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INDONESIA
Jurnal S2 Pendidikan Matematika
Published by Universitas Sebelas Maret
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Core Subject : Education,
Education Mathematics
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Articles 369 Documents
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EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DENGAN CONCEPT MAPS PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VIII SMP NEGERI DI KABUPATEN SUKOHARJO TAHUN PELAJARAN 2014/2015 Faizati, Khamsatul; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

using PBL with concept maps (CM), PBL, or classical learning, (2) which one gives better mathematics learning achievement, student with high, medium, or low emotional intelligence (EI) types, (3) which one is more effective for each learning model, student with high, medium, or low EI types,  (4) which one is more effective for each EI type of students, using PBL with CM, PBL, or classical learning. This research used quasi experimental method with its population included all of students of state junior high school in Sukoharjo Regency. Sampling was done by stratified cluster random sampling. The size of the sample was 282 students. The data collection technique was the document that was national test in elementary school for initial capability data before the experiment, achievement test for mathematics student achievement data, and questionnaire of EI. The data were analyzed using analysis of variance. The conclusions of the research were as follows: (1) Mathematics achievement using PBL with CM is better than using PBL or classical learning. Likewise, mathematics achievement using PBL is as same as using classical learning. (2) Students with high EI have mathematics achievement better than students with medium or low EI. Likewise, students with medium and low EI have the same as mathematics achievement. (3) For each learning model, students with high EI have mathematics achievement better than students with medium or low EI. Likewise, students with medium and low EI have the same as mathematics achievement. (4) For each EI type of students, mathematics achievement using PBL with CM is better than using PBL or classical learning. Likewise, mathematics achievement using PBL is as same as using classical learning.Keywords: Problem Based Learning, concept maps, and emotional intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THREE STEPS INTERVIEW (TSI) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI FUNGSI DITINJAU DARI MULTIPLE INTELLIGENCES SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SUKOHARJO Maharani, Rizqona; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The purpose of this study was  to determine the effect of the learning models on the learning achievement in mathematics viewed from the students’ multiple intelligences. The learning models compared were the cooperative learning of the three steps interview (TSI) type with scientific approach, think pair share (TPS) model type with scientific approach, and classical learning with  scientific approach. The type of this study was quasi experimental study with a 3x3 factorial design. The population was all grade 8 students of Secondary Schools in Sukoharjo Regency. Instruments used for data collection were mathematics achievement test and multiple intelligences questionnaire. The data analysis technique used was the two-way ANOVA with unequal cell. Based on the hipothesis, the results of the study could be concluded as follows. (1) TSI with scientific approach got better learning achievement than TPS with scientific approach and classical with scientific approach. In addition, TPS with scientific approach got better learning achievement than classical with scientific approach. (2) Students with logical mathematical intelligence got better achievement than students with linguistic intelligence and students with interpersonal intelligence, students with linguistic intelligence got better achievement than students with interpersonal intelligence. (3) Viewed from learning models, students with logical mathematical intelligence got better achievement than students with linguistic intelligence and students with interpersonal intelligence. However, students with linguistic intelligence got better achievement than students with interpersonal intelligence. (4) Viewed multiple intelligences’ categories, TSI model with scientific approach got better achievement than TPS with scientific approach and classical with scientific approach. However, TPS with scientific approach got better achievement than classical with scientific approach.Keywords: Three Steps Interview (TSI), Think Pair Share (TPS), Classical Learning, Scientific Approach, and Multiple Intelligences.
TINGKAT RESPON BERDASARKAN TAKSONOMI SOLO SISWA KELAS VIII YANG MENGALAMI MISKONSEPSI PADA TOPIK FAKTORISASI SUKU ALJABAR DI SMP NEGERI 5 KARANGANYAR PADA TAHUN PELAJARAN 2013/2014 Mulyatna, Fauzi; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objectives of this research were to identify and to describe about misconceptions, and to find out the levels of response of VIII grade students of SMP N 5 Karanganyar experiencing misconceptions about factorization of the tribe in algebra based on SOLO taxonomy. This research was categorized as a qualitative research using a case study design which was only focused on one selected and comprehended phenomenon deeply, and neglecting other phenomena. This particular phenomenon was the response level based on SOLO taxonomy of VIII grade students of SMP N 5 Karanganyar experiencing misconceptions about factorization of the tribe in algebra. The subject of this research were VIII grade students of SMP N 5 Karanganyar. The criteria to choose the main subject of the research were that the students had learnt a topic about factorization of the tribe in algebra and the main subject were taken based on test results by using CRI technique and the teacher’s recomendation. The data in this research were in the form of the students’ written answer results in finishing the problem solving test. The result of those written answers became the first data analysis of the researcher. Those first data analysis were in the form of description about misconceptions experienced by the subject and the levels of the subject’s response based on SOLO taxonomy in each problem. Those first data analysis were also used as a guide to do interviews. The interviews were both to clarify the subject’s written answers and to strengthen the data finding of the first data analysis. Then the results of the subject’s written answers and the results of the data analysis from the interview were drew  conclusions. The triangulation technique was used as the validity of the data in the planning of the learning process by using problem solving test which was later clarified by the interview. The results of this research are follows. 1) The misconceptions experienced by the subject: the misconception in the use of the equal sign symbol (=), the subject were mistaken in interpreting the instruction order from left to right and the equals sign symbol (=) was wrongly interpreted as implication (⇒) to show the name which represented value and calculation with different results; the misconception of the substraction in algebra, it was a procedural misconception in the use of distributive rules by neglecting the minus sign; the misconception of the multiplication in algebra, it was a procedural misconception in the use of distributive rules by doing multiplication only in the first set when working with multiplication formula in algebra. 2) The levels of the subject’s response experiencing misconceptions were on the levels of multi-structural, uni-structural and pre-structural level.Keywords: Misconception, response level, SOLO taxonomy
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS VII SMP NEGERI SE-KABUPATEN BOYOLALI Adiningsih, Sri; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): 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 student’s AQ. The learning models compared were TPS with scientific approach, NHT with scientific approach, and classical with scientific approach. The type of the research was a quasi-experimental research. The population were all students of Junior High School in Boyolali. The samples are the students of SMPN 1 Boyolali, SMPN 1 Sawit and SMPN 3 Sawit, which taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and AQ questionnaire. The data was analyzed using unbalanced two-ways Anova. The conclusions were as follows. (1) TPS with scientific approach gives better mathematics achievement than NHT with scientific approach, and both gives better mathematics achievement than classical with scientific approach. (2) Climbers students have better mathematics achievement than campers and quitters students,  campers students have better mathematics achievement than quitters students. (3) For TPS with scientific approach, climbers students have better mathematics achievement than campers and quitters students. Campers and quitters students have the same mathematics achievement. For NHT and classical with scientific approach, climbers students have better mathematics achievement than quitters students. Climbers and campers students have the same mathematics achievement. Campers and quitters students have the same mathematics achievement. (4) For climbers students, TPS with scientific approach and NHT with scientific approach give the same mathematics achievement. NHT with scientific approach and classical with scientific approach give the same mathematics achievement. TPS with scientific approach gives the better mathematics achievement than classical with scientific approach. For campers and quitters students, all learning models give the same mathematics achievement.Keywords: TGT, NHT, Classical, Scientific Approach, AQ.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER DAN PAIRS CHECK DENGAN PENDEKATAN SAINTIFIK PADA MATERI FUNGSI DITINJAU DARI ADVERSITY QUOTIENT SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SUKOHARJO TAHUN PELAJARAN 2014/2015 Hafidhah, Tien Syarifah; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The purpose of this study was to determine the effect of learning models on the knowledge and skill aspect viewed from adversity quotient (AQ). The learning models compared were learning model of the Numbered Heads Together (NHT) with scientific approach, Pairs Check (PC) with scientific approach, and classical with scientific approach. This research was a quasi-experimental research. The population of the research was all of the eighth grade students of the State Junior High School in Sukoharjo. The instruments used to collect data were mathematics knowledge aspect test, mathematics skill aspect test and adversity quotient questionnaire. Technique of analyzing data that used was unbalanced two ways multivariat analysis of variance. From the research, it can be concluded that: (1) learning by using cooperative learning model of NHT with scientific approach gave the same knowledge and skill aspect with learning by using cooperative learning model of PC with scientific approach, learning by using cooperative learning model of NHT with scientific approach gave the same knowledge and skill aspect with learning by using classical learning with scientific approach, learning by using cooperative learning model of PC with scientific approach gave better knowledge and skill aspect than learning by using classical learning with scientific approach, (2) students who have adversity quotient of Climber gave better knowledge and skill aspect than students who have adversity quotient of Camper and Quitter, students who have adversity quotient of Camper gave the same knowledge and skill aspect with the students who have adversity quotient of Quitter, (3) on each learning model, students who have adversity quotient of Climber gave better knowledge and skill aspect than students who have adversity quotient of Camper and Quitter, students who have adversity quotient of Camper gave the same knowledge and skill aspect with the students who have adversity quotient of Quitter, (4) on each adversity quotient, learning by using cooperative learning model of NHT with scientific approach gave the same knowledge and skill aspect with learning by using cooperative learning model of PC with scientific approach, learning by using cooperative learning model of NHT with scientific approach gave the same knowledge and skill aspect with learning by using classical learning with scientific approach, learning by using cooperative learning model of PC with scientific approach gave better knowledge and skill aspect than learning by using classical learning with scientific approach.Keywords: cooperative learning model, NHT, PC, classical learning, scientific approach, knowledge aspect, skill aspect.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR DITINJAU DARI GAYA BELAJAR SISWA SMP KELAS VIII DI KABUPATEN KARANGANYAR Cahyani, Apri Winar; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 4 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

 Abstract: The aim of this research was to know the effect of learning models on mathematics achievement viewed from the learning style. The learning models compared were Numbered Heads Together, Problem Based Learning, and classical with saintific approach (NHT, PBL, Classical). This research was a quasi experimental with the factorial design of 3×3. The population of this research was all of students in second  grade of Junior High Schools of Karanganyar regency in academic year 2014/2015. The samples of the research consisted of 245 students and were gathered through stratified cluster random sampling. The instruments consisted of  pre test, test of learning achievement and learning style questionnaire. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. Based on the results of hypotheses testing, it were concluded as follows. 1) NHT and PBL learning models gave the same mathematics achievement. Both learning models give a better mathematics learning achievement than classical model. 2) Students with visual and auditory learning style have better mathematics achievement than students with kinesthetic ones. On the other hand, students with visual and auditory learning style have equal mathematics learning achievement. 3) On all learning models, cooperative learning NHT type, problem based learning, and classical models, students with visual learning style have an equal mathematics learning achievement with auditory. Both learning style have a better mathematics learning achievement than kinesthetic ones, (4) On all visual, auditory and kinesthetic learning style, cooperative learning with NHT type gives an equal  mathematics learning achievement with PBL. Both learning models give a better mathematics learning achievement than classical model.Keywords: Numbered Heads Together, Problem Based Learning, learning style, Scientific Mathematics learning achievement
EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) DAN TIPE THINK-PAIR-SHARE DENGAN PENDEKATAN SAINTIFIK PADA MATERI POKOK SISTEM PERSAMAAN DAN PERTIDAKSAMAAN LINEAR DITINJAU DARI MOTIVASI BERPRESTASI SISWA Hartono, Edy; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 7 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from student’s Learning Achievement Motivation. The learning models compared were Problem Based Learning model with scientific approach (PBL-S), Think Pair Share with scientific approach (TPS-S) and classical with scientific approach (Classical -S). The type of the research was a quasi experimental research with the factorial design of 3 x 3. The population were all ten grade students of Senior High School in Madiun City on academic year 2014/2015. The sample consisted of students of SMAN 1 Madiun, SMAN 5 Madiun, and SMAN 4 Madiun, which taken by using stratified cluster random sampling technique. The data of the research were collected through documentation, questionnaire, and test. The data was analyzed using unbalanced two-ways anova at the significance level of 0.05. Based on the data analysis, it can be concluded as follows. (1) PBL-S gives better mathematics achievement than TPS-S and Classical-S, whereas TPS-S gives better mathematics learning achievement than Classical-S. (2) Students with high Learning Achievement Motivation are better in mathematics learning achievement than students with medium and low Learning Achievement Motivation, and also medium Learning Achievement Motivation have better mathematics learning achievement than low Learning Achievement Motivation. (3) For PBL-S, students with high Learning Achievement Motivation give better mathematics learning achievement than medium and low Learning Achievement Motivation, whereas students with medium and low Learning Achievement Motivation have the same mathematics learning achievement. For TPS-S with medium Learning Achievement Motivation gives the same mathematics learning achievement with high and low Learning Achievement Motivation, also high Learning Achievement Motivation gives better mathematics learning achievement than low Learning Achievement Motivation. For Classical-S, students with high, medium, and low Learning Achievement Motivation give the same mathematics learning achievement. (4) For students with high Learning Achievement Motivation, TPS-S gives the same mathematics learning achievement with PBL-S and Classical-S, whereas PBL-S gives better mathematics learning achievement than Classical-S. For students with medium and low Learning Achievement Motivation, all learning models give the same mathematics achievement.Keywords: PBL, TPS, scientific approach, classical learning, learning achievement motivation, learning achievement 
EKSPERIMENTASI MODEL TEAM ASSISTED INDIVIDUALIZATION (TAI)DAN STUDENT TEAM ACHIEVEMENT DIVISION (STAD) PADA MATERI LOGARITMADITINJAU DARIMOTIVASI BELAJAR SISWA KELAS X SMA NEGERI SE-KABUPATEN PURWOREJO TAHUN PELAJARAN 2011/ 2012 Darmono, Prasetiyo Budi; Riyadi, Riyadi; Budiyono, Budiyono
Jurnal Pembelajaran Matematika Vol 4, No 10 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objective of this research was to investigate the effect of the learning models on achievement viewed from learning motivation (LM) of the students. The learning models compared were TAI, STAD 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 Purworejo on academic year of 2011/2012. The size of the sample was 294 students, which was taken by using stratified cluster random sampling technique. The instruments used for data collection were achievement test and motivation questionnaire. The hypothesis test used unbalanced two ways analysis of variance. The results of the research were as follows. (1) STAD and TAI had the same achievement. STAD gave better achievement than DI. TAI and DI had the same achievment(2) The students with high and medium LM had same achievement. The students with high LM had better achievement than the students with low LM. The students with medium and low LM had same achievement (3) In STAD, The students with high and medium LM had same achievement. The students with high LM had better achievement than the students with low LM. The students with medium and low LM had same achievement. In TAI, The students with high and medium LM had same achievement. The students with high LM had better achievement than the students with low LM. The students with medium and low LM had same achievement In DI, The students with high and medium LM had same achievement. The students with high LM had better achievement than the students with low LM. The students with medium and low LM had same achievement. (4) At the students with high LM, STAD and TAI had the same achievement. STAD gave better achievement than DI. TAI and DI had the same achievment. At the students with medium LM, STAD and TAI had the same achievement. STAD gave better achievement than DI. TAI and DI had the same achievment The students with low LM, STAD and TAI had the same achievement. STAD gave better achievement than DI. TAI and DI had the same achievmentKey words: Teams Assisted Individualization, Student Team Achievement Division, Direct Instruction, Learning Motivation , Achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DENGAN CONCEPT MAPPING PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIS SISWA KELAS VIII SMP SE-KABUPATEN KEBUMEN TAHUN PELAJARAN 2015/2016 Sasongko, Anggi; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The purpose of this research was to determine the effect of the learning models TSTS with Concept Mapping (TSTS CM) on mathematics learning achievement viewed from students Mathematical Reasoning Ability (MRA). This research was quasi experimental research with 3x3 factorial design. The population were the eighth-grade students of junior high schools in Kebumen Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and MRA test. The data analysis technique used was the two-way ANAVA with unbalanced cell. Based on the hypothesis test, it was concluded as follows. 1) The mathematics learning achievement of the students who were treated by TSTS CM was better than the students who were treated by TSTS and Direct Learning (DL), the mathematics learning achievement of the students who were treated by TSTS was better than the students who were treated by DL; 2) The mathematics learning achievement of the students with high MRA was better than the students with moderate or low MRA, and the mathematics learning achievement of the students with moderate MRA was better than the students with low MRA; 3) In TSTS CM, the mathematics learning achievement of the students who had high MRA was better than the students who had moderate or low MRA, while the mathematics learning achievement of the students who had moderate MRA was same as the students who had low MRA; in TSTS, the mathematics learning achievement of the students who had  high MRA was same as the students who had moderate MRA and was better than the students who had low MRA, while the mathematics learning achievement of the student who had moderate MRA was better than the students who had low MRA; in DL, the mathematics learning achievement of the students who had high MRA was better than the students who had moderate or low MRA, while the mathematics learning achievement of the students who had moderate MRA was same as the students who had low MRA; 4) The high MRA students who were treated by TSTS CM, TSTS, and DL had same mathematics learning achievement; the moderate MRA students who were treated by TSTS CM had same mathematics learning achievement as the students were treated by TSTS but had better than the students were treated by DL, while the students were treated by TSTS had better mathematics learning achievement than the students were treated by DL; The low MRA students who were treated by TSTS CM had better mathematics learning achievement than the students were treated by TSTS or DL, while the students were treated by TSTS had same mathematics learning achievement as the students were treated by DL.Keywords: Two Stay Two Stray, Concept Mapping, Direct Learning, Mathematical Reasoning Ability
PROSES BERPIKIR SISWA KELAS VIII SMP NEGERI 25 SURAKARTA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EXTROVERT-INTROVERT PADA MATERI PERSAMAAN GARIS LURUS Permatasari, Nisa; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objective of this research was to describethe 8th grade students’s thinking process of SMP Negeri 25 Surakarta. The subjects were students of 8th E who has an extrovert and introvert personality. The thinking process was the thought process of assimilation and accommodation in solving mathematical problems based on the type of Krulik and Rudnick on a straight-line equation. The technique of data collection that used was snowball-sampling which the subject stopped when data saturation. Obtained three extrovert students and three introvert students. The validation of data was carried out with time triangulation. The result of research showed that the thinking process of extrovert students in solving mathematical problems based on the type of Krulik and Rudnick step was as follows 1) In read and think step, the used of thinking process was assimilation; 2) In explore and plan step, the used of thinking process was imperfect assimilation; 3) In select a strategy step, the used of thinking process was imperfect assimilation; 4) In find an answer step, the used of thinking process was imperfect assimilation; 5) In reflect and extend step, the used of thinking process was accommodation. The thinking process of introvert students in solving mathematical problems based on the type of Krulik and Rudnick step was as follows: 1) In read and think step, the used of thinking process was assimilation; 2) In explore and plan step, the used of thinking process was assimilation; 3) In select a strategy step, the used of thinking process was imperfect assimilation; 4) In find an answer step, the used of thinking process was assimilation; 5) In reflect and extend step, the used of thinking process was a imperfect assimilation.Keywords: Assimilation and Accommodation, Extrovert and Introvert, Problem Solving. 

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