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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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EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN INKUIRI DAN PEMBELAJARAN BERBASIS MASALAH PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI DI KABUPATEN NGAWI Rizal, Ony Syaiful; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
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Abstract

Abstract: The purposes of this research were to find out: (1) which one providing better mathematics learning achievement, the students with inquiry learning, problem based learning model, or direct instruction; (2) which one having better mathematics learning achievement, the students with visual, auditory, or kinesthetic learning style; (3) at each learning model, are there any difference in mathematics learning achievement between the students with visual, auditory, or kinesthetic learning style; (4) at each type of learning style, are there any difference in mathematics learning achievement between students taught using inquiry learning model, problem based learning model, or direct instruction. This study was a quasi-experimental research with a 3x3 factorial design. The hypotheses testing used two ways ANOVA with unequal cell. From the research, it could be concluded as follows. (1) The students taught with problem based learning model had better learning achievement than those taught with both inquiry learning model and direct instruction. The students taught with inquiry learning model had better learning achievement than direct instruction. (2) The learning achievement of the students with auditory learning style was better than that of those with visual and kinesthetic learning style. The learning achievement of the students with visual learning style was better than that of those with kinesthetic learning style. (3) In inquiry learning model, problem based learning model and In the direct instruction, there was no difference in learning achievement in each learning style. (4) In the students with visual learning style, the use of problem based learning model provided the better mathematics learning achievement than the use of inquiry learning model and direct instruction. The use of inquiry learning model provided the mathematics learning achievement as good as the use of direct instruction. In the students with auditory and kinesthetic learning style, there was no difference in learning achievement in each learning model.Keywords: Problem Based Learning Model, Inquiry Learning, Mathematics Learning                         Achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN CTL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF SISWA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN SPASIAL Perwira Negara, Habib Ratu; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
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Abstract

Abstract: The aims of this research were to find out the different effect of the cooperative learning model of Jigsaw type with CTL approach, the cooperative learning model of Jigsaw type, and the direct learning model towards students mathematics learning achievement and affective aspect on the subject of plane geometry viewed from the students spatial ability, and category of spatial ability consisted of high, medium and low. The research was quasi experimental. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. The sample of this research consisted of 261 students. The instrument used to collect data was mathematics achievement test, questionnaire of students affective aspect and spatial ability test. The hypothesis test used unbalanced two ways multivariate analysis of variance. The results of the research were as follows. (1) The cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (2) The cooperative learning model of Jigsaw type with CTL approach gaves a better achievement than the cooperative learning model of Jigsaw type and direct learning model, and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model. (3) Students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (4) Students with the high spatial ability had better affective aspect than students with the medium and low spatial ability, and students with the medium spatial ability had the same affective aspect as students with the the low spatial ability. (5) On the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model, students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (6) On the cooperative learning models of Jigsaw type with CTL approach and Jigsaw type, students with the high, medium and low spatial ability had the same affective aspects. On the direct learning model, students with the high spatial ability had better affective aspects than students with the medium spatial ability, while students with the high and low spatial ability and students with the medium and low spatial ability had the same affective aspects. (7) On students spatial ability high, medium and low, the cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (8) On students with the high and medium spatial ability, the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model gives the same affective aspect. On students with the medium spatial ability, the cooperative learning of Jigsaw type with CTL approach gaves a better affective aspect than the direct learning model, while the cooperative learning of Jigsaw type with CTL approach and Jigsaw and also the cooperative learning of Jigsaw type and direct learning model gaves the same affective aspect.Keywords: Jigsaw, CTL approach, spatial ability, learning achievement, and affective aspect. 
PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS INTUISI UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF DALAM MEMECAHKAN MASALAH MATEMATIKA SISWA KELAS X SMA NEGERI 2 SRAGEN Lestari, Mulyaningrum; Riyadi, Riyadi; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
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Abstract

Abstract: This research aimed to product model of learning based on intuition to improve the creative thinking ability in solving mathematics problems in the students of SMA N 2 Sragen validly, practically, and effectively. The learning model produced included syntax and learning tools such as teaching material, lesson plan, worksheet, and problem sheet. This type of the research was a Research and Development (R&D). Subjects of this research were students class of X MS (Mathematic Science) 4 and class X MS 5 of SMA N 2 Sragen, Central Java. The process of developing an learning model based on intuition referred to development model of Plomp and Borg & Gall including : (1) studying and collecting information in preliminary investigation stage, (2) designing an learning model based on intuition, created learning tools (teaching material, lesson plan, worksheet, and problem sheet), (3) realizing model and learning tools organized into first draft, (4) validating the first draft against validator, revising, and then trying out the model, and revising again, and (5) holding FGD to evaluate the results of tryout that had been conducted and revising it for the next tryout. This research  produced syntax and learning tools (teaching material, lesson plan, worksheet, and problem sheet) of learning model based on intuition to improve the creative thinking ability in solving  mathematics problems of students validly, practically, and effectively. The procedure of syntax in an learning model based on intuition: (1) The teacher made introduction such as preparing the students psychically and physically, apperception, providing motivation and learning objectives, (2) Teacher divided the students heterogeneously into some groups of two, (3)The students were given worksheet to discuss in group and there were five activities observing; questioning; exploring; associating; and communicating, (4) The students were given problems individually in the problem sheet to work on with stages that could appear intuition and improve their creative thinking ability including beginning, incubation, illumination, and verification, (5) Closing such as included reflection and homework.Keywords : model development, learning model, intuition, creative thinking ability
EKSPERIMENTASI MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING, THINK ALOUD PAIR PROBLEM SOLVING DAN STUDENT TEAM ACHIEVEMENT DIVISION DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KECERDASAN LOGIS MATEMATIS Dwiningsih, Pitra; Mardiyana, Mardiyana; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
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Abstract

Abstract: The objective of research was to find out the effect of learning model, (high, medium and low) logical mathematic intelligence, and interaction between learning model and logical mathematic intelligence on mathematic learning achievement. The learning models compared were CPS with scientific approach, Tapps with scientific approach, and STAD with scientific approach. This research was quasi-experimental research with a 3 x 3 factorial design. The population of research was all of the 7th graders of Junior High Schools in Karanganyar Regency in academic year of 2014/2015. Technique of analyzing data used in this research was a two-way variance analysis with different cell. Considering the hypothesis testing, the following conclusions could be drawn. (1) The students subjected with the CPS learning model with scientific approach had a better learning achievement than students subjected by Tapps with scientific approach and STAD model with scientific approach, students subjected with the Tapps with scientific approach had better learning achievement than students subjected by STAD model with scientific approach; (2) In students with high logical mathematical intelligence gave the same learning the students with medium logical mathematical intelligence, students who had high and medium logical mathematical intelligence had a better learning achievement than students who had low logical mathematical intelligence; (3) The STAD and CPS learning models, students with high logical mathematical intelligence had a better learning achievement than students with medium and low logical mathematical intelligence, students with medium logical mathematical intelligence had the same learning achievement of students with low logical mathematical intelligence. The Tapps learning model, students with high and medium logical mathematical intelligence to had the same learning achievement, students with high and medium logical mathematical intelligence had a better learning achievement than students with low mathematical logical intelligence; (4) The students with high, medium and low logical mathematical intelligence subjected to CPS, Tapps and STAD learning models had the same learning achievement, but on the students with lower intelligence logical mathematical learning had subjected to model CPS had a better learning achievement than students who had subjected to STAD model.Keywords: Creative Problem Solving (CPS), Think Aloud Pair Problem Solving (Tapps), Division Achievement Student Team (STAD), Scientific Approach and Logical Mathematic Intelligence.
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DAN MODEL KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) PADA MATERI DIMENSI TIGA DITINJAU DARI KEMAMPUAN BERPIKIR KREATIF SISWA (KBK) Fadjrin, Nanda Noor; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract

Abstract. The objective of this research was to investigate the effect of the learning models on achievement viewed from creative thinking abilities (CTA) of the students. The learning models compared were PBL, TGT and direct instruction (DI). The type of the research was quasi-experimental research with 3x3 factorial design. The population of this research was the students in grade X senior high school in Purbalingga on academic year of 2014/2015. The size of the sample was 277 students, which was taken by using stratified cluster random sampling technique. The instruments used for data collection were creative thinking test and achievement test. The hypothesis test used unbalanced two ways analysis of variance. The results of the research were as follows. (1) PBL gave better achievement than TGT and DI. TGT gave better achievement than DI. (2) The students with high and medium CTA had better achievement than the students with low CTA. The students with medium CTA had better achievement than the students with low CTA. (3) In PBL, the students with high CTA had better achievement than medium and low CTA, the students with medium and low had the same achievement. In TGT, the students with high and medium CTA had the same achievement, the students with high CTA had better achievement than low CTA, the students with medium and low CTA had the same achievement. In DI, the students with high, medium and low CTA had the same achievement. (4) At the students with high CTA, PBL and TGT gave the same achievement. PBL and TGT gave better achievement than DI. At the students with medium CTA, PBL and TGT gave the same achievement, PBL gave better achievement than DI, TGT and DI gave the same achievement. The students with low CTA, PBL, TGT and DI gave the same achievement.Keywords: Problem Based Learning, Teams Games Tournamnet, Direct Instruction, Creative Thinking Abilities , Achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE, NUMBERED HEADS TOGETHER DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DITINJAU DARI KONSEP DIRI Darmawan, Agus; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract

Abstract: The aim of this research was to investigate the effect of learning models on mathematics achievement viewed from the student self concept. The learning model compared were Think Pair Share, Numbered Heads Together dan Problem Based Learning with saintific approach (TPS-S, NHT-S and PBL-S). This research was a quasi experimental with the factorial design of 3×3. The population of this research was all of students in grade VII of State Islam Junior High Schools of Magetan regency in academic year 2014/2015. The samples of the research consisted of 243 students and were gathered through stratified cluster random sampling. The instruments consisted of the test of learning achievement and self concept questionnaire. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. Based on the results of hypotheses testing, it was concluded as follows. 1) Students with  the cooperative learning model of the TPS-S, NHT-S and PBL-S learning model had the same mathematics achievement. 2) Students with high self concept had better mathematics achievement than students with medium and low self concept, students with medium self concept and low self concept have the same mathematics achievement. 3a) On the TPS-S learning model, students with high self concept had better mathematics achievement than students with low self concept, students with high self concept and medium self concept have the same mathematics achievement, students with medium self concept and low self concept have the same mathematics achievement. 3b) On the NHT-S and the PBL-S learning models, students mathematics achievement on each self concept categories had the same mathematics achievement. 4) On the each students self concept categories, students achievement on each learning model types had the same mathematics achievement.Keywords: Think Pair Share (TPS), Numbered Heads Together (NHT), Problem Based Learning (PBL), Scientific Approach and Self Concept.
EKSPERIMENTASI MODEL PEMBELAJARAN SURVEY, QUESTION, READ, RECITE, REVIEW (SQ3R) DAN SURVEY, QUESTION, READ, REFLECT, RECITE, REVIEW (SQ4R) DITINJAU DARI JENIS KELAMIN DAN GAYA BELAJAR Wulandari, Septi; Budiyono, Budiyono; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract

Abstract:  The aims of the research was to determine the effect of learning models on mathematics learning achievement viewed from gender and the student learning styles. The learning models compared were SQ3R, SQ4R, and direct instruction. This was a quasi experimental research using 3x2x3 factorial designs. The hypotheses testing used three ways ANOVA with unbalance cell. This research concludes that: (1) SQ4R learning provided better mathematics learning achievement than SQ3R and direct instruction, while direct instruction provided better mathematics learning achievement than SQ3R; (2) girls had better mathematics learning achievement than boys; (3) the students with visual, auditory, and kinesthetic learning style, there was no difference in mathematics learning achievement; (4a) boys taught with SQ4R had better mathematics learning achievement than SQ3R and direct instruction, boys taught with SQ3R had mathematics learning achievement as good as direct instruction; (4b) girls taught with SQ4R and direct instruction had better mathematics learning achievement than SQ3R. Girls taught with SQ4R had mathematics learning achievement as good as direct instruction; (5a) the students with visual learning style who were taught SQ4R had better mathematics learning achievement than SQ3R. the students with visual learning style who were taught SQ4R had mathematics learning achievement as good as direct instruction, while students with visual learning style who were taught SQ3R provided mathematics learning achievement as good as direct instruction; (5b) the students with auditory learning style who were taught SQ4R had better mathematics learning achievement than SQ3R and direct instruction. Students with auditory learning style who were taught SQ3R had mathematics learning achievement as good as direct instruction; (5c) the students with kinesthetic learning style who were taught SQ4R had better mathematics learning achievement than SQ3R. Students with kinesthetic learning style who were taught SQ3R had mathematics learning achievement as good as direct instruction. Students with kinesthetic learning style who were taught SQ4R had mathematics learning achievement as good as direct instruction; (6) in the model of learning SQ3R, SQ4R, and direct instruction, not only boys but also girls with visual learning style had  mathematics learning achievement as good as they with auditory, and kinesthetic learning styles.Keywords: SQ3R, SQ4R, Gender, Learning Style, Mathematics Learning Achievement
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM POSING DAN PROBLEM SOLVING DENGAN PENDEKATAN PMR TERHADAP PRESTASI BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS DITINJAU DARI KREATIVITAS SISWA KELAS VII SMP NEGERI DI KABUPATEN SUKOHARJO Hodiyanto, Hodiyanto; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract

Abstract: The objective of this research was to investigate the effect of learning models with realistic mathematic education (RME) approach on learning achievement and mathematical communication ability viewed from student creativity. The learning models compared were Problem Posing (PP), Problem Solving (PS) and direct learning models. This research used a quasi-experimental research. The population were the seventh grade students of junior high school in Sukoharjo. The samples of this research were taken by using the stratified cluster random sampling technique. The proposed hypothesis of this research was analyzed by using the two way multivariate analysis of variance with unbalanced cells. The results of the research are as follows: (1) model of PP learning and model of PS learning with RME approach result the same achievement, but model of PP learning with RME approach results in a better mathematical communication ability than model of PS learning with RME. Model of PP learning and model of PS learning with RME approach result in better achievement and mathematical communication ability than direct learning model. (2) the students with the high creativity have better achievement and mathematical communication ability than those with the moderate or low creativity, but the students with the moderate and low creativity have the same achievement and mathematical communication ability. (3) in each creativities of students, model of PP learning and model of PS learning with RME approach result in better achievement and mathematical communication ability than direct learning model. Model of PP learning and model of PP learning with RME approach result the same achievement, but model of PP learning with RME approach results in a better mathematical communication ability than model of PS learning with RME. (4) in each learning models, the students with high creativity have better achievement and mathematical communication ability than those with medium and low creativity, and the students with moderate and low creativity have the same achievement and mathematical communication ability.Keywords: PP Learning, PS Learning, RME Approach, Direct Learning, Mathematical Communication Ability, Achievement, and Creativity of students.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER DAN THINK PAIR SHARE DENGAN QUANTUM LEARNING DITINJAU DARI KECERDASAN MATEMATIS LOGIS SISWA SMP SE-KABUPATEN MAGELANG TAHUN PELAJARAN 2014/2015 Listiani, Tanti; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract

Abstract: The purpose of this study was to determine the effect of learning models on learning achievement viewed from the logical mathematical intelligence of the students. The learning models compared were the cooperative learning model of the Numbered Heads Together (NHT) type modified with Quantum Learning and scientific approach, Think Pair Share (TPS) type with Quantum Learning and scientific approach, and classical model with scientific approach. The type of this study was a quasi-experimental research with a 3×3 factorial design. The population was all of students on grade VIII of Junior High Schools in Magelang Regency in academic year 2014/2015. The data was analyzed by using two way analysis of variance with unbalanced cells. Based on the hypothesis, the results of the study could be summarized as follows. (1) NHT-Quantum Learning gave better achievement than TPS-Quantum Learning and classical model, TPS-Quantum Learning had same achievement as classical model. (2) Students with high logical mathematical intelligence gave better achievement than middle and low logical mathematical intelligence, students who had middle logical mathematical intelligence gave better achievement than those who had low logical mathematical intelligence. (3) In each category of the logical mathematical intelligence, NHT-Quantum Learning gave better achievement than TPS-Quantum Learning and classical model, TPS-Quantum Learning had same achievement as classical model. (4) In each of the learning models, the students who had high logical mathematical intelligence got better achievement than middle and low logical mathematical intelligence, the students who had middle logical mathematical intelligence got better achievement than those who had low logical mathematical intelligence.Keywords: Numbered Heads Together, Think Pair Share, Classical, Quantum Learning, Logical Mathematical Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK TALK WRITE (TTW) DAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VII SMP NEGERI SE-KABUPATEN BLORA Nugroho, Zuhdha Basofi; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
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Abstract

Abstract: The objective of this research was to investigate the effect of the learning models on learning achievement viewed from the logical mathematical intelligence of the students. This research was a quasi-experimental research with a 3x3 factorial design. The population of the research was the seven class students of Junior High School at Blora regency on academic year 2014/2015 and the samples were students from SMP Negeri 2 Blora, SMP Negeri 1 Ngawen, and SMP Negeri 1 Japah which was taken by using stratified cluster random sampling technique. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) TTW with scientific approach gave better achievement than TPS, and classical with scientific approach TPS with scientific approach gave better achievement than classical with scientific approach. 2) The students with high logical matematical intelligence better achievement than the students with medium and low logical matematical intelligence. The students with medium logical matematical intelligence better achievement than the students with low logical matematical intelligence. 3) At the students with high and medium logical matematical intelligence, TTW, TPS, and classical with scientific approach gave the same achievement. At the students with low logical matematical intelligence TTW and TPS with scientific approach gave the same achievement, TTW and TPS with scientific approach gave better achievement than classical scientific learning model. 4) In TTW with scientific approach, students with high and medium logical matematical intelligence had the same achievement, students with medium and low logical matematical intelligence had the same achievement, and students with high logical matematical intelligence had better achievement than students with low logical matematical intelligence. In TPS with scientific approach students with high logical matematical intelligence had better achievement than students with medium and low logical matematical intelligence, and students with medium and low logical matematical intelligence had the same achievement. In classical with scientific approach, students with high and medium logical matematical intelligence had the same achievement, students with high and medium logical matematical intelligence had better achievement than students with low logical matematical intelligence.Keywords:  Think Pair Share, Think Talk Write, Classical learning model, Scientific Approach, Logical Matematical Intelligence, Achievement.

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