution; b) planning phase troubleshooting, make certain considerations, believing the truth, and select science; c) the stage of implementing the plan problem solving, able to explain the problem solving, linking information obtained by the problems encountered, deliberation, aware of the error and correct it, believing the truth; d) phase re-examine, re-examine, capable of linking the knowledge, correcting the error, explaining the final conclusion. (2) students with moderate self-efficacy use reflective thinking process in a) understand the problem, believing the truth, actively make judgments, and able to select science; b) the stage of implementing the plan problem solving, able to explain the solution of the problem, select the science that has been owned, believing the truth of solving the problem (3) students with low self-efficacy only use reflective thinking process in understanding the problem by being active characteristics in making judgments, be sure it is a correct problem-solving solutions.Keywords: reflective thinking, problem solving, mathematics, self-efficacy.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN PROBLEM POSING DAN TIPE JIGSAW TERHADAP KEMAMPUAN MENYELESAIKAN SOAL CERITA PADA PECAHAN DITINJAU DARI TINGKAT PERCAYA DIRI SISWA KELAS VII SMP/MTs DI KOTA METRO LAMPUNG Kusumaningtyas, Wahyu; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: This research aimed to find out: (1) which one is better in giving the mathematical word problem solving ability among learning models of jigsaw with problem posing approach, learning models of jigsaw, or direct instructional models, (2) which one is better in giving the mathematical word problem solving ability among students’ level of confidence, students having high, medium or low level, (3) in each level of confidence, which one is better in giving the mathematical word problem solving ability among learning models of jigsaw with problem posing approach, learning models of jigsaw, or direct instructional models and (4) in each learning models, which one is better in giving the mathematical word problem solving ability among students’ level of confidence, students having high, medium or low level. This research was a quasi-experimental research with 3×3 factorial design. The population of the research was all grade VII students of Junior High School (SMP) in Metro, Lampung in academic year 2013/2014. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the test and questionnaire of student’s level of confidence. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The results of research showed as follows. (1) Learning models of jigsaw with problem posing approach had mathematical word problem solving ability as good as learning models of jigsaw, learning models of jigsaw with problem posing approach had better mathematical word problem solving ability than direct instructional models, and learning models of jigsaw had mathematical word problem solving ability as good as direct instructional models. (2) The students having high level of confidence had mathematical word problem solving ability as good as those having medium level of confidence. The students having high level of confidence had better mathematical word problem solving ability than those having low level of confidence. The students having medium level of confidence had mathematical word problem solving ability as good as those having low level of confidence. (3) In each level of confidence, learning models of jigsaw with problem posing approach had better mathematical word problem solving ability than direct instructional models. (4) In each learning models, the students having high level of confidence had better mathematical word problem solving ability than those having low level of confidence.Keywords : Jigsaw with Problem Posing Approach, Direct Instructional Models,    Mathematical Word Problem Solving Ability, Confidence.
RESPONS MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS VETERAN BANGUN NUSANTARA DALAM MENYELESAIKAN SOAL LOGIKA BERDASAR TAKSONOMI SOLO Exacta, Annisa Prima; Sujadi, Imam; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract. The objectives of this research were: 1) to describe the response level of mathematics students in Veteran Bangun Nusantara University Sukoharjo based on SOLO taxonomy in solving logic problems; 2) to describe the characteristic of students response at each level of SOLO taxonomy; 3) to study if there is misconception at each level of SOLO taxonomy about students response.This research was a qualitative research. The subject in this research were the students of Mathematics Education, Veteran Bangun Nusantara University on the first semester academic year 2014/2015. The main instruments used in this research to collect the data was the researcher and the other instruments were test instrument and interview guide instrument. Data analysis technique was conducted by data reduction, data presentation and data verification or made conclusion. The conclusions as follows. 1) Students response level based on SOLO taxonomy in solving logic problems comprised prestructural, unistructural, multistructural, relational, and extended abstract, 2) Students response characteristic at each level of SOLO taxonomy as follows. a) Prestructural: the answer completely irrelevant, could not understand the problem given, could not connect the concept and the answer, and the answer was illogical. b) Unistructural: there was a clear and simple relationship between one concept to another but the core of concept widely was not yet understood. c) Multistructural: understood some of the components but still separated from each other so a comprehensive understanding was not formed, some simple connections have been established however metacognitive abilities have not appeared yet at this level. d) Relational: could connect the fact and the theory and also connect the action and the objective, showed understanding ability of some components from the whole concept, understood the role of the parts to the whole and has been able to apply a concept in similar circumstances, have better ability to expressed ideas and made some automatic repetition. e) Extended Abstract: have the ability to think conceptually, to connect not only limited to the concepts that have been given alone but with concepts beyond that, could made generalizations in different problems and made parables in specific situations. 3) Based on the 5 response level of SOLO that happened to students, scheme on each level as shown below. At prestructural and unistructural response levels that were students who have misconceptions. At the multistructural response level, there were students who have a scheme but invalid because the result of the first and second data collection was not the same. The first result were correct scheme but the second result were misconceptions. At the relational response level, there were students who have misconceptions and at the extended abstract response level, there were students who have a correct scheme or in other words did not experience misconceptions.Keywords: SOLO taxonomy, response level, scheme, misconception.
ANALISIS PROSES SCAFFOLDING PADA PEMBELAJARAN MATEMATIKA DI KELAS VIII SMP NEGERI 4 KARANGANYAR Nofiansyah, Wahyu; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract: This research was aimed to describe scaffolding process in mathematics learning in the learning material of straight line equation at grade VIII Junior High School Number 4 in Karanganyar Regency in the  Academic Year of 2013/2014 for conceptual and procedural knowledge. This research was a descriptive qualitative research. The main subject of this research was a mathematics teacher grade VIII Junior High School Number 4 in Karanganyar Regency. Meanwhile, the minor subject in this research was students getting scaffolding from teachers in the learning process. The selection of  research subject was by purpossive sampling technique. In this research, researcher used passive participation observation and not structured interview recorded by using handycam. In this research, the data validity technique was triangulation technique. The result of research showed as follows. 1) The scaffolding process of learning activities in the learning material of straight line equation for conceptual knowledge given by teacher was to keep students on task, and provide clear direction and reduce students confusion. It was scaffolding process given often by teachers. While the scaffolding process given occasionally by teachers was presenting the conducting questions, clarifies expectations and incorporates assessment, and presented the information clearly. 2) The scaffolding process of learning activities in the learning material of straight line equation for procedural knowledge given by teachers was to present the information clearly and present the conducting questions. It was scaffolding process given often by teachers. While the scaffolding process given occasionally by teachers was directed students against reference, keeps students on task, involved student’s participation, provides clear direction and reduces students’ confusion, and clarifies expectations and incorporates assessment.Keywords: scaffolding, conceptual knowledge, procedural knowledge
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS), GROUP INVESTIGATION (GI), DAN PROBLEM BASED LEARNING (PBL) PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Putra P, Heldy Ramadhan; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objectives of research were to find out: (1) which one have better learning achievement, the students receiving TPS, those receiving GI or those receiving PBL learning models, (2) which one have better learning achievement, the students with high, those with medium or those with low spatial ability, (3) in each learning model, which one have better learning achievement, the students with high, those with medium or those with low spatial ability, and (4) in each spatial ability, which one have better learning achievement, the students receiving TPS, those receiving GI or those receiving PBL learning models. This study was a quasi-experimental research with a 3 x 3 factorial design. The population of research was all of the 8th graders of Public Junior High School throughout Surakarta City. The sample was taken using stratified cluster random sampling. The instruments used for collecting data were mathematics learning achievement and spatial ability tests. Before used for data collection, the instruments of achievement and spatial ability tests were tried out first. Technique of analyzing data used was a two-way analysis of variance test with unbalanced  cells. Considering the result of hypothesis testing, the following conclusions could be drawn. (1) PBL type of cooperative learning have better learning achievement than the GI and TPS types did, GI type have learning achievement as good as the TPS type did. (2) The students with high spatial ability have better learning achievement than those with medium and those with low spatial ability, while those with medium spatial ability have better learning achievement than those with low spatial ability. (3) In various learning models, the students with high spatial ability have better learning achievement than those with medium and those with low spatial ability, while those with medium spatial ability have better learning achievement than those with low spatial ability. (4) In each category of spatial ability, the students receiving PBL type of cooperative learning have better learning achievement than those receiving GI and TPS types did, those receiving GI type have learning achievement as good as those receiving TPS type did.Keywords: TPS, GI, PBL, Learning Achievement, Spatial Ability
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN DISCOVERY LEARNING (DL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI SEGIEMPAT DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA SISWA SMP NEGERI KELAS VII DI KABUPATEN BANYUMAS Fadlilah, Umi; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
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Abstract

Abstract: The aims of the research were to determine the effect of learning models on mathematics achievement viewed from anxiety mathematics learning. The learning models compared were direct, PBL with scientific approach, and DL with scientific approach. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Banyumas. The samples are the students of SMPN 1 Patikraja, SMPN 2 Patikraja, and SMPN 2 Kalibagor, taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and anxiety mathematics learning. The data analysis technique used unbalanced two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students receiving PBL with scientific approach to DL with scientific approach achievement than those receiving direct learning model. The students receiving PBL with scientific approach and DL with scientific approach had the same learning outcome. (2) Students with lower levels of mathematics anxiety learning had better learning outcome than students with medium and high anxiety level. Students’ learning anxiety level on math was better in their learning outcome than students with high levels of learning anxiety mathematics. (3) In each group, the anxiety level of students learning mathematics, learning model PBL with scientific approach and learning model DL with scientific approach provides better performance than direct learning model, learning model PBL with scientific approach produces the same learning outcome with learning model DL with scientific approach. (4) In each of the learning model, students with lower levels of anxiety level of mathematics learning outcome had better math outcome than students with medium and high math anxiety level learning, students learn math anxiety levels were to have better learning outcome than students with high levels of anxiety learn mathematics.Keywords: Direct learning model, PBL learning model with scientific approach, DL learning model with scientific approach, Math Anxiety Learning

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