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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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ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA KONTEKSTUAL PADA MATERI SEGIEMPAT BERDASARKAN ANALISIS NEWMAN DITINJAU DARI PERBEDAAN GENDER (Studi Kasus pada Siswa Kelas VII SMPN 20 Surakarta) Siswandi, Erlan; Sujadi, Imam; 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

Abstract: The aim of this research was to identify the types of students error at 7th grade of SMPN 20 Surakarta in solving contextual mathematical problems on quadrilateral topic by using Newman’s error analysis viewed from gender differences. The type of this research is a qualitative research. Subject’s selection procedure was by using purposive sampling. There are 6 subjects in this research. Data collection technique was task-based interviews. The validity was determined by time triangulation. The data analysis was Miles and Huberman model including reduction, data displays, and conclusion. The results of this research showed as follows. The types of male students error in solving contextual mathematical problems based on Newman’s error analysis were: (1) The male subject with high initial made the mistakes including transformation error and encoding error. (2) The male subject with normal initial made the mistakes including transformation error and encoding error. (3) The male subject with low initial made the mistakes including transformation error, process skills error, and encoding error. The types of female students error in solving contextual mathematical problems based on Newman’s error analysis were: (1) The female subject with high initial made the mistakes including transformation error and encoding error. (2) The female subject with normal initial made the mistakes including transformation error and encoding error. (3) The female subject with low initial made the mistakes including comprehension error, transformation error, process skills error, and encoding error.Keywords: Contextual Problem Solving, Analysis Newman, and Gender 
Analisis Proses Pembelajaran Matematika Berdasarkan Kurikulum 2013 pada Materi Pokok Peluang Kelas X SMA Negeri 1 Surakarta Kuncara, Adi Wahyu; Sujadi, Imam; Riyadi, Riyadi
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

Abstract: The aims of research was to describe the teacher understanding of 2013 curriculum-based learning process and assessment, learning process and assessment based on the 2013 curriculum  in main subject of probability in classroom X SMA Negeri 1 Surakarta. This research used the qualitative method with the case study approach, by deeply studying  the learning activities so as to describe the learning process taking place in the mathematics learning, especially the material of probability. The subject of research was mathematics teacher of the tenth grade of SMA Negeri 1 Surakarta with the criterion of having attended the training about 2013 curriculum. The data in this study were: (i) teacher’s understanding of the learning and assessment process based on  2013 curriculum (ii) mathematics learning process that imparting knowledge, attitudes, and skills with scientific approach (iii) the assessment process of knowledge, attitudes, and skills. Step analysis of the data in the study carried out in three stages, namely data reduction, data presentation, and withdrawal conclusion. The results of this study are as follows. (i) The learning process in curriculum 2013 was centered on the students, and the teacher merely functions as a facilitator. In addition, the learning process was not the only aspect of the knowledge imparted to students but the learning process in 2013 curriculum inculcate attitudes and skills aspects as well. According to teacher, assessment process using the aspects of knowledge, it can be a matter of testing and instrument description, aspects of attitude by observing and instrument in the form of sheets of observations, as well as aspects of skills with the practice tests or portfolios and instrument in the form of a rubric. (ii) Observed activities carried out by asking the students to listen to the explanation given by the teachers. The questioning activities carried out by asking questions to the students related to the material being studied. Information gathering activities that occur are students reading books and worksheets to answer the question or questions given by teacher. In this information gathering activities of teachers instill active attitude to the students. Inform process activities occur that students use information obtained from books and worksheets to answer the questions given by the teacher. On inform process activities, teachers inculcate cooperation and responsibility to the students. Communicated activities carried out by asking students to write the results of group discussions in class. (iii) Knowledge assessment process conducted by giving a quiz to the student at the end of learning and the instrument that is used in the form of a description. The attitude assessment process was carried out during the learning process. Teachers assess students attitudes to the observation technique. Skills assessment process were carried out during the learning process. Teachers assess students skills when communicating with the activities of the students and see the results of the discussion by looking at the results of the quiz given to students.Keywords : mathematics learning process, scientific approach, assessment process, curriculum 2013
RESPON SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA PADA MATERI GEOMETRI BERDASARKAN TAKSONOMI SOLO DITINJAU DARI TINGKAT METAKOGNISI SISWA KELAS X SMA NEGERI 1 CEPU Salistiyani, Salistiyani; Usodo, Budi; Pramudya, Ikrar
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

Abstract: This research aimed to describe the response of the 10th graders of SMA 1 Cepu to solve the mathematic problem in geometric material based on SOLO taxonomy in the students with high, medium and low metacognitive ability. This study was a qualitative research with nine students in the 10th graders of SMA Negeri 1 Cepu: three students with high, three with medium and three with low metacognition abilities. The subject of research was selected using purposive sampling technique. Techniques of collecting data used were written test and interview. Data validation was carried out using time triangulation. Technique of analyzing data used included data collection, data reduction, data display and verification. The result of research showed that the students’ response to solve mathematic problem based on SOLO taxonomy (1) The response of students with high metacognitive level, students could solve the unistructural, multistructural, and relational problem but they couldn’t solve the extended abstract problem, from the response given, it could be concluded that the students with high metacognition occupied the relational level (2) The response of students with medium metacognition, the students could solve the unistructural problem but they couldn’t solve the multistructural, relational and extended abstract problem. Based on the response given, it could be concluded that the students with medium metacognition still occupied unistructural level. (3) The response of students with low metacognition, students could solve unistructural but there was exist the students who couldn’t answer unistructural problem because they did not have any aspect to solve the problem, in addition students coldn’t also to solve multistructural, relational, and extended abstract problem. Based on the response given, it could be concluded that the students in low metacognition category occupied prestructural and unistructural level.Key words: students’ response, SOLO taxonomy, metacognitive ability
ALUR PIKIR GURU MATEMATIKA DALAM MEMBELAJARKAN SUATU KOMPETENSI DASAR DI KELAS VII SMP (Studi Kasus pada Guru Matematika SMP Negeri 1 Karanganyar) Wulandari, Asih; Sujadi, Imam; Kusmayadi, Tri Atmojo
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

Abstract: The objective of this research is to describe the mindset of Mathematics teachers in planning and implementation of learning process of a basic competency in Grade VII of State Junior High School 1 of Karanganyar. This research used the qualitative approach with the case study. The subjects of research were Mathematics teachers in Grade VII of State Junior High School 1 of Karanganyar, an experienced Mathematics teacher and a young Mathematics teacher. The data of research were collected through documentation, interview, and observation, and validated by using the source triangulation. The data that did not match were used as other findings. The data were analyzed by using the technique of data analysis from Miles and Huberman, by reducing the data, displaying the data, and drawing the conclusion. The results of this research are the mindset of teachers in the planning of the learning process begins with determining the basic competencies  of each Core Competencies by examining the syllabus and describing it into indicators of competency achievement through School’s Subject Teachers Forum, designing learning objectives, determining learning materials, and determining learning activities with scientific approaches. The designing of the assessment tools begins with describing the basic competencies of each core competency into indicator of competency achievement, determining assessment technique, and designing assessment tools. The mindset of teachers in implementation of the learning process refers to the Lesson Plan. It is shown by the use of scientific approaches, various learning methods that emphasize on the student-centered learning and authentic assessment.Keywords: Mindset of mathematics teacher, Lesson Plan,  learning process, curriculum 2013.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR AND SHARE (TPS) DAN TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BANGUN RUANG SISI LENGKUNG DITINJAU DARI KECERDASAN SPASIAL Zuhanisani, Virlina; Budiyono, Budiyono; Subanti, Sri
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

Abstract: The purpose of this study was to determine the effect of the learning models on the learning achievement in Mathematics viewed from the spatial intelligence of the students. The learning models compared were the cooperative learning model of the Think Pair And Share (TPS) type with scientific approach, Team Assisted Individualization (TAI) model type with scientific approach, and classical model with scientific approach. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade IX students of Junior High Schools in Grobogan Regency. Instruments used for data collection were mathematics achievement test and spatial intelligence test. Data analysis tecnique was used to test the hypothesis was  two-ways analysis of variance with unbalanced cell as a 3x3 factorial design. Based on the hypothesis, the results of the study can be explained as follows. (1) Scientific TPS got better achievement than scientific TAI and with scientific classical, scientific TAI got better achievement than scientific classical. (2) Students with high spatial intelligence got the same achievement as middle spatial intelligence. In addition, students who had high and middle spatial intelligence got better achievement than those who had low spatial intelligence. (3) In the spatial intelligence of high category, the achievement of the students who were treated with scientific TPS was better than those who were treated with scientific TAI and treated with scientific classical, students treated who were with scientific TAI got same achievement with those treated who were with scientific classical. In the spatial intelligence category of middle and low, with scientific TPS, with scientific TAI and with scientific classical gave the same achievement. (4) In the with scientific TPS, the students who had high spatial intelligence got the same achievement with middle spatial intelligence. In addition, the students who had high and middle spatial intelligence got better achievement than those who had low spatial intelligence. In the with scientific TAI and with scientific classical, the students who had high, middle, and low spatial intelligence got same achievement.Keywords: Think Pair And Share, Team Assisted Individualization, Classical, Scientific Approach, Spatial Intelligence.
MENDAPAT PEMBELAJARAN BERBASIS MASALAH DENGAN SISWA YANG MENDAPAT PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE DITINJAU DARI GAYA BELAJAR SISWA SMP NEGERI SE-KOTA METRO, LAMPUNG TAHUN PELAJARAN 2014/2015 Pratama, Yulian Surya; Budiyono, Budiyono; Slamet, Isnandar
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 purpose of this research was to know the effect of the learning models on the problem solving ability and mathematics communication ability viewed from the learning style. The learning models compared were Problem Based Learning, Think Pair Share learning and Classical. The type of this study was a quasi-experimental study with a 3 x 3 factorial design. The study population was all grade VIII students of Junior High School in Metro city. Sample was collected by stratified cluster random sampling and consisted of 245 students which where divided into three groups,  83 students in Experimental Group 1, 81 students in Experimental Group 2, and 81 students in Control Group . The instruments of the research include problem solving ability test, mathematics communication ability test and learning style test. The technique of analyzing data used the two-way multivariate analysis of variance with unbalanced cell. The results of this research could be concluded as follows. (1) Problem Based Learning and Think Pair Share have better problem solving and mathematics communication ability aspects than the Classical learning, Besides that, Think Pair Share and Classical Learning  have the same problem solving and mathematics communication ability; (2) The students who have visual learning style have better problem solving and mathematics communication ability than students who have kinesthetic learning style. In addition, students with auditory learning style have the same problem solving and mathematics communication ability as kinesthetic learning style (3) In each of the learning style, the learning model of Problem Based Learning give a better problem solving and mathematics communication ability than the Classical model, and the cooperative learning model of Think Pair Share and Classical Learning give the same problem solving and mathematics communication ability; (4) In each learning model, the students with visual and auditory learning style have better problem solving and mathematics communication ability than students who have kinesthetic learning style, and the students with visual and auditory learning style have the same problem solving and mathematics communication ability.Keywords: Problem Based Learning, Think Pair Share, Learning Style, Problem Solving Ability, Mathematics Communication Ability.
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING, TEAM ASSISTED INDIVIDUALIZATION DAN STUDENT TEAMS ACHIVEMENT DIVISIONS DENGAN PENDEKATAN SAINTIFIK TERHADAP PEMAHAMAN KONSEP DAN KETRAMPILAN KOMPUTASI MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT Ardiyanto, David; Budiyono, Budiyono; Usodo, Budi
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 aim of this research was to know the effect of the Problem Based Learning (PBL), Teams Assisted Individualization (TAI), and Students Teams Achievement Divisions (STAD) with the scientific approach  viewed from students Adversity Quotient (AQ). The results of the research were as follows. (1) Students who were subjected to the PBL have a better understanding of concepts than students with the TAI while students were subjected to TAI have the same understanding of concepts as students who with STAD (2) Students who were subjected to the PBL have the same computing skills as students with the TAI, and TAI have the same computing skills as students with STAD, but students who were subjected to the PBL have better computing skills than students with STAD. (3) Students with high AQ have better conceptual understanding than students with medium and low AQ, and the students with medium AQ were better than low AQ. (4) Students with high AQ has better computing skills than students with medium and low AQ, and students with medium AQ have the same computing skills as low AQ. (5) In each of the learning model, students with high AQ have a better understanding of concepts than students with medium and low AQ, and students with medium AQ have a better understanding of concepts than low AQ. (6) In each of the learning model, students who have high AQ have better computing skills than students who have medium and low AQ, and students with medium AQ have the same computing skills equally as students who have low AQ. (7) In each AQ, students were subjected to the PBL have better understanding of concepts than students who were subjected to the TAI while students who were subjected to TAI have the same understanding of concept as with students who were subjected to the STAD. (8) In each AQ, students with the PBL have the same computing skills as students with TAI, students with TAI have the same computation skills as students of  STAD, but students who were subjected to the PBL has the computing skills has better than students with STAD.Keywords : Learning model of PBL, TAI, STAD, scientific approach, Adversity Quotient (AQ), conceptual understanding, computation skill.
EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, SNOW BALLING, DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI GAYA BELAJAR SISWA SMP SWASTA DI KABUPATEN PONOROGO TAHUN PELAJARAN 2014/2015 Mubarok, Ahmad Husni; Kusmayadi, Tri Atmojo; Sujadi, Imam
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 purpose of this research was to investigate the impact of the learning model toward student’s mathematics achievement seen from student’s learning style. The learning models compared were Discovery Learning, Snow Balling and Problem Based Learning using scientific approach (DL-S, SB-S, and PBL-S). This research was the quasi experimental with factorial design 3x3. The populations of this research was students at eight grade of private Junior High school in Ponorogo in the academic year of 2014/2015. The size of the sample was 336 students, consisted of 115 students in the first experimental group, 107 students in second experimental group and 114 students in third experimental group. The instruments consisted of learning achievement test and questionnaire of learning style. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. The  results of  the  research were. (1) Learning achievement using DL-S learning model is better than that of SB-S, learning achievement using DL-S learning model is better than that of PBL-S, SB-S and PBL-S learning model have the same achievement. (2) Visual students have better mathematics achievement than auditory and kinesthetic students, auditory and kinesthetic students have the same achievement (3) In visual, auditory, and kinesthetics students, DL-S have better achievement than SB-S and PBL-S, SB-S and PBL-S have the same achievement. (4) In DL-S, SB-S, and PBLS, visual and auditory students have better achievement than kinesthetics students, auditory and kinesthetics students have the same achievement.Keywords: scientific approach, DL-S, SB-S, PBL-S learning, learning style, learning achievement
PENGEMBANGAN MODEL PEMBELAJARAN INDUKTIF BERBANTUAN CABRI 3D (IBC) YANG DAPAT MENGEMBANGKAN INTUISI SISWA SMA DALAM MENYELESAIKAN MASALAH MATEMATIKA MATERI DIMENSI TIGA Wulandari, Lina; Usodo, Budi; Subanti, Sri
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 purposes of this study are to investigate process and products of IBC, in order to construct Grade X High School Student’s intuitions in three dimensional space material with validly, practically and effectively way of problem-solving. This research adopts the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) procedure. Subjects are 40 students of SMA N 1 Sukoharjo. Results of this research are: 1) IBC is completed with social system, support system, reaction system, instructional impact and following impact; 2) learning instruments such lesson plan, students worksheets, and the guideline for teacher; and 3) IBC said to be valid based on learning device experts assessment are 3,30, material experts assessment are 3,71, media experts are 3,46, learning model expert are 3,44 and the practitioners assessment are 3,44. IBC said to be practice is reviewed from teachers observation for syntax fulfillment is 3,45 and thestudents percentage who answered the students worksheets correctly is 78,33%. The effectiveness of IBC in term of students response after the implementation is 76,20. And there is a progress of intuitions application on three dimensional space material problem-solving after this model implementation as well.Keywords: IBC, intuitions, Cabri 3D
EKSPERIMENTASI PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER DENGAN MENGGUNAKAN MEDIA KOMPUTER TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KREATIVITAS BELAJAR SISWA Juniarto, Suci; Mardiyana, Mardiyana; Usodo, Budi
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 purpose of this research was to determine the effect model of learning and creativity of students learning the mathematics achievement. The research was quasi experimental. The population of this research was all students of grade VIII SMP/ MTs Muhammadiyah of the District Surakarta, academic year 2011/2012. Instruments used to collect data were mathematics achievement instrument test and questionnaires creativity students toward mathematics instrument. Data analysis technique used hypothesis test with two-way analysis of variance with unbalanced cells resume test of double comparisons. From the results of the analysis, can be concluded that: 1) the learning achievement in mathematics of the students who were learning mathematics with cooperative learning model NHT computer-assisted media were better than the with cooperative NHT and conventional, however the students who were learning mathematics with cooperative learning model NHT were better than the with conventional, 2) the learning achievement in mathematics of the students with the high learning creativity were better than the ones with the medium and low, however the students with the medium learning creativity were better  than the ones with the low, 3) in the cooperative learning model NHT computer-assisted media, the learning achievement in mathematics of the students with ones who have the high learning creativity were better than the students with the low learning creativity, students with the high learning creativity were as good as the ones who have medium learning creativity, and students with the medium learning creativity were as good as the ones who have low learning creativity as well. In the cooperative learning model NHT and conventional, the students with the high, medium, and low learning creativity had the same achievement in learning mathematics, 4) in the students with the high learning creativity, the learning achievement of the students who were learning mathematics with ones who have cooperative learning model NHT computer-assisted media were better than the students were learning mathematics with cooperative NHT, the students who were learning mathematics with cooperative NHT had the same achievement in learning mathematics with conventional, and the students who were learning mathematics with cooperative learning model NHT computer-assisted media had the same achievement in learning mathematics with cooperative NHT. The students with the medium and low learning creativity had the same achievement in learning mathematics among the ones who were given the cooperative learning model NHT computer-assisted media, NHT, and conventional on solid geometry.Key words: Numbered Heads Together (NHT), Computer media, Conventional Learning Model, Learning Creativity, Achievement Learning Mathematics.

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