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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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EFEKTIFITAS PEMBELAJARAN DENGAN PENDEKATAN KONTEKSTUALvDAN PENDEKATAN PEMECAHAN MASALAH DITINJAU DARI GAYA BELAJAR PADA SISWA SEKOLAH MENENGAH PERTAMA DI KABUPATEN BOJONEGORO Ghofur, Abdul; Kusmayadi, Tri Atmojo; Suyono, Suyono
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract

Abstract: The objective in the research is to find out: (1) the learning approach giving better learning achievement, whether learning with contextual approach with problem solving approach or with direct learning; (2) the student learning style providing better learning achievement, whether visual, auditory, or kinesthetic learning styles; (3) in each learning approach, who having learning achievement better, the students with visual, auditory or kinesthetic learning style; and (4) in each learning style, which one providing better learning achievement, the learning with contextual approach with problem solving approach or with direct learning. The population of research was all IX (ninth) graders of Junior High School in Bojonegoro Regency consisting of 55 school. The sample was taken using stratified cluster random sampling. The sample of research consisted 305 students divided into experiment I, experiment II, and control groups.The conclusion of research was: (1) the learning with contextual approach giving better mathematics learning achievement than the problem solving approach and direct learning. (2) The students with visual learning style had learning achievement better than those with auditory one. But, there was no difference of learning achievement between the students with visual and those with kinesthetic learning style and there was no difference of learning achievement between the students with auditory and those with kinesthetic learning style. (3) In learning with contextual approach, all learning styles had the same learning achievement, while in the learning with problem solving approach, the students with visual learning styles had different learning achievement, the students with visual learning style had the same learning achievment with the students with kinestetic learning styleand the students with auditory learning style had the same learning achievment with the students with kinestetic learning style. Indirect learning, there was no difference of learning achievement between the students with visual, auditory and kinesthetic learning styles. (4) In the students with visual,auditory and kinesthetic learning style, there was no difference of learning achievement between the students with contextual approach,problem solving approach and direct learning.Keywords: contextual, problem solving, learning style.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER (NHT) DITINJAU DARI KEMANDIRIAN BELAJAR PADA PRESTASI BELAJAR MATEMATIKA PESERTA DIDIK SMA SE – KAB. MAGELANG TAHUN PELAJARAN 2012/2013 Pratiwi, Katherine Her; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract

ABSTRACT: The objectives of this research are to investigate: 1) which of the cooperative learning model of the Jigsaw type, the cooperative learning model of the Numbered Heads Together (NHT), and the direct learning  results in a better learning achievement in mathematics, 2) which of  the students with the high self-regulated learning, the students with the medium self-regulated learning, and the students with the low self-regulated learning have a better learning achievement in mathematics, 3) in each of the learning models which of the students with the high self-regulated learning, the students with the medium self-regulated learning, and the students with the low self-regulated learning have a better learning achievement in mathematics, 4) in each of the self-regulated learning, which on the cooperative learning model of the Jigsaw type, the cooperative learning model of the NHT type, and the direct learning model results in a better learning achievement in mathematics. The research used the experimental quasi research method with the factorial design of 3x3. The population of the research was all of the students in Grade XI of Senior High School  in Magelang regency in academic year 2012/2013. The samples of research were taken by using the stratified cluster random sampling. The samples of the research were the students of Taruna Nusantara senior high school, state senior high school 1 of Bandongan, and state senior high school 1 of Dukun. The hypotheses of the research were analyzed by using the two-way analysis of variance with unbalanced cells at the significance level of a = 0,05. The results of the research are as follows: 1) Jigsaw better than NHT and direct learning, whereas NHT equal to direct learning in mathematics achievement, 2) the high self-regulated learning better than medium  and low, whereas the medium better than low in mathematics achievement, 3) Jigsaw with the high self-regulated learning better than the medium and low, whereas the medium better than the low in mathematics achievement. NHT with the high self-regulated learning better than the medium and low, whereas the medium equal to the low in mathematics achievement. Direct learning with the high self-regulated learning better than the medium and low, whereas the medium equal to the low in mathematics achievement. 4) The high self-regulated learning with the cooperative learning model of NHT type better than Jigsaw and direct learning, whereas Jigsaw better than direct learning. The medium self-regulated learning with the cooperative learning model of Jigsaw type better than NHT and direct learning, whereas NHT equal to direct learning. The Low self-regulated learning with NHT better than Jigsaw and direct learning in mathematics achievement. Keywords : Jigsaw, NHT, and self-regulated learning.
PENGEMBANGAN MODEL ASSESSMENT FOR LEARNING (AfL) MELALUI PENILAIAN TEMAN SEJAWAT UNTUK PEMBELAJARAN MATEMATIKA PADA POKOK BAHASAN PERSAMAAN GARIS LURUS DI MADRASAH TSANAWIYAH PONDOK PESANTREN MODERN ISLAM ASSALAAM SUKOHARJO Kirbani, Kirbani
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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Abstract

ABSTRACT:The aims of this research were: (1) to determine whether the AFL with peer assessment on topics straight line equation can be applied in MTs PPMI Assalaam, (2) to know the influence of the application of the AFL with peer assessment in improving students’ achievement compare with direct instruction, (3) to know the influence of students ability to cooperate toward mathematics learning achievement of students in the subject of straight line equation, (4) to determine the effect of the application of the AFL with peer assessment in improving student achievement compare with direct instruction in terms of students ability to cooperate on subject of a straight line equation. The research was divided into two phases, namely the determination of the model development stage and the AfL with peer assessment are included in research and development. In this stage, data collection, prototype planning model, Focus Group Disscusion (FGD) were implemented and manufacture of prototype model then be tested. Tests carried out by 4 learning cycles. The next stage was to test the effectiveness of a model that includes quasi-experimental research design research 2×3. The population was eighth grade students of MTs PPMI Assalaam Sukoharjo first semester of the school year 2012/2013. Samples were divided into two groups, experimental and control groups. The data analysis technique used in this study was two-way analysis of variance unbalanced. Based on the result of the analysis, we can conclude that: (1) the model of the AFL with peer assessment can be applied in MTs PPMI Assalaam, (2) students taught using AFL with peer assessment have mathematics achievement better than students taught using direct instruction, (3) students with high cooperate ability levels have higher mathematics achievement than students with medium and low of ability to cooperate. While students with a medium level of ability to cooperate have a better achievement than students with a low level of ability to cooperate, (4) at all levels of ability to cooperate, students with applied learning AFL with peer assessment have better mathematics achievement than students with direct learning.Key words : Assessment, Assesment for Learning (AfL), Peer Assessment, Ability to Cooperate
EKSPERIMENTASI MODEL ASSESSMENT FOR LEARNING (AfL) MELALUI STRATEGI PEMBERIAN BALIKAN DAN AfL MELALUI TEKNIK BERTANYA YANG EFEKTIF DITINJAU DARI KECERDASAN INTRAPERSONAL PADA SISWA SMP/MTs KELAS VII SE-KOTA SURAKARTA TAHUN PELAJARAN 2013/201 R, Tika Karlina; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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Abstract

achievement, students are given Assessment for Learning (AfL) through providing feedback, Assessment for Learning (AfL) through asking effective questions or direct learning model, (2) which has better learning achievement, students with intrapersonal intelligence of high, moderate or low, (3) which has better learning achievement, students are given Assessment for Learning (AfL) through providing feedback, Assessment for Learning (AfL) through asking effective questions or direct learning model in each intrapersonal intelligence, (4) which has better learning achievement, students with intrapersonal intelligence of high, moderate or low on each learning model. The research was a quasi-experimental research with 3x3 factorial designs. The populations were the students of SMP/MTs in Surakarta on academic year 2013/2014 which consisted of 79 SMP/MTs. The size of the sample was 224 students. The instruments used were mathematics achievement test and a questionnaire of student’s intrapersonal intelligence. The data was analyzed using two ways ANOVA. According to the research results, it can be concluded: (1) AfL model through providing feedback had better mathematics achievement than AfL through asking effective questions and direct learning model, whole AfL through asking effective questions had better mathematics achievement than direct learning model, (2) the high intrapersonal intelligence students had better mathematics achievement than the moderate and low intrapersonal intelligence students, while the moderate intrapersonal intelligence students had better mathematics achievement than the low intrapersonal intelligence students, (3) for high and moderate intrapersonal intelligence, the students’ mathematics achievement treated by AfL through providing feedback better than students treated by direct learning model; for low intrapersonal intelligence, all the three models had the same mathematics achievement, (4) for AfL model through providing feedback, the students’ mathematics achievement which have high intrapersonal intelligence better than low intrapersonal intelligence; for AfL model through asking effective questions, the students’ mathematics achievement which have high intrapersonal intelligence better than moderate intrapersonal intelligence, the students’ mathematics achievement which have moderate intrapersonal intelligence better than low intrapersonal intelligence; for direct learning model, students with intrapersonal intelligence of high, moderate and low had the same mathematics achievement.Keywords: Assessment for Learning (AfL), providing feedback, asking effective questions, intrapersonal intelligence, learning achievement.
KARAKTERISTIK PENALARAN SISWA KELAS XI SEKOLAH MENENGAH ATAS TENTANG SAMPEL Zuhri, Muhammad Saifuddin
Jurnal Pembelajaran Matematika Vol 1, No 1 (2013): Pembelajaran Matematika
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Abstract

Abstract: This research aims to describe how the reasoning characteristics of the 11th students of Senior High School about samples. This study was a descriptive qualitative research. The subject of research was the 11th students of SMA Negeri 1 Purwodadi consisting of two students for each level of mathematics competency. The subject selection criteria were based on student mathematics competency and opinion expressing competency, either in spoken and written form. The data was collected using written test and interview technique. The data analysis was done based on the data on written test and interview results. Then the method triangulation was run to produce a valid data from the research subject. The result of research showed that the students with low mathematics competency were at level 1 with the following characteristics: the students can give example of sample, can describe term of sample, approve the small number of sample selection in the research, do not recommend appropriate selection in sample taking. The students with medium mathematics competency were at level 2 with the following characteristics: the students can give example about the sample, can describe term of sample, combine small size with appropriate selection methods or large sample size with inappropriate selection methods. Some students with high mathematics competency were at level 2 and some other were at level 3 with the following characteristics: the students can give example about sample, can describe term of sample, recommend of the larger size sampling from the population, recommend the selection through random sampling technique and can explain the procedures randomly, and can identify the potentially biased sampling in a research.Keywords: Reasoning, Reasoning about Sample, Sample Concept, Reasoning Characteristics about Sample.
PROFIL TINGKAT BERPIKIR KREATIF SISWA KELAS VII SMP NEGERI 16 SURAKARTA DALAM PEMECAHAN MASALAH ARITMATIKA SOSIAL DITINJAU DARI MOTIVASI DAN GENDER Sunarya, Linda; Kusmayadi, Tri Atmojo; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract. This study aimed to describe: (1) the creative thinking level of male Junior High School students, who had high motivation in solving some problems in appropriate to Polya’s Steps, (2) the creative thinking level of female Junior High School students, who had high motivation in solving some problems in appropriate to Polya’s steps, (3) the creative thinking level of male Junior High School students, who had medium motivation in solving some problems in appropriate to Polya’s steps, (4) the creative thinking level of female Junior High School students, who had medium motivation in solving some problems in appropriate to Polya’s steps, (5) the creative thinking level of male Junior High School students, who had low motivation in solving some problems in appropriate to Polya’s steps, (6) the creative thinking level of female Junior High School students, who had low motivation in solving some problems in appropriate to Polya’s steps. This study was a qualitative study. The subject of this study was 7th grade students of Public Junior High School 16 Surakarta. The subject selection procedure of this study was purposive sampling. The subject used in this study were six subjects of study that was a male student with high motivation, a female student with high motivation, a male student with medium motivation, a female student with medium motivation, a male student with low motivation, and a female student with low motivation. The instrument in collecting data was classification of students’ learning motivation, problem solving assignment sheet, and interview manual. Based on the study had been carried out, there was one student, who was belonged to the creative thinking abilities level 4, one student was belonged to the creative thinking abilities level 2, and four student was belonged to the creative thinking abilities level 0. In the creative thinking abilities level 4, the student was able to demonstrate fluency, flexibility, and novelty. In the creative thinking abilities level 2, the student was able to demonstrate novelty, but not able to demonstrate any fluency and flexibility. In the creative thinking abilities level 0, the student was not able to demonstrate the fluency, flexibility, or novelty. Keywords: Creative thinking level, Problem solving, Motivation, Gender
PROSES BERPIKIR SISWA SMA DALAM PENYELESAIAN MASALAH APLIKASI TURUNAN FUNGSI DITINJAU DARI TIPE KEPRIBADIAN TIPOLOGI HIPPOCRATES-GALENUS Agustina, Rina; Sujadi, Imam; Pangadi, Pangadi
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract:The aims of the research is to describe the thinking process at senior high school students in solving the application problems of the derivative function viewed from personality type choleric, sanguine, melancholies, and phlegmatic. The research was a descriptive qualitative. The subjects of the research was students of class XII Senior High School 1 Surakarta consist of one student for each personality types. The prosedure of selecting the subjects used purposive sampling. The data of the research was collected by using think aloud method. The validity of the data used was triangulation. Technique analyzing of the data were: (1) classifying the data into three categories: (a) understanding the information, (b) solving the problems, (c) convincing the answer, and then reducing the data, (2) presenting the data, and (3) concluding the data in each categories. The results of the research showed that thinking process for, (1) choleric student: (a) reading and creating an image, understanding information and question, (b) devising solution, connecting the first equation with the planned solution, solving the problem and only using one way solution, (c) substituting the answers into the first equation and determining maximum value of the function, (2) sanguine student: (a) reading and looking, then creating an image, understanding information although having difficulties and understanding question, (b) devising solution, connecting the first equation with the planned solution, solving the problem although having difficulties and using the other solution, (c) substituting the answers into the first equation and adjusting the answers with the problem in question, (3) melancholies student: (a) reading repeatedly, then creating an image, understanding information although having difficulties and understanding question, (b) devising solution, connecting the first equation with the planned solution although having difficulties, solving the problem and using the other solution (c) determining maximum value of the function, (4) phlegmatic student: (a) looking and then creating an image, understanding information and question, (b) devising solution, connecting the first equation with the planned solution although having difficulties, solving the problem and only using one way solution, (c) looking back at the anwers and adjusting with the actual event.Keywords: thinking process, problem solving, personality type Typology Hippocrates-Galenus
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TPS DENGAN PENDEKATAN CTL PADA PEMBELAJARAN MATERI BANGUN DATAR DITINJAU DARI GAYA BELAJAR SISWA KELAS VII MTs KABUPATEN KEDIRI TAHUN PELAJARAN 2012/2013 Arifin, Zainal; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract

ABSTRACT: The objectives of this research were to find out: (1) which learning model of the TPS with CTL approach, TPS or conventional learning results in a better learning achievement in mathematics; (2) which students of those with the visual, auditory, and kinesthetic learning styles have a better learning achievement in mathematics; (3) in each learning style, which learning model of the TPS with CTL approach, the TPS, and the conventional learning results in a better learning achievement in mathematics; and (4) in each learning model, which learning style of the visual, auditory, and kinesthetic learning styles results in a better learning achievement in mathematics. This research used the quasi experimental research method with the factorial design of 3x3. Its population was all of the students in Grade VII of Islamic Junior Secondary Schools in Kediri regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisted of 269 students; 86 students belonged to experiment class one, 92 students belonged to experiment class two, and 91 students belonged to control class. The data of the research were gathered through multiple choice test of learning achievement and questionnaire of learning style. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the significance level of 5%. The results of the research are as follows: (1) the TPS with CTL approach and TPS learning models result in the same good learning achievement in mathematics, but both result in a better learning achievement in mathematics than the conventional learning model; (2) the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in mathematics; (3) in each learning style, the TPS with CTL approach and TPS learning models result in the same good learning achievement in mathematics, but both result in a better learning achievement in mathematics than the conventional learning model; (4) in each learning model, the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics.   Keywords: learning model, TPS with CTL approach, TPS, conventional, learning style  
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION GUIDE NOTE TAKING (TAI GNT) DITINJAU DARI KEMANDIRIAN BELAJAR SISWA Gazali, Muhammad; Riyadi, Riyadi; Roswitha, Mania
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on mathematics learning achievement viewed from students independence learning. The learning models compared were cooperative learning model of TAI GNT, cooperative learning model of TAI, and conventional model. The type of the research was a quasi-experimental research. The population was the tenth grade students of senior high school at East Lombok in the first semester of the academic year 2012/2013. The size of the sample was 104 students is given the cooperative learning model of TAI GNT type, 106 students is given the cooperative learning model of TAI type, 105 students is given model of conventional type. The instruments used were documentation, questionnaire, and test methods. The data was analyzed using two way analysis of variance. The results of this research are as follows. (1) The TAI GNT model gives better mathematics learning achievement than TAI and conventional model, besides, TAI model gives better mathematics learning achievement than conventional model. (2) The students with high independence learning have better mathematic learning achievement than students with medium and low independence learning, and the students with medium independence learning have the same mathematics learning achievement as the students with low independence learning. (3) In each level of independence learning (high, medium, and low), TAI GNT model gives better mathematics learning achievement than TAI and conventional model, besides, TAI model gives better mathematic learning achievement than conventional model. (4) In each learning models (TAI GNT, TAI and conventional), the students with high independence learning have better mathematics learning achievement than the students with medium and low independence learning, and the students with medium independence learning have the same mathematics learning achievement as the students with low independence learning.Keywords: cooperative learning, team assisted individualization, guide note taking, independence learning.
MAMPUAN KOMUNIKASI MATEMATIS DALAM PEMECAHAN MASALAH MATEMATIKA SESUAI DENGAN GAYA KOGNITIF PADA SISWA KELAS IX SMP NEGERI 1 SURAKARTA TAHUN PELAJARAN 2012/2013 Pratiwi, Dona Dinda; Sujadi, Imam; Pangadi, Pangadi
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: The purpose of this research was describing the ability of mathematical communication in solving the mathematics problem. This research was include of study case situation analysis research. The subjects of this research consisted of four students of Class IXb of the ninth grade SMPN 1 Surakarta in the second semester of the academic year 2012/2013.  They were two students who had field dependence cognitive style and two students who had field independence cognitive style. The subjects were taken by using the purposive sampling technique. The data of this research were gathered through think aloud method. The data were then analyzed by using the technique with the procedureas follows: (1) the data were classified on the basis of the indicators of mathematical communication after the data had been obtained from the first and the second collections; (2) the data were presented in table form; and (3) the conclusions were drawn. The validity of the data was conducted by using time triangulation. The result of this research were analyzed by using constant comparison in which subject in i (i= 1, 2) with the j (j= 1, 2) cognitive style which was already valid as well compared with subject in k (k= 1, 2) with the the j (j= 1, 2) cognitive style which was already valid as well. The equal ability of mathematical communication was made the main finding wheares the different ability of mathematical communication was made the other finding. The result of this research valid because of the dependability proved. The ability of mathematical communication of the students with the field dependence cognitive style is different from that of those with the field independence cognitive style. The students with the field dependence cognitive style can communicate the ideas in written way well but they have difficulties in communicating ideas in spoken way as well as inclination to receive information without reorganizing it in such a way that the problem-solving ideas presented cannot reveal the actual problem solution. Meanwhile, the students with the field independence cognitive style can communicate the ideas well in both spoken and written ways and process as well as reorganize information in such a way that the problem-solving ideas presented can reveal the actual problem solution. Keywords: Mathematical Communication. Problem Solving. Cognitive Style.

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