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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 KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN QUANTUM LEARNING PADA POKOK BAHASAN STATISTIKA DITINJAU DARI MINAT BELAJAR SISWA KELAS XII SMK KELOMPOK TEKNOLOGI SE-KABUPATEN KEBUMEN TAHUN PELAJARAN 2012/2013 Rizana, Dani
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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Abstract

AbstractThe objective of this research is to investigate: (1) which of the TPS learning model with Quantum Learning approach, the TPS learning model, and the conventional learning model results in a better learning achievement of the students; (2) which of the students with the high, medium, and low learning interest levels have a better learning achievement; (3) which of the students taught in the TPS learning model with Quantum Learning approach, the TPS learning model, and the conventional learning model have a better learning achievement with the high, medium, and low learning interest levels; and (4) which of the students have a better learning achievement in each of the learning interest levels with the TPS learning model with Quantum Learning approach, the TPS learning model, and the conventional learning model. This research used the quasi-experimental method with the factorial design of 3 x 3. The population of this research was all of the 12th-grade students of the engineering vocational secondary schools in Kebumen regency in the academic year of 2012/2013. The data of this research were gathered through documentation, questionnaire, and achievement test. The test on the hypothesis of the research was conducted by using unbalanced Two-way Analysis of Variance. The results of this research are as follows: (1) the TPS learning model with Quantum Learning approach and the TPS learning model result in an equal learning achievement whereas the TPS learning model with Quantum Learning approach results in a better learning achievement than the conventional learning model. However, the TPS learning model and the conventional learning model result in an equal learning achievement; (2) the students with the high learning interest level have an equal learning achievement to those with the medium and low learning interest levels; (3) the TPS learning model with Quantum Learning approach results in an equal learning achievement to the TPS learning model but results in a better learning achievement than the conventional learning model in the high, medium, and low learning interest levels whereas the TPS learning model results in an equal learning achievement to the conventional learning model in the high, medium, and low learning interest levels; and (4) the students with the high learning interest level have an equal learning achievement to those with the medium and low learning interest levels in the TPS learning model with Quantum Learning, the TPS learning model, and the conventional learning model.Keywords: Learning achievement, TPS, Quantum Learning, conventional, and learning interest
EKSPERIMENTASI PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK (PMR) DENGAN METODE DISCOVERY LEARNING PADA MATERI POKOK BENTUK ALJABAR DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIS Jamilah, Jamilah
Jurnal Pembelajaran Matematika Vol 1, No 1 (2013): Pembelajaran Matematika
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Abstract

Abstract: The aim of this research was to reveal the effect of PMR approach with discovery learning method, PMR approach, and directed instruction approach to the mathematics achievement in Algebra Expression viewed from mathematics communication ability. The type of this research was a quasi experimental by 3x3 factorial design. The population in this research was the seventh grade students of junior high school in Pontianak in the academic year 2012/2013. The total of sample was 9 classes and it was taken using stratified cluster random sampling technique. The instrument of research using mathematics achievement test and mathematics communication ability test. The data was analyzed using unbalanced two-way analysis of variance. The conclusion of this research shows that PMR approach with discovery learning method, PMR approach and directed instruction approach give the same mathematics achievement and it shows the same result in each level of mathematics communication ability. Other conclusion also shows that the students who have high mathematics communication ability have better mathematics achievement than the students who have middle or low mathematics communication ability, the students who have middle mathematics communication ability have better mathematics achievement than the students who have low mathematics communication ability, and it shows the same result in each learning approach categories.Key words: PMR Approach, Discovery Learning Method, Directed Instruction Approach, Mathematics Communication Ability, Mathematics Achievement.
PROSES BERPIKIR KREATIF SISWA SMP DALAM PENGAJUAN MASALAH MATEMATIKADITINJAU DARI GAYA KOGNITIF SISWA (Studi Kasus pada Siswa Kelas VIII-H SMP Negeri 1 Sukoharjo Tahun Pelajaran 2012/2013) Komarudin, Komarudin; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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Abstract

Abstract: This study aimed to describe the process of creative thinking of students of SMP Negeri 1 Sukoharjo who have the type of cognitive style field-independent (FI) and field-dependent (FD) in the mathematics problems posing on Wallas steps, namely preparation, incubation, illumination, and verification. This research was a case study. The data collection techniques conducted by using think aloud method. The results showed that the process of creative thinking on: (1) the FI students, namely (a) the preparation, students read silently APP (assignment problem posing), observe the instructions and image information carefully, and students can know the things that are known on first reading of APP; (b) incubation, the students tend to be silent for a moment, it is as a start in developing a mathematical problem; (c) illumination, the students determine the attributes and the things that will be proposed to the problem, students verbalize the problem as he bowed his head, after that, the students write the problem in the worksheet and if something goes wrong on the issues raised, the students tend to immediately fix the problem; (d) verification, the students correct mathematical issues raised, explain the troubleshooting procedures and resolving the issues raised at worksheet, students corrected back problems and the settlement has been made; (2) Students FD, namely (a) the preparation, students read silently APP, observe the instructions and image information on the APP, to find the information and the things that are known, students need to read back the APP; (b) incubation, the students tend to be silent for a moment, this is the first step in preparing mathematics problems, in this step, students were less calm and worried while playing both hands; (c) illumination, the students determine the attributes and things to issues raised by several silent, students write the problem in the worksheet and if something goes wrong on the issues raised, the students tend to replace the problem; (d) verification, the student explains the troubleshooting procedures and resolves the issues raised at worksheet, students corrected the solved problem and solution.Keywords: creative thinking, problems posing, and cognitive style.
ANALISIS PROSES BERPIKIR SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EXTROVERT-INTROVERT DAN GENDER Hasanah, Nana; Mardiyana, Mardiyana; Sutrima, Sutrima
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract

Abstract: This research aims to discribe the thinking process of male and female junior high school students with extrovert and introvert personality type in solving math problems using Polya steps. This research was a descriptive qualitative research. The subjects of this research were 10 junior high school students of 3 Depok Junior High School, consisting of 3 extrovert male students, 2 extrovert female students, 2 introvert male students, and 3 introvert female students. Subject selection procedure was done by purposive and snowball sampling methods. The data collection was conducted by categorizing students’ personality type, giving mathematics test to the research subjects, and interviewing the research subjects. In order to get valid data, the researcher used time triangulation. Technique of data analysis were done by: (1) classifying the data into four problem solving steps: (a) understand the problem, (b) make a plan, (c) carry out the plan, and (d) look back at the completed solution, (2) presenting the data in narrative text, and (3) concluding the thinking process of students in each problem solving steps. Male students with extrovert personality type, in understanding problem using assimilation thinking process, make a plan using assimilation thinking process, in carrying out the plan using accommodation thinking process, and look back the completed solution using assimilation thinking process. Female students with extrovert personality type, in understanding problem, make a plan, carry out the plan, and look back the completed solution using assimilation thinking process. Male students with introvert personality type, in understanding problem, make a plan, carry out the plan, and look back the completed solution using assimilation thinking process. Female students with introvert personality type, in understanding problem, make a plan, and looking back the completed solution using assimilation thinking process, and then in carry out the plan using incomplete assimilation thinking process.Keywords: Thinking Process, Problem Solving, Extrovert and Introvert Personality,Gender
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TGT BERBASIS ASSESMENT FOR LEARNING (AfL) DITINJAU DARI GAYA KOGNITIF SISWA A, Ilham Rais; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract

Abstract: The aims of this research were to investigate: (1) which learning model of the cooperative learning model of the AfL-based TGT type, that of TGT, and the conventional learning model results in a better learning achievement; (2) which cognitive style type of the field dependent and the field independent results in a better learning achievement; (3) in each learning model (the cooperative learning model of the AfL-based TGT type, that of TGT, and the conventional learning model) which cognitive style results in a better learning achievement; and (4) in each cognitive style type (the field independent  and the field dependent), which learning model results in a better learning achievement. This research used the quasi experimental research method. The samples of the research consisted of 302 students. The instruments consisted of the test of learning achievement and cognitive style. The data was analyzed using the unbalanced two- way analysis of variance. The results of the research were as follows: (1) the cooperative learning model of the AfL-based TGT type results in a better learning achievement than that of the TGT type or the conventional learning model, and the cooperative learning model of the TGT type results in a better learning achievement than the conventional learning model; (2) the students with the cognitive style of the field independent has a better learning achievement than those with the cognitive style of the field dependent; (3) in that each learning model, the students with the cognitive style of the field independent have a better learning achievement than those with the cognitive style of the field dependent; and (4) in that each cognitive style, the cooperative learning model of the AfL-based TGT results in a better learning achievement than that of the TGT type or the conventional learning model, and the conventional learning of the TGT type results in a better learning achievement than the conventional learning model. Key words: TGT, AfL, Cognitive Style, and Learning Achievement.
PROSES BERPIKIR SISWA KELAS VII SEKOLAH MENENGAH PERTAMA DALAM MEMECAHKAN MASALAH MATEMATIKA MATERI POKOK BANGUN DATAR BERDASARKAN PERSPEKTIF GENDER Sukowiyono, Sukowiyono; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract

Abstract: This research aimed to find out the thinking process VII Graders of Junior High School in mathematics problem solving in plane geometry. This study was a descriptive qualitative research. The subject of research was the VII graders of SMP (Junior High School) Muhammadiyah 1 Surakarta consisting of four students. The subject was selected based on gender, mathematics ability and either spoken or written communication fluency. The data collection was conducted using think aloud technique. Data analysis was conducted based think aloud protocol. Then, time triangulation was conducted between the first and the second problems, and then method triangulation was done to obtain valid research subject data.This research finally provide the student’s thinking process as follows. The male students: 1) understand and analyze the problem by mentioning what they know and what asked, the thinking process used is the process of establishing cognition, 2) design and plan solution, used the thinking process of opinion establishment, 3) look for solution to problem solving, used thinking process of decision making and conclusion drawing, 4) examine the solution, could estimate mentally by writing nothing he did, the thinking process in this step was decision making thinking process. Female students: 1) understand the problem using thinking process of establishing cognition, to mention easily and correctly what they know in the problem and to mention what asked, 2) design and plan the solution using thinking process of opinion establishment and cognition establishment. could link the what known and what asked, 3) look for solution to problem using thinking process of decision making and conclusion drawing, 4) examine the solution, it is consistent with the students that can examine and investigate the prepared solution.Keywords: thinking process, mathematics problem solving, gender.
PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN DESAIN DIDAKTIK UNTUK MENGURANGI HAMBATAN BELAJAR SISWA PADA TOPIK SEGIEMPAT DALAM PEMBELAJARAN MATEMATIKA SMP Mustika, Aulia Musla; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract

Abstract: The purpose of this study were to: (1) describe the student’s learning obstacle and related topics quadrilateral learning device that could reduce the learning obstacle, especially on quadrilateral, (2) develop the prototype of learning devices with didactical design on the topic quadrilateral, and (3) test the effectiveness of learning device which were developed in didactical  design on the topic quadrilateral.The research method used was Research and Development with the steps of research: (1) preliminary research, (2) product design, (3) product validation, (4) revised product, (5) preliminary field testing, (6) main product revision; (7) main field testing; (8) revised product, and (9) effectiveness test. The results of the research were as follows.(1) Type of learning obstaclerelated to quadrilateral were: (a) learning obstaclerelated to the context information on the variation of matter; (b) learning obstaclerelated to the concept image of the base, height and other components of quadrilateral;(c) learningobstacle related to the relationship between the perimeter and area among the type of?aquadrilateral; (d) learning obstacle related to students ability to solve the problems about quadrilateral which should be constructed in advance; and (e) learning obstacle related to the connection among the perimeter and area of??a quadrilateral without her mathematical concepts. Based on the learning obstacles, drafted a learning device that consists of a lesson plans, work sheets and response prediction and didactical antisipation. (2) Identification of learning obstacle used as a reference to develop learning device. Learning device then validated and revised for a preliminary field testing. In the preliminary field testing, there were still many students who made mistakes in solving the given problems. It was pointed out as learning obstacle. Analysis based on observation sheets, questionnaires, tests and interviews indicated that the device was too difficult for the students.. However, after the revision tested in the main field testing, the students began to decrease learning obstacles. (4) Test showed that the achievement of students who used the didactical learning devise better than student achievement with conventional learning. Keywords: development, learning obstacle, didacticdesign, quadrilateral.
PROSES BERPIKIR SISWA SMP DALAM MENYELESAIKAN MASALAH MATEMATIKA BERDASARKAN LANGKAH-LANGKAH POLYA DITINJAU DARIADVERSITY QUOTIENT Widyastuti, Rany; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract: The aims of this research are to describe the thinking process of junior high school students with type of climber, camper, and quitter in solving mathematics problems based on Polya’s rule. This was a qualitative descriptive research. The subjects of this research were taken by using a combined technique of stratified sampling and purposive sampling. The subjects of this research were three 9th grade student of SMP Negeri 1 Jaten Karanganyar regency, which consists of astudent with climber’s type, a student with camper’s type, and a student with quitter’s type. The data collection in this research was conducted through questionnaires and task-based interview technique whichwereused in the subject matter of two variable linear equation system.Thedata validationtechnique used triangulationof time andreferences. The data was analyzed by usingMiles and Huberman’s concept, that was data’s reduction, data’s presentation, and conclusion. The result of this research showed that (1) climber’s student used assimilation thinking process in understanding the problem, devising a plan, carrying out the plan, and looking back the answer, (2) camper’s student used assimilation thinking process in understanding the problem, carrying out the plan, and looking back the answer, student used assimilation and accomodation thinking process in devising a plan, and (3) quitter’s student used imperfection assimilation and accomodation thinking process in understanding the problem, student didn’t use assimilation and accomodation thinking process in devising a plan, carrying out the plan, and looking back the answer.Keywords: thinking process, problem solving, Polya’s rule, Adversity Quotient (AQ)
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN THINK PAIR SHARE (TPS) PADA MATERI TRIGONOMETRI DITINJAU DARI KECERDASAN LOGIKA MATEMATIKA SISWA KELAS X SMA DI KABUPATEN SUKOHARJO Ningsih, Sri Hartati; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student’s logical mathematical intelligence. The learning model compared were Group Investigation of cooperative learning model, Think Pair Share of coopeartive learning model, and direct instruction model. The type of the research was a quasi-experimental research. The population of this research was all of the X grader of State Senior High School (SMA) in Sukoharjo Regency. The sample was taken using stratified cluster random sampling, with 321 students as the sample consisting 108 students for first experiment class, 108 students for second experiment class, and 105 students for control classes. The result of research showed that: (1) group Investigation of cooperative learning model gave the best achievement among the models Think Pair Share of cooperative learning model and direct instruction model, and Think Pair Share of cooperative learning model gave better achievement than direct instruction model, (2) group of student with high logical mathematical intelligencehad the best achievement among the models group of student with middle logical mathematical intelligence and group of student with low logical mathematical intelligence, and group of student with middle logical mathematical intelligencehad better achievement than group of student with low logical mathematical intelligence, (3) at each logical mathematical intelligence categories (high, middle, and low), Group Investigation of cooperative learning model gave the best achievement among the models Think Pair Share of cooperative learning model and direct instruction model, and Think Pair Share of cooperative learning model gave better achievement than direct instruction model, (4) at each learning models (Group Investigation of cooperative learning model, Think Pair Share of cooperative learning model, and direct instruction model), group of student with high logical mathematical intelligencehad the best achievement among the models group of student with middle logical mathematical intelligence and group of student with low logical mathematical intelligence, and group of student with middle logical mathematical intelligencehad better achievement than group of student with low logical mathematical intelligence. Key words: Group Investigation, Think Pair Share, and Logical Mathematical Intelligence
ANALISIS PROSES BERPIKIR KREATIF SISWA SEKOLAH MENENGAH KEJURURUAN (SMK) DALAM PEMECAHAN DAN PENGAJUAN MASALAH MATEMATIKA PADA MATERI PERSAMAAN KUADRAT Prianggono, Agus
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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Abstract : This research was aimed at identifying and describing students creativity level, creative thinking process and the factors which cause the students became not creative in solving and posing mathematics problems. This study was a descriptive qualitative research, which used case study method. Identifying the students’ creativity level and the steps of creative thinking were conducted by problem-solving and problem-posing tasks (TPPM). The creativity levels divided into three levels, namely creative, less creative and not creative. The creativity criteria were based on the fluency, flexibility and originality. The stages of creative thinking process were refered to creative thinking model developed by Wallas which has some stages. They are preparation, incubation, illumination, and verification. The data analysis was conducted using Miles and Huberman model. At the preparation stage, less creative students were able to gather relevant information to solve the problem. At the incubation stage, less creative and not creative students were need time to recall what they have learned previously. Not creative students tended to stop and did not find any idea to solve the problem. At the illumination stage, less creative students were able to find ideas, but only give a single solution and did not give another solution. At the verification stage, less creative students and not creative students re-checked their work. The factors which cause the students became not creative in solving and posing the problem were: students failed in finding ideas to complete the task, which had never been done before. Students were trapped in using only a way in solving and posing problems. They weren’t able to use various ideas in solving and posing the problems.Keywords : creativity, problem-solving, problem-posing, creative thingking processes.

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