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Jurnal S2 Pendidikan Matematika
Published by Universitas Sebelas Maret
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Education Mathematics
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Articles 369 Documents
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STRATEGI GURU DALAM MEMBELAJARKAN MATEMATIKA PADA MATERI LINGKARAN KEPADA ANAK TUNAGRAHITA (Studi Kasus pada Siswa Kelas VIII SLB Muhammadiyah Cepu) Utami, Anita Dewi; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: The aim of this study was to describe teacher?s strategy in teaching mathematics on the topic of circle to intellectual disability students in SLB Muhammadiyah Cepu. The subject of this  study was classroom mathematics teacher and all students of eighth grade of SLB Muhammadiyah Cepu. The data of this study was teacher?s strategy in teaching mathematics on the topic of circle taken from the result of recording transcription of teaching and learning process through two observations. The data validity technique used in this study was member check, a process of data checking taken by the researcher from the subject of the study to examine the possibilities of different assumptions. The result reveal that in opening activity (pre-activity) and closing activity (post-activity), teacher implemented movement and rhythm strategy by asking the students to sing circle song. While in the main activity, teacher?s strategy in teaching mathematics on the topic of circle was dealing with conceptual knowledge by implementing  Bruner?s learning theory at enactive stage, it is by introducing the concept of the form of circle with some learning media to students. Then, the teacher?s strategy in teaching mathematics on the topic of circle which deals with procedural knowledge was by implementating guided discovery model, it is by guiding the students to do activity to count the circle?s  circumference by using thread. But, because of the limitation of the mentally handicapped students? intellectuality, the guided discovery model which was implemented by the teacher was firstly by giving some examples to the students, then asking the students to practice to find the circle?s circumference from the length of the thread by the students themselves.Keywords: teacher?s strategy, conceptual knowledge, procedural knowledge, mathematics teaching learning, student with intellectual disability.
ANALISIS BERPIKIR KRITIS SISWA DALAM PEMECAHAN MASALAH MATEMATIKA BERDASARKAN POLYA PADA POKOK BAHASAN PERSAMAAN KUADRAT (Penelitian pada Siswa Kelas X SMK Muhammadiyah 1 Sragen Tahun Pelajaran 2013/2014) Fatmawati, Harlinda; Mardiyana, Mardiyana; Triyanto, Triyanto
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract : This research aims were to describe: (1) students? level of critical thinking, (2) students? process of critical thinking in problem solving based on Polya, (3) factors influencing students? process of critical thinking. This was a descriptive qualitative research. Subject of the research was students grade X AP 1 of SMK Muhammadiyah 1 Sragen consisting of four students. Subject was selected using purposive sampling. Instrument of collecting data were observation, problem solving test and interview. Validity of the data was tested using triangulation method. The data were analyzed by: (1) classifying the data in level of critical thinking based on indicators of critical thinking stated by Ennis; (2) analyzing each critical thinking level based on four steps of Polya?s problem solving; (3) analyzing factors influencing students? process of critical thinking. From the research on 36 students, the results of students? level of critical thinking are 19.4% for critical thinking level 0, 72.2% for critical thinking level 1, 5.6% for critical thinking level 2 and 2.8% for critical thinking level 3. Students? process of critical thinking in (a) understanding problems, critical thinking level 0 was not able to construct point of the problems and reveal the facts, critical thinking level 1, 2, and 3 were able to construct point of the problems and reveal the facts; (b) making a plan, critical thinking level 0 was not able to detect the bias and determine theorem in solving problems, critical thinking level 1 was not able to detect the bias but was able to theorem in solving problems, critical thinking level 2 and 3 were able to detect the bias and determine theorem in solving problems; (c) carrying out the plan, critical thinking level 0 was not able to solve problems as the planning, critical thinking level 1, 2 and 3 were able to solve problems as the planning; (d) looking back the completed solution, critical thinking level 0 and 1 were not able to select logical argument and to draw conclusion, however, critical thinking level 1 was able to solve the problems using another method, critical thinking level 2 was not quite able to select logical argument and to draw conclusion, but it was able to solve the problems using another method, and critical thinking level 3 was able to select logical argument, to draw conclusion and to solve the problems using another method. Factors influencing students? process of critical thinking are students were not accustomed to solve story problems so that they were not able to understand the problems, students found it difficult to construct Mathematics model, and students were accustomed to solve questions using only one method.Key words: Critical thinking, Polya?s problem solving, Process of critical thinking, Level of critical thinking.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN JIGSAW II PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KARANGANYAR TAHUN PELAJARAN 2013/2014 Ahmad, Ahmad; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: The objectives of this research were to investigate: (1) which learning model of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning model results in a better learning achievement, (2) which students among the students with the high, moderate, and low spatial abilities have a better learning achievement, (3) in each of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning which students among the students with the high, moderate, and low spatial abilities have a better learning achievement, and (4) in each of the high, moderate, and low spatial abilities  which learning model of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning model results in a better learning achievement. This research used the quasi experimental research method with the factorial design of . Its population was all of the students of State Junior Secondary Schools of Karanganyar regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 285 students, and they were divided into three classes, namely: 96 in Experimental Class I, 95 in Experimental Class II, and 94 in Control Class.  The data of the research were gathered through test of spatial ability and test of learning achievement in Mathematics. The proposed hypotheses of the research were analyzed by using the two-way analysis of variance with unbalanced cells. The results of the research are as follows. 1) The cooperative learning model of the GI type results in a better learning achievement than the direct learning model, but results in the same good learning achievement in Mathematics as the Jigsaw II learning model, and the Jigsaw II learning model results in a better learning achievement than the direct learning model. 2). The students with the high spatial ability and those with the moderate spatial ability have a better learning achievement in Mathematics than those with the low spatial ability, but the students with the high spatial ability have the same good learning achievement in Mathematics as those with the moderate spatial ability. (3) in each of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning, students with the high spatial ability have the same good learning achievement in Mathematics as those with the moderate spatial ability, and both the students with the high spatial ability and those with the moderate spatial ability have a better learning achievement in Mathematics than those with the low spatial ability. 4) in each of the high, moderate, and low spatial abilities,  the Cooperative learning model of the GI type and the Jigsaw II learning model result in a better learning achievement in Mathematics than the direct learning model, but the cooperative learning model of the GI type results in the same good learning achievement as the Jigsaw II learning model.Keywords: Group Investigation (GI), Jigsaw II, learning achievement, and spatial ability.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN STRATEGI PETA KONSEP PADA MATERI SEGIEMPAT DITINJAU DARI KEMAMPUAN SPASIAL PESERTA DIDIK Yuwono, Muhammad Ridlo; Budiyono, Budiyono; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): 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 was to know the effect of the learning models on the learning achievement of quadrangle viewed from the spatial ability of the students. The learning models compared were the cooperative learning model of the TGT type with concept mapping strategy, the cooperative learning model of the TGT type, and the direct learning model. This research used the quasi experimental method. Its population was all of the students in grade VII of State Junior Secondary Schools of Pati regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisted of 325 students. They were grouped into three groups, namely: 109 in experimental group 1, 110 in experimental group 2, and 106 in control group. The instruments to gather the data were test of achievement on the learning topic of quadrangle, and test of spatial ability. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalanced cells. The results of the research were as follows. (1) The cooperative learning model of the TGT type with concept mapping strategy results in a better learning achievement than the cooperative learning model of the TGT type and the direct learning model, but the cooperative learning model of the TGT type results in the same learning achievement as the direct learning model. (2) The students with the high spatial ability had the same learning achievement as those with the moderate spatial ability, but the students with the high spatial ability and those with the moderate spatial ability had a better learning achievement than those with the low spatial ability. (3) In each category of the spatial abilities, the cooperative learning model of the TGT type with concept mapping strategy results in a better learning achievement than the cooperative learning model of the TGT type and the direct learning model, but the cooperative learning model of the TGT type results in the same learning achievement as the direct learning model. (4) In each of the learning models, the students with the high spatial ability had the same learning achievement as those with the moderate spatial ability, but the students with the high spatial ability and those with the moderate spatial ability had a better learning achievement than those with the low spatial ability.Keywords: TGT, concept mapping, and spatial ability.
EKSPERIMENTASI MODEL PEMBELAJARAN NESTED DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN KONTEKSTUAL PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA SISWA KELAS VIII MTs PONOROGO TAHUN PELAJARAN 2013/2014 Rivia J, Hefin Dwi; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: The objectives of this study were to know: (1) which one gave students a better learning achievement, Nested learning model and Think Pair Share with Contextual, or Direct Instruction, (2) which one has better learning achievement in mathematics, students who have the level of low anxiety, medium one, or high one. (3) which level of anxiety in learning mathematics gave better learning achievements using Nested learning model and Think Pair Share with Contextual approach, or Direct Instruction, (4) which learning model (Nested and Think Pair Share with Contextual approach, or Direct Instruction) gave better learning achievement in mathematics toward students with high, medium or low anxiety. It was a quasi-experimental study using two independent variables (model of learning and the anxiety of learning mathematics) and one dependent variable (learning achievement of mathematics). The instruments used to collect the data were documentation, testing, and questionnaires. Two-way ANOVA with unequal cell was used to analyze the data. The sample-taking was done using Stratified Cluster Random Sampling. The results of the research were: (1) the learning achievement in Nested learning model is better than learning achievement in Think Pair Share learning model and Direct Instruction, the learning achievement in Think Pair Share learning model is better than Direct Instruction one, (2) students with low anxiety have better learning achievement in mathematics than students with medium and high anxiety, and the ones having medium anxiety have better learning achievement in mathematics than the ones with high anxiety, (3) in Nested, Think Pair Share, and Direct Instruction learning model, the learning achievement in mathematics toward low anxiety students is better than medium and high anxiety students and medium anxiety students learning is better than high anxiety, and (4) in low, medium, and high anxiety students, the learning achievement in Nested learning model is better than Think Pair Share model and Direct Instruction, Think Pair Share model is better than Direct Instruction one.Keywords: Nested, Think Pair Share, Direct Instruction, Anxiety. 
ANALISIS KETERAMPILAN DASAR MENGAJAR MAHASISWA PENDIDIKAN MATEMATIKA DALAM PEMBELAJARAN MIKRO (Studi Kasus pada Mahasiswa Pendidikan Matematika FKIP UNS Tahun Akademik 2012/2013) Frasetyana, Anita Diah; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): 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 basic teaching skills in microteaching of the students majoring in Mathematics Education of the Faculty of Teacher Training and Education of Sebelas Maret University in Academic Year 2012/2013. The subject of this research consisted of two students conducting a microteaching. One of the subject has high academic ability whereas the other subject has low academic ability  Type of the research was a qualitative case study research. The subjects of this research were taken by using the purposive sampling. The technique of analyzing the data was Miles and Huberman concept, namely, data reduction, data presentation, and conclusion drawing. The results of this research are as follows: the skill that the students have mastered in the apperception activity is the skill to conduct apperception by using the questions related to the learning material which is going to be learnt and giving description on the activity and/or scope of learning material of the class meeting; the skill that the students have mastered in asking questions to their  microteaching students is the skill to raise question clearly relevant to the problems discussed; the skill that the students have mastered in the reinforcement is the skill to use non-verbal reinforcement by nodding head and smiling; the skill that the students have mastered in conducting variation in teaching is the skill to vary the volume of voice and the standing position in the classroom; the skills that the students have mastered in explaining are the skills to present the learning material in structured or systematic sequence, to emphasize the important parts, to give examples by following deductive or inductive pattern, and to give feedback; the skill that the students have mastered in group activity is the skill to distribute the chance for their microteaching students to participate and to analyze or extend the view of their microteaching students; the skills that the students have mastered are the skills to give clear instruction and to get their microteaching students prepared by setting the size of the group and the number of the group members as well as to ask their microteaching students to account for their group activity; the skills that the students have mastered in the closing activity are the skills to make summary by either the students themselves and/or by involving their microteaching students and to conduct written test as an evaluation tool in teaching Mathematics.Keywords: basic teaching skill, microteaching, and teaching Mathematics.
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) DENGAN PENDEKATAN ILMIAH (SCIENTIFIC APPROACH) PADA MATERI SEGITIGA KELAS VII SMP SE-KABUPATEN KARANGANYAR TAHUN PELAJARAN 2013/2014 Yuniarti, Titik; Riyadi, Riyadi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Absrtact: The aims of this research were: (1) to describe the Problem Based Learning process with using of  the valid and practical scientific approach to the main subject of  triangle for the VII degree of junior high school, (2) to describe the effectiveness of Problem Based Learning tools by using scientific approach which had been developed. This research run in two phases. The first phase was the process of the development of learning tools used 4-D model. This model consisted of four phases namely, (1) defined phase, (2) designed phase, (3) developed  phase, and (4) disseminated phase. The second phase was the test of the effectiveness of the learning tools that has been developed using experiment method. The population was the students of the VII degree of Tasikmadu junior high school. The sampling was conducted randomly, the one was as the experiment class and the other was as control class. The results of this research were as follows. (1) The development of the learning tools conducted was valid and practical because the equipment that was developed based on the strong rational theory, it had internal consistency, and the learning equipment implicated in the learning process, (2) This learning used Problem Based Learning process with the scientific approach was better than the direct learning. Keywords: Development of learning, problem based learning, scientific approach
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE (TPS) DAN LEARNING CYCLE 5E (LC 5E) DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI TIPE KEPRIBADIAN SISWA Mahmudati, Rina; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): 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 was to investigate the effect of the learning models on learning achievement viewed from the personality type of the students. The learning models compared were the cooperative learning model of the TPS, LC 5E, and the classical learning model with scientific approach. The type of the research was a quasi-experimental research. The instruments used were mathematics achievement test on the topic of function and questionnaire of personality type. The data was analyzed by using two way analysis of variance with unbalanced cells. The conclusions of the research were as follows. (1) The mathematic learning achievement of students treated with TPS learning model was as good as that of those treated with LC 5E model, and that of those treated with TPS learning model was as good as that of those treated with classical learning model with scientific approach, and that of those treated with LC 5E model was better than that of those treated with classical learning model with scientific approach; (2) The mathematic learning achievement of students with sanguine personality was better than that of those with melancholic one but was as good as that of those with choleric and phlegmatic personalities, that of those with choleric personality was better than that of those with melancholic one, and that of those with melancholic personality was as good as that of those with phlegmatic, and that of those with choleric personality was as good as that of those with phlegmatic one; (3) In each type of student personality, it could be found that the students treated with Think-Pair-Share had equally good learning achievement to those treated with LC 5E model, the students treated with TPS had equally good learning achievement to those treated with classical learning model with scientific approach, those treated with LC 5E model had better learning achievement than those treated with classical learning model with scientific approach; and (4) In each type of learning models, it could be found that the learning achievement of students with sanguine personality was better than that of those with melancholic one but was as good as that of those with choleric and phlegmatic personalities, that of those with choleric personality was better than that of those with melancholic one, and that of those with melancholic personality was as good as that of those with phlegmatic, and that of those with choleric personality was as good as that of those with phlegmatic one.Keywords: Learning Cycle 5E, Think-Pair-Share, Classical with scientific approach, personality type 
EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH DAN PROBLEM POSING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN SISWAKELAS VIII SMP NEGERI DI KABUPATEN BANYUMAS TAHUN PELAJARAN 2013/2014 Rini, Juwita; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): 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 was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the reasoning ability of the students. The learning models compared were the problem based learning model, the problem posing learning model, and the direct learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Banyumas regency in Academic Year 2013/2014. The samples of the research were the students of State Junior Secondary School 4 of Purwokerto, State Junior Secondary School 2 of Sokaraja, and State Junior Secondary School 2 of Baturraden. They were taken by using the stratified cluster random sampling. The instruments used to gather the data of the research were test of learning achievement in Mathematics and test of reasoning abilities. The data were analyzed by using the two-way analysis of variance with unbalanced cells. The results of the research are as follows. 1) The problem-based learning model results in the same good learning achievement in Mathematics as the problem posing learning model but results in a better learning achievement in Mathematics than the direct learning model, and the problem posing learning model results in a better learning achievement in Mathematics than the direct learning model. 2) The students with the high reasoning ability have a better learning achievement in Mathematics than those with the moderate and low reasoning abilities, and the students with the moderate reasoning ability have a better learning achievement in Mathematics than those with the low reasoning ability.      3) In the students with the high reasoning ability, the problem-based learning results in the same good learning achievement in Mathematics as the problem posing model but results in a better learning achievement in Mathematics than the direct learning model, and the problem posing model results in the same good learning achievement in Mathematics as the direct learning model. In the students with the moderate and low reasoning abilities, the problem-based learning, the problem posing learning model, and the direct learning model result in the same learning achievement in Mathematics. 4) In the problem-based learning, the students with the high reasoning ability have a better learning achievement in Mathematics than those with the moderate an low reasoning abilities, and the students with the moderate reasoning ability have the same learning achievement in Mathematics as those with the low reasoning ability. In the problem posing learning model, the students with the high reasoning ability have the same learning achievement in Mathematics as those with the moderate reasoning ability, but the students both with the high and moderate reasoning abilities have a better learning achievement in Mathematics than those with the low reasoning ability. In the direct learning model, the students with the high, moderate, and low reasoning abilities have the same learning achievement in Mathematics.Key words: Problem Based Learning, Problem Posing, and Reasoning ability.
EKSPERIMENTASI MODEL PEMBELAJARAN MATEMATIKA PROBLEM POSING DENGAN TEKNIK LEARNING CELL PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI GAYA KOGNITIF SISWA PADA SISWA SMP KELAS VIII DI KABUPATEN SUKOHARJO Supriyanti, Supriyanti; Budiyono, Budiyono; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: This research was aimed at searching and finding: 1) the most effective mathematics learning model among three models, including problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model, 2) more effective student?s cognitive style of field independent and field dependent, 3) more effective student?s cognitive style of field independent and field dependent on each model, and 4) the most effective mathematical learning model among three models, including problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model on each student?s cognitive style. This type of the research was a quasy-experimental research. The population was all students of grade VIII of state junior high school in Sukoharjo regency in 2013/2014. The size of the samples was 302 students consisted of 102 students in the first experimental group, 101 students in the second experimental group, and 99 students in control group. The data instruments used were documents of student?s early achievement, cognitive style questionnaire, and mathematics achievement test. The data was analyzed using analysis of variance. The conclusions of the research were as follows. (1) Problem posing mathematics learning model with learning cell technique is more effective than problem posing model without learning cell technique; problem posing mathematics learning model with learning cell technique is more effective than direct learning model; and problem posing learning model without learning cell technique is more effective than direct learning model, (2) Students having field independent cognitive style have greater achievement than those having field dependent cognitive style, (3) Dealing with problem posing model with learning cell technique, students having field independent cognitive style and field dependent cognitive style have the same achievement; dealing with problem posing learning model without learning cell technique, students having field independent cognitive style have greater achievement than those having field dependent cognitive style; and dealing with direct learning model, students having field independent cognitive style have greater achievement than those having field dependent cognitive style, and (4) To students having field independent cognitive style, problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model give the same student?s achievement; to students having field dependent cognitive style, problem posing model with learning cell technique gives higher student?s achievement than problem posing model without learning cell technique and direct learning model, and problem posing  model without learning cell technique gives higher student?s achievement than direct learning model.Key Words: problem posing, learning cell, cognitive style, achievement

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