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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 TAPPS DAN PS PADA MATERI STATISTIKA DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA KELAS XI IPS Arianto, Febri; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 9 (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 the students’ Mathematics learning creativity. The learning models compared were Thinking Aloud Pair Problem Solving (TAPPS), Problem Solving (PS), and direct learning. This study was quasi-experimental research. The population of this study was students in grade XI social class of state senior high schools in Klaten year 2015/2016. Stratified cluster random sampling was utilized for collecting samples. Two ways Anova with 3x3 of factorial design was used for hypothesis test. Based on the analysis, it can be concluded: (1) the students who are given TAPPS have better achievement than those who are given PS and direct learning, students who are given PS have the same achievement as those who are given direct learning, (2) high creativity students have better achievement than middle and low creativity students, middle creativity students have the same achievement as low creativity students, (3) in the TAPPS; high, middle, and low creativity students have the same achievement. In the PS; high, middle, and low creativity students have the same achievement. In direct learning, high creativity students have the same achievement as middle creativity students, middle creativity students have the same achievement as low creativity students. High creativity students have better achievement than low creativity students, (4) in high creativity, the students who are given TAPPS have the same achievement as those who are given PS and direct learning. In the middle creativity, those students who given TAPPS have the same achievement as those who are given PS and direct learning. In low creativity, the students who are given TAPPS have the same achievement as those who are given PS; those who are given PS have the same achievement as those who are given direct learning model, while the students who are given TAPPS have better achievement than those who given direct learning.Key words: TAPPS, PS, Direct learning, Mathematics Learning Creativity
EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH DAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KEMANDIRAN BELAJAR Brilliyanti, Fanny; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aims of this research were to know: (1) which one gives better mathematics achievement, cooperative learning model Student Teams Achievement Division (STAD), model Problem Based Learning (PBL), or model classical with scientific approach;  (2) which one has better mathematics achievement, students who have high, medium, or low of self regulated learning; (3) for each learning model, which one has better  mathematics achievement, students who have high, medium, or lowof self regulated learning; (4) For each category of self regulated learning, which one gives better mathematics achievement, STAD, PBL, or classical with scientific approach. The populations were all students of Junior High School in Surakarta City. Sampling was done by stratified cluster random sampling. The samples were students of SMP N 2 Surakarta, SMP N 15 Surakarta and SMP N 24 Surakarta. The instruments used were mathematics achievement tests and self regulated learning questionnaire. The data was analyzed using unbalanced two-ways anova. The conclusion were as follows. (1) PBL with scientific approach gives better mathematics achievement than STAD with scientific approach, and STAD with scientific approach and classical with scientific approach have the same mathematics achievement. (2) Mathematics achievement of students who have high self regulated learning was better than students who have medium and low self regulated learning and students who have medium self regulated learning was better than students who have low self regulated learning (3) For STAD and PBL with scientific approach, students who have high and medium self regulated learning have the same mathematics achievement. Mathematics achievement of students who have high self regulated learning was better than students who have low self regulated learning. Students who have medium and low self regulated learning have the same mathematics achievement. For classical with scientific approach, students who have high, medium, and low self regulated learning have the same mathematics achievement. (4) For students who have high self regulated learning, STAD with scientific approach gives the same mathematics achievement with PBL and classical with scientific approach but PBL with scientific approach gives better mathematics achievement than classical with scientific approach. For students who have medium and low self regulated learning, all learning models give the same mathematics achievement.Keywords: Student Team Achievment Division (STAD), Problem Based Learning (PBL), classical, scientific approach, self regulated learning (SRL)
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS (SNH) DAN PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI POKOK BILANGAN DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VII SMPN DI KABUPATEN KEBUMEN Muslikhah, Muslikhah; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from students self regulated learning (SRL). The learning model compared were SNH with scientific approach, PBL with scientific approach and classical with scientific approach. This research used quasi-experimental research  with 3x3 factorial design. The population were all seventh grade students of SMPN  in Kebumen on academic year 2014/2015. This research used stratified cluster random sampling technique and sample consisted of students of SMPN 3 Kebumen, SMPN 7 Kebumen, SMPN 1 Sruweng. The instruments used were documentation, questionnaire, and test. The data analysis technique was used unbalanced two ways anova at the significance level of 0.05. Based on the data analysis, it can be concluded as follows. (1) SNH with scientific approach gives better achievement than PBL and classical with scientific approach, and PBL with scientific approach gives better achievement than classical with scientific approach. (2) Students who have high SRL have better achievement than students who have medium and low SRL,  students who have medium SRL have better achievement than students who have low SRL. (3) For SNH with scientific approach, students who have high and medium SRL have the same achievement, students who have high SRL have better achievement than students who have low SRL, students who have  medium and low SRL have the same achievement. For PBL and classical with scientific approach students who have high SRL have the same achievement with students who have medium and low SRL, students who have medium and low SRL have the same achievement. (4) For high SRL of the students, SNH and PBL with scientific approach gives the same achievement, SNH with scientific approach gives better achievement than classical with scientific approach, PBL and classical with scientific approach gives the same achievement. For medium and low SRL of the students, SNH with scientific approach gives the same achievement with PBL and classical with scientific approach, PBL and classical with scientific approach gives the same achievement.Keywords: SNH, PBL, Scientific Approach, Self Regulated Learning (SRL) 
EKSPERIMENTASI MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI FUNGSI DITINJAU DARI INTERAKSI SOSIAL Cahyono, Heri; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 8 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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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 social interaction. The learning models compared were TAI with scientific approach, TPS with scientific approach, and classical with scientific approach. The type of the research was a quasi experimental research with the factorial design of 3 x 3. The population were all eight grade students of Junior High School in Ngawi regency on academic year 2014/2015. The sample consisted of students of SMPN 3 Ngrambe, SMPN 2 Paron, and SMPN 2 Widodaren, 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) TAI with scientific approach gives better mathematics achievement than TPS with scientific approach and classical with scientific approach, TPS with scientific approach and classical with scientific approach gives same mathematics achievement. (2) Students with high social interaction have better mathematics achievements than students with medium social interaction and low social interaction, while students with medium social interaction have better mathematics achievements than students with low social interaction. (3) For TAI with scientific approach, students with high and medium social interaction have the same mathematics achievements, and both have better mathematics achievement than low social interaction. For TPS with scientific approach, students with high social interaction have better mathematics achievement than students with medium and low social interaction, and students with medium and low social interaction have the same mathematics achievement. For classical with scientific approach, students with high social interaction have better mathematics achievement than students with medium social interaction, and both have the same mathematics achievement as students with low social interaction. (4) For students with high and low social interaction, all learning models gives the same mathematics achievement. For students with medium social interaction, TAI with scientific approach gives better mathematics achievement than TPS with scientific approach and classical with scientific approach, TPS with scientific approach and classical with scientific approach gives the same mathematics achievement.Keywords: TAI with scientific approach, TPS with scientific approach, classical learning, social interaction, learning achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN TEAM ASSISTED INDIVIDUALIZED (TAI) PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV) DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KARANGANYAR Pambudi, Pangesti Arum; Mardiyana, Mardiyana; Sari Saputro, Dewi Retno
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

Abstract: The aim of this research was to determine the effect of learning models on mathematics achievement viewed from students’ AQ. The learning models compared were Jigsaw cooperative learning, TAI cooperative learning, and direct learning. The type of this research was quasi-experimental research. Population was all of state Junior High School students in Karanganyar Regency on academic year 2015/2016. Samples for group experiment 1 (Jigsaw cooperative learning model) were 98 students, group experiment 2 (TAI cooperative learning model) were 99 students, and control class (direct learning model) were 98 students. The data were collected using documentary method, AQ questionnaire, and mathematics learning achievement test. Data analysis technique used two-ways analysis of variance with unbalanced cells. The conclusion of this research as follows: (1) The Jigsaw cooperative learning model makes better mathematics learning achievement than TAI cooperative learning model and direct learning model, while TAI cooperative learning model makes better mathematics learning achievement than direct learning, (2) Climber students get better mathematics learning achievement than students Camper students and Quitter students, while Camper students get better mathematics learning achievement than Quitter students, (3) for every learning model, Climber students get better mathematics learning achievement than Camper students and Quitter students, while Camper students get better mathematics learning achievement than Quitter students, (4) for every categories, Jigsaw cooperative learning model makes better mathematics learning achievement than TAI cooperative learning model and direct learning model, while TAI cooperative learning model makes better mathematics learning achievement than direct learning model.Key words : Jigsaw, Team Assisted Individualized, Adversity Quotient
KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS IX SEKOLAH MENENGAH PERTAMA DALAM MEMECAHKAN MASALAH MATEMATIKA BERDASARKAN TIPE KEPRIBADIAN SISWA (Studi Kasus di SMPN 1 Gondangwetan Pasuruan) Mufarrihah, Iftitaahul; 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: This research is aimed at decribing the ability of mathematical communication of students with guardian, artisan, rational, and idealist personality type in solving mathematics problems. This research was a descriptive qualitative research. The subject of this research was taken by using a purposive sampling. The subjects of this research were 8 students of the ninth grade at SMPN 1 Gondangwetan Pasuruan, consisting 2 students with guardian type personality, artisan  type personality, rational type personality, and idealist type personality. The technique of collecting data in this research used interview-based task on similarity subject. The technique of validating data was conducted by using  time triangulation. The result of this research  showed that each type personality has difference ability of mathematical communication. The student with guardian type personality can communicate the ideas well in both written and spoken ways and process as well as reorganize information in such a way that the problem-solving ideas presented can reveal the actual problem solution. The student with artisan type personality guardian can communicate the ideas well in both written and spoken ways and process as well as reorganize information in such a way that the problem-solving ideas presented can reveal the actual problem solution. Meanwhile, the students with rational type personality can communicate the ideas in written well but they have difficulties in communicating ideas in spoken ways as well as inclination to receive information without reorganising it in such a way that the problem-solving ideas presented cannot reveal the actual problem solution. Similarly, the student with idealist type personality can communicate the ideas in written well but they have difficulties in communicating ideas in spoken ways as well as inclination to receive information without reorganising it in such a way that the problem-solving ideas presented cannot reveal the actual problem solution.Keywords: Mathematical Communication, Problem Solving, Personality Type
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAME TOURNAMENT (TGT) DAN MAKE A MATCH (MM) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI KEMAMPUAN PENALARAN SISWA KELAS VII SMP NEGERI DI KABUPATEN SRAGEN TAHUN PELAJARAN 2014/2016 Safitri, Rini Dewi; Mardiyana, Mardiyana; 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: The purpose of this study was to determine the effect of learning models on the learning achievement in Mathematics viewed form reasoning ability of the students. The learning models compared were learning model of the scientific Teams Games Tournament (TGT), scientific Make a Match (MM), and scientific classical. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade VII students of Public Junior High Schools in Sragen Regency. Sample was collected by stratified cluster random sampling. Instruments used for data collection were mathematics achievement test and reasoning ability questionnaire. The data analysis technique used was the two-way ANOVA  with unequal cell. The conclusions of the study were as follows. (1) The mathematics learning achievement of students treated with TGT-PS learning model was better than that of those treated with MM-PS learning model and K-PS learning model.   the mathematics learning achievement of students treated with learning model was as good as that of those treated with K-PS learning model. (2) The mathematics learning achievement of students with high reasoning ability was better than that of those with medium reasoning ability and low reasoning ability. The mathematics learning achievement of students with medium reasoning ability was better than that of those with low reasoning ability. (3) In TGT-PS learning model, the learning achievement of students with high reasoning ability was as good as that of those with medium reasoning ability, and that of those with high reasoning ability was better than that of those with low reasoning ability, and that of those with medium reasoning ability was as good as that of those with low reasoning ability. In MM-PS and K-PS learning models, the learning achievement of students with high reasoning ability was better than that of those with medium reasoning ability and low reasoning ability. And that of those with medium reasoning ability was as good as that of those with low reasoning ability. (4) In students with high reasoning ability and low reasoning ability, the students treated with TGT-PS model had the same learning achievement to those treated with MM-PS model, the students treated with TGT-PS model had the same learning achievement to those treated with K-PS model, the students treated with MM-PS model had the same learning achievement to those treated with K-PS model. In students with medium reasoning ability, the students treated with TGT-PS model had better learning achievement to those treated with K-PS model. The students treated MM-PS model had the same learning achievement to those treated with K-PS learning model.Keywords: Cooperative Learning, Teams Games Tournament, Make a Match, Classical Learning, Scientific Approach, Reasoning ability.
ANALISIS KESULITAN METAKOGNISI SISWA DALAM MEMECAHKAN MASALAH SISTEM PERTIDAKSAMAAN LINEAR DUA VARIABEL DITINJAU DARI TIPE KEPRIBADIAN GUARDIAN, ARTISAN, RATIONAL, DAN IDEALIST KELAS X SMKN I JOMBANG Fitria, Camelina; Sujadi, Imam; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 9 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aim of this research was to know metacognition and the difficulty of student’s metacognition in solving problem of linear inequality system with two variables at Xth grades of SMKN I Jombang based on personality type guardian, artisan, rational, and idealist. The type of this research was a qualitative research on case study. Subject’s selection procedure was by using purposive sampling. There were 9 subjects in this research including 3 guardian type, 2 artisan type, 2 rational type, and 2 idealist type. Data collection technique was task-based interviews. The validity was determined by time triangulation. The data analysis technique in this research was reduction, data display, and conclusion. The data was analyzed based on metacognition indicator. Subject experienced metacognition difficulty if he could not fulfill metacognition indicator. The results of this research showed that guardian and rational students did not experience any metacognition difficulty. Artisan and idealist students experienced metacognition difficulties in knowledge strategy aspect, those were difficult in using the concept despite knowing the purpose of the question, did not re-read the part that were not understood, sure that did not find any fault in solving problem when the steps used was not appropriate, and did not fix the error although confused on step solution. In aspect of task cognitive knowledge, artisan and idealist type did not know the algorithm used and did not know the step to resolve the problem. In self knowledge aspect, idealist type was not aware if finding difficulty in determining the measures to solve the problem and did not realize the completion of the steps used were wrong, but the students stayed on confidence on their solving problem.Key words: Metacognition Difficulty, Problem Solving, Personality Type
EKSPERIMENTASI MODEL PEMBELAJARAN TIPE NUMBERED HEAD TOGETHER (NHT) DAN THINK-PAIR-SHARE (TPS) DITINJAU DARI GAYA BELAJAR SISWA PADA POKOK BAHASAN RELASI DAN FUNGSI KELAS VIIISMP NEGERI SE-KABUPATEN PACITAN TAHUN PELAJARAN 2015/2016 Heritin, Anisak; Budiyono, Budiyono; Slamet, Isnandar
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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Abstrak: The objective of the research was to know in each category learning style (visual, auditorial, and kinesthetic) which one providing better mathematics learning achievement, NHT, TPS, or direct learning model. This research was a quasi-experimental and designed in a 33 factorial design. The population of research was students in grade VIII of Junior High Schools of Pacitan Regency in this academic year of 2015/2016. The sample was taken by stratified cluster random sampling. Results of this research were concluded as follows: (1) in NHT and TPS model, visual, auditorial, and kinesthetic learning style have similar result of learning achievement, (2) in direct learning model, students of auditorial learning style have better than learning achievement kinesthetic learning style, visual learning style have learning achievement as good as auditorial learning style, students of visual learning style have learning achievement as good as kinesthetic learning style, (3) in visual learning style, NHT have learning achievement as good as TPS, NHT and TPS have better than learning achievement direct learning model, (4) in auditorial learning style, NHT have learning achievement as good as TPS, NHT and TPS have learning achievement as good as direct learning model, and (5) in kinesthetic learning style, NHT have learning achievement as good as TPS, TPS have better learning achievement than direct learning model, NHT have learning achievement as good as direct learning model.Keyword: NHT, TPS, Direct learning Model and Learning Style 
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DENGAN WRITING ACTIVITIES DAN MODEL CREATIVE PROBLEM SOLVING (CPS) PADA MATERI BARISAN DAN DERET DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA KELAS X SMK SE-KOTA TEGAL TAHUN AJARAN 2014/2015 Yuliana, Tri; Kusmayadi, Tri Atmojo; Sujadi, Imam
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: Problem solving ability was main objective in this mathematic’s learning. So this research intends to know the students’ achievement of mathematics which was better (1) students were taught by Problem Based Learning (PBL) with Writing Activities (WA), students were taught by Creative Problem Solving (CPS) or students were taught by Direct Learning, (2) students with high creativity, students with medium creativity, or srudents with low creativity, (3) in each category creativities, the students’ achievement of mathematics was better among the students were learnt by PBL with WA, CPS or direct learning models (4) in each model, the students’ achievement of mathematics was better among the students with high creativity, students with medium creativity, students with low creativity. This research used a quasi-experimental research with the population of tenth grade of High Schools in Tegal city in the Academic Year of 2014/2015. The sampling technique used stratified cluster random sampling and three schools were selected namely SMK N 1 Tegal, SMK N 2 Tegal, and SMK N 3 Tegal. Two-way variance’ analysis was used to test the hypothesis, followed by Scheffe’ technique.  The results of analysis  were as follows. (1) The students’ achievement by PBL with WA were better than by CPS and direct learning. The students’ achievement by CPS were better than by direct learning. (2) The students’ achievement with high creativities were better than with medium and low creativity. The students’ achievement with medium creativity were better than with low creativity. (3) In every category of creativities (high, medium and low), the students’ achievement by PBL with writing activities were better than CPS and direct learning. The students’ achievement by CPS were better than direct learning. (4) In every model of learnings (PBL with WA, CPS, and direct learning), the students’ achievement with high creativity were better than medium creativity and low creativity. The students’achievement with medium creativity were better than with low creativity.Keywords: Problem Based Learning with Writing Activities, Creative Problem Solving, Creativities, achievement of mathematics.

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