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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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EKSPERIMENTASI PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING DITINJAU DARI KEAKTIFAN BELAJAR PESERTA DIDIK SMP NEGERI DI KABUPATEN KARANGANYAR TAHUN PELAJARAN 2012/2013 Santosa, Sabar; Mardiyana, Mardiyana; Sutrima, Sutrima
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract

ABSTRACT: This research aimed to reveal which have a better mathematics achievement of students taught by cooperative learning model of TAI type using CTL, those taught by cooperative learning model of TAI type, or those taught by conventional learning model based on the students’ learning activeness. This research was a quasi-experimental research with the 3x3 factorial design. The population was all the 7rd grader studens of SMP Negeri in Karanganyar regency on academic year 2011/2012. The techniques of data collection were documentation, questionnaires and test method. Prior to balance test, a pre-requisite tests analysis (normality and homogenity test). The proposed hypotheses of the research were tested by using the unbalanced two ways analysis of variance and multiple comparative test with the Sceffe’s test. The result indicates: (1) the mathematics achievement of students taught by cooperative learning model of TAI type using CTL was better than that of students taught by cooperative learning model of TAI type and that of students taught by conventional learning model, and the mathematics achievement of students taught by cooperative learning model of TAI type was better than that of students taught by conventional learning model, (2) the mathematics achievement of the students wth high learning activeness was better than that of students with middle and low learning activeness, and the mathematics achievement of the students wth middle learning activeness was better than that of students with low learning activeness, (3) in the TAI using CTL, the mathematics achievement of the students with high learning activeness was as good as that of the students with the middle learning activeness or the low learning activeness, and in the TAI and in the conventional learning model, the mathematics achievement of the students with the high learning activeness was better than that of the students with the low learning activeness, but was the same that of the students with the middle learning activeness, meanwhile, the mathematics achievement of the students with the middle learning activeness was the same that of the students with the low learning activeness, and (4) in the high learning activeness, the students taught by cooperative learning of the TAI type using CTL, those taught by cooperative learning of the TAI type, and those taught by conventional learning model have the same mathematics achievement, meanwhile, in the middle learning activeness and in the low learning activeness, the mathematics achievement of the students taught by cooperative learning model of TAI type using CTL was better than that of the students taught by conventional learning model, but was the same that of the students taught by cooperative learning model of the TAI type, and the mathematics achievement of the students taught by cooperative learning model of TAI type was the same that of the students taught by conventional learning model. Keywords: TAI using CTL, TAI, Conventional, Learning Activeness, Learning Achievement of Mathematics.  
EKSPERIMENTASI MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT DAN NUMBERED HEADS TOGETHERDENGAN PENDEKATAN MATEMATIKA REALISTIK PADA MATERI LUAS PERMUKAAN BANGUN RUANG DITINJAU DARI KEAKTIFAN BELAJAR Komsatun, Siti; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract

ABSTRACT: The purpose of this research was to determine the effect of learning models with approach on achievement of mathematics viewed from the student active learning. The learning approach compared were Teams Games Tournament with Realistic Mathematics Education (RME) approach, Numbered Heads Together (NHT) with Realistic Mathematics Education (RME) approach, and direct learning. This research was a quasi-experimental research with 3x3 factorial design. The population was all of the 2nd grade students of junior high school in Klaten regency. Sampling was done by stratified cluster random technique. The instruments used to collect data were the prior mathematics knowledge test, activity learning questionnaire, and achievement of mathematics test. The hypothesis test used unbalanced two way anova. The hypothesis test concluded that (1) students who taught  by TGT learning model with RME approach had the same learning achievement of students who taught NHT models with RME approach, students who taughtby TGT model with RME approach have better achievements mathematics learning than students who taught by direct learning, students who taught by NHT models with RME approach mathematics learning achievement better than students who taught by direct learning (2) based onthe results of unbalanced two way anova in each active category (high, medium, low), haven’t  the same learning achievement if taught TGT-RME learning models, NHT-RME, or directly, but based on the results of post hoc test anova have the same in the academic achievement of each activity category (high, medium, low) if taught TGT-RME learning model, NHT-RME, or directly. (3) based on the results of unbalanced two way anova haven’t the same in mathematics achievement in each category learning model(TGT-RME, NHT-RME, direct), between students with high active, medium, or low. However, based on post hoc anova, in each category learning model (TGT-RME, NHT-RME, right), students with high active, medium, or low have the same of mathematics achievement. Keywords: TGT-RME, RME-NHT, active student learning, mathematics learning achievements
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN KONTEKSTUAL BERBASIS LESSON STUDY PADA MATERI BANGUN RUANG SISI LENGKUNG DITINJAU DARI GAYA BELAJAR SISWA KELAS IX MTs NEGERI KABUPATEN MADIUN Umami, Farah; Kusmayadi, Tri Atmojo; Suyono, Suyono
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract

Abstract:This research aims to find out: (1) which one providing better mathematics learning achievement, Jigsaw type of cooperative learning model with Lesson Study based contextual approach, Jigsaw type of cooperative learning model with contextual approach, or conventional learning, (2) which one providing mathematics learning achievement, the students with visual, auditory, or kinesthetic learning styles, (3) in each learning model, which one providing better mathematics learning approach, the students with visual, auditory, or kinesthetic learning styles, (4) in each learning style, which one providing better mathematic learning achievement, Jigsaw type of cooperative learning model with Lesson Study-based contextual approach, Jigsaw type of cooperative learning model with contextual approach, or conventional learning model.This study was a quasi-experimental research with 3x3 factorial design. The population of research was all IX graders of MTs Negeri of Madiun Regency in the school year of 2012/2013 consisting of 13 school. The sampling technique used was stratified cluster random sampling with 259 students as the sample. The school classification based on the Mathematics score in National Examination of 2010/2011 school year obtained MTsN Kare for the sample with high classification, MTsN Sidorejo Wungu for the one with medium classification, and MTsN Rejosari for the one with low classification. The research instrument used was mathematics achievement test and student learning style questionnaire. Technique of analyzing data used was an umbalanced twoway analysis of variance.The conclusions of research were: (1) the jigsaw type of cooperative learning model with lesson study-based contextual approach provided better learning achievement than the one with contextual approach and conventional learning, while the jigsaw type of cooperative learning model provided the achievement as same as the conventional learning did. (2) the students with visual learning style had learning achievement equal to those with auditory learning style, while both of them had better learning achievement than those with kinesthetic learning style. (3) the students with the visual,auditorial and kinesthetic learning style, the jigsaw type of cooperative learning model with lesson study-based contextual approach provided better mathematics learning achievement than jigsaw type cooperative learning with contextual approach and conventional learning, while the jigsaw type of cooperative learning provided the achievement as same as the conventional learning did. (4) in Jigsaw type of cooperative learning model with Lesson Study based contextual approach, Jigsaw type of cooperative learning model with contextual approach, or conventional learning,, the students with visual learning style provided mathematic learning achievement as same as those with auditory learning style337did, while both of them provided better learning achievement than those withkinesthetic learning style.Keywords: Cooperative Learning, Jigsaw, Contextual Teaching and Learning,Lesson Study, Learning Style.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK (PMR) PADA POKOK BAHASAN SEGIEMPAT DITINJAU DARI GAYA BELAJAR SISWA SMP NEGERI DI KOTA SALATIGA TAHUN AJARAN 2012/2013 Sulistiyono, Sulistiyono; Mardiyana, Mardiyana; Sari, Dewi Retno
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract

ABSTRACT: The aims of the research were to determine the effect of learning models on learning achievement viewed from students’ learning styles. The learning models compared were cooperative learning model Numbered Heads Together (NHT) with Realistic Mathematics Education (RME) approach, Numbered Heads Together (NHT) and conventional. This research was a quasi-experimental research using factorial design of 3x3. The population of the research were all students of the Public Junior High Schools (SMP Negeri) in Salatiga City. The samples of the research were seven grade students of SMP Negeri 2, SMP Negeri 5 and SMP Negeri 7 in Salatiga City (85 students for for first experimental class, 83 students for second experimental class, and 86 students for control class). The samples were chosen by using stratified cluster random sampling. In collecting the data, the instruments used were multiple-choice test of learning achievement in mathematics and student learning style questionnaire. The technique of analyzing the data was unbalanced two-ways Anova. The results of the research are as follows: (1) the cooperative learning model NHT with RME approach and cooperative learning model NHT result in the same good learning achievement in mathematics, and both result in a better learning achievement in mathematics than the conventional learning model; (2) there are no any differences in the learning achievement in mathematics of the students with the visual, auditory, and kinesthetic learning styles; (3) in each learning style, the cooperative learning model NHT with RME approach and cooperative learning model NHT result in the same good learning achievement in mathematics, and 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 the same learning achievement in mathematics. Keywords: cooperative learning, NHT, RME, learning style, learning achievement in mathematics.
POLA INTERAKSI GURU DAN SISWA TUNANETRA DALAM PEMBELAJARAN MATEMATIKA DI SMPLB A YKAB SURAKARTA (Studi Kasus Pada Siswa Kelas IX SMPLB A YKAB Surakarta Semester Ganjil Tahun Pelajaran 2012/2013) Khoiriyah, Siti; Sujadi, Imam; Pangadi, Pangadi
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract

with visual impairment in mathematics teaching learning on a conceptual and procedural knowledge in class IX SMPLB A YKAB Surakarta. This research was a qualitative case study, investigating deeply about the interaction of the teacher and the students in order that the interaction pattern can be described in the mathematics teaching learning. The subjects of this research were a mathematics teacher and all students of class IX SMPLB A YKAB Surakarta. The data in this study were in the form of teacher and students interactions obtained from transcriptions of the teaching learning recordings during twice observations. The transcription results were the teacher and the students’ conversations that are further reduced in order to obtain certain conversation related to the teaching learning of conceptual and procedural knowledge. Furthermore, labeling speech act and speech interaction was conducted in the conversation of conceptual and procedural teaching learning. Based on the labeling, speech interaction were categorized into three, namely: 1) speech interaction that was begun with speech act of giving information (BIn), 2) speech interaction that was begun with speech act of performing information (UIn), and 3) speech interaction that was begun with speech act of stimulating information (TIn). Each of the categories was analyzed so that the subjects that are interacting can be examined. The result of the analysis became the data of teacher and students interaction. The technique used to validate the data was time triangulation done by matching the data of the teacher and the students’ interaction taken from the first observation and the data of the teacher and the students’ interaction taken from the second observation.The results of the matching process were used to describe the interaction pattern. The findings of this research were: 1) the interaction pattern of the teacher and the students with visual impairment in mathematics teaching learning on a conceptual knowledge in class IX SMPLB A YKAB Surakarta was a two-way interaction pattern with inter-students interactions.Two-way interactionwith studentteachersis dominatedby theactivities ofthe teacherto giving information (BIN) and the performing information (TIN) to the students. While theinteractionbetween studentsis dominatedbythe activities ofthe studentsto performanceinformation(UIN). 2) the interaction pattern of the teacher and the students with visual impairment in mathematics teaching learning on a procedural knowledge in class IX SMPLB A YKAB Surakarta was a multiple-way interaction pattern (optimal result). Teacherinteractionwith studentsis dominatedby theactivities ofthe teacherto giving information(BIN), andstimulating information(TIN) to the students. Whilestudent interactionwith studentsspreadis dominated bythe performanceof information(UIN).Keywords:interactionpattern, conceptual knowledge, procedural knowledge, mathematics teachinglearning, students with visual impairment
EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) PADA POKOK BAHASAN LIMIT FUNGSI DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA (Penelitian Dilaksanakan di SMA Winarni, Dwi; Budiyono, Budiyono; Sari, Dewi Retno
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: The objectives of this study were to know: (1) which one gives student better learning achievement, Numbered Heads Together learning process, Think Pair Share one  with Contextual Teaching and Learning, or conventional one, (2) which one having 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 gives better learning achievements with Numbered Heads Together learning model, Think Pair Share one with Contextual Teaching and Learning approach one, or conventional one, (4) which learning model (Numbered Heads together, think pair share with contextual Teaching and Learning approach, or conventional) gives better learning achievement  in mathematics  toward the level of low anxiety, medium one , or high one.It was aquasi-experimentalstudy using twoindependent variables(model of learning andthe anxiety of learning mathematics) andonedependent variable(learning achievement of mathematics). The instruments used to collect the data were documentation,testing, andquestionnaires. Two-way ANOVA was used to analyze the data. The sample-taking was done using Sratified Cluster Random Sampling.The results of theresearchare. (1) the learning achievement in Conventional learning model andNumberedHeads Together one areequally well, Think Pair Sharemodelis better thanconventionalone,whileNumberedHeads Togetherandthinkpair share are equally well, (2) the learning achievement in mathematics toward low anxiety and medium one are equally well, low-anxiety learning is better than  highanxiety, medium anxiety and highoneareequally well, (3) in NumberedHeads Together, Think Pair Share, andconventional model, the learning achievement in mathematics toward low anxiety and medium one are equally well, low-anxiety is better than  highanxiety, medium anxiety and highoneareequally well, and (4) the learning achievement inlow, medium, andhigh anxietyat the learning achievement in Conventional learning model andNumberedHeads Together one areequally well, Think Pair Sharemodelis better thanconventionalone,whileNumberedHeads TogetherandThinkPair Share are equally well.   Keywords: Numbered Heads Together, Think Pair Share,Conventional  
EFEKTIVITAS PENERAPAN METODE DISKUSI DENGAN PENDEKATAN MATEMATIKA REALISTIK (PMR) DAN PENDEKATAN QUANTUM LEARNING (QL) DITINJAU DARI TIPE KEPRIBADIAN SISWA UNTUK MENINGKATKAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI DI KABUPATEN LAMPUNG TIM Septianawati, Desty
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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Abstract: The aims of this research are to know: (1) Which one more effective, learning using discussion with realistic mathematics approach, Quantum Learning (QL) or a conventional learning. (2) Which one gives better mathematics learning achievement, student with personality types Sanguine, Melancholy, Choleric or Phlegmatis. (3) Which one more effective for each personality type of students, learning using discussion with PMR, QL or a conventional learning. This research used quasi experimental method with its population included all of students of state junior high school in East Lampung Regency. Sampling was done by stratified cluster random sampling. The size of the samples was 303 students. The data collection technique were the document that was the last of examination the seven grade for initial capability data before the experiment, achievement tests for mathematics student achievement data, and questioner of personality types. The data was analyzed using analysis of variance. The conclusions of the research were as follows: (1) learning mathematics using discussion with PMR is as effective as learning mathematics using the method of discussion with QL. However, learning of mathematics using discussion with PMR approach is more effective than learning mathematics using discussion with conventional approach. Likewise, learning mathematics using discussion with QL approach is more effective than learning mathematics using discussion with conventional approach. (2) Students with personality types of Sanguine, Melancholy, Choleric, nor Phlegmatis have the same mathematics achievement. (3) For each personality type of students, learning using discussion with PMR approach is as effective as using discussion with QL. However, using discussion with PMR and QL approach is more effective than learning mathematics the method of discussion with conventional approach.Keywords: Realistic Mathematics Approach, Quantum Learning Approach, Personality Types
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF PEER TUTORING DAN MANDIRI DENGAN E-LEARNING PADA POKOK BAHASAN ALJABAR DITINJAU DARI KECERDASAN MAJEMUK Safitri, Dian N; Kusmayadi, Tri Atmojo; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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Abstract: The aims of this research were to know: (1) which one is providing bettermathematics learning achievement, students taught using cooperative learning peer tutoring, selfdirectedlearning by e-learning or direct learning, (2) which one is having better mathematicslearning achievement, students with interpersonal intelligence, students with intrapersonalintelligence or students with linguistic intelligence, (3) at each learning model, are there anydifference mathematics learning achievement between students with interpersonal intelligence,students with intrapersonal intelligence or students with linguistic intelligence, (4) at each type ofintelligence, are there any difference mathematics learning achievement between students taughtusing cooperative learning peer tutoring, self-directed learning by e-learning or direct learning.This was a quasi experimental research using 3x3 factorial designs. The hypotheses testing usedtwo ways ANOVA with unbalance cell. This research concludes that: (1) students who weretaught using cooperative learning peer tutoring have better mathematics learning achievementthan the students who were taught using self-directed learning by e-learning and students who aretaught using direct instruction, as well as students who were taught using self-directed learningby e-learning have better mathematics learning achievement than the group of students who weretaught using direct instruction, (2) students achievement with the type of interpersonalintelligence are better than the students with the type of intrapersonal intelligence and linguisticintelligence type while the students with the type of linguistic intelligence have bettermathematics learning achievement than the students with the type of intrapersonal intelligence,(3) in the cooperative learning peer tutoring, students with interpersonal intelligence have bettermathematic learning achievement than students with interpersonal and linguistik intelligence,students with linguistic intelligence have better learning achievement than student withintrapersonal intelligence, in the self-directed learning by e-learning, there was no difference inlearning achievement in each type of intelligence, in the direct instruction, students withinterpersonal and linguistic intelligence have better mathematic learning achievement thanstudents with intrapersonal intelligence, (4) for the students who have interpersonal intelligence,cooperative learning peer tutoring produce better mathematics achievement than self-directedlearning by e-learning and direct instruction, for the students who have intrapersonal intelligence,self-directed learning by e-learning produce better mathematics achievement than directinstruction, for the students who have linguistic intelligence, there was no difference in learningachievement in each learning models.Keywords: E-Learning, Peer Tutoring, Intelligence, mathematics learning achievement
EKSPERIMENTASI PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN OPEN-ENDED PADA POKOK BAHASAN LOGARITMA DITINJAU DARI GAYA BERPIKIR DAN KREATIVITAS PESERTA DIDIK KELAS X SMA NEGERI SE-KABUPATEN GUNUNG KIDUL TAHUN PELAJARAN 2012/2013 Yuliani, Mella
Jurnal Pembelajaran Matematika Vol 1, No 1 (2013): Pembelajaran Matematika
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Abstract:The aim of the research was to determine and comparecooperative learning model of the STAD type with the open-ended approach and STAD viewed from the thinking style and the creativity of toward learners student mathematics learning achievement.This research used the quasi-experimental research method with the factorial design of 2 x 2 x 2. Its population was all of the students in Grade X of State Senior Secondary Schools in Gunungkidul in Academic Year 2012/2013.Based on the results of the data analyses, the conclusions were as follows. 1) The cooperative learning model of the STAD type with the open-ended resulted in a better learning achievement than the STAD type. 2) The students with the sequential thinking style have a better learning achievement than those with the random thinking style. 3) The students with the high creativity have a better learning achievement than those with the low creativity. 4)(a) In the sequential thinking style, the students treated to the cooperative learning model of the STAD type with the open-ended approach have the same learning achievement as those treated with the STAD type; and (b) In the random thinking style, students treated to the cooperativelearning model of the STAD type with the open-ended approach have a better learning achievement than those treated with the STAD type. 5)(a) in the high creativity, the cooperative learning model of the STAD type with the open-ended approach results in a better learning achievement than that of the STAD type; and (b) in the low creativity, the cooperative learning model of the STAD type with the open-ended approach results in the same learning achievement as that of the STAD type. 6) (a) In the high creativity, the students with the sequential thinking style have a better learning achievement than those with the random thinking style; (b) In the low creativity, the students with the sequential thinking style have the same learning achievement as those with the random thinking style; (c) in the sequential thinking style, the students with the high creativity have a better learning achievement than those with the low creativity; and (d) In the random thinking style, the students with the high creativity have the same learning achievement as those with the low creativity. 7) In the sequential thinking style with the high creativity and the low creativity and in the random thinking style with the low creativity, the cooperative learning model of the STAD type with the open-ended approach results in the same learning achievement as that of the STAD type,and in the random thinking style with the high creativity, the cooperative learning model of the STAD type with theopen-ended approach results in a better learning achievement than thatof the STAD type.Keywords: Learning achievement in Mathematics, STAD, open-ended, thinking style, and creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN STAD ( STUDENT TEAMS ACHIEVEMENT DIVISIONS) PADA MATERI POKOK PERBANDINGAN DAN FUNGSI TRIGONOMETRI DITINJAU DARI MOTIVASI BELAJAR SISWA KELAS X SMA NEGERI SE-KOTA MADIUN Budi, Wahyu Astuti; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aim of this research was to find out the  effect of learning models (STAD, Jigsaw, and conventional) on mathematics achievement viewed from  learning motivation. The type of research was a quasi experimental research with the factorial design of 3x3. The population was the students in grade X Senior High School in Madiun City. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisten of 257 students. Instruments used to collect data were prior knowledge test, mathematics achievement test, and motivation quetioner. The trial of instrument test includes of content validity, difficullty level, discrimination power, and reliability. Test requirements included normality test used Lilliefors method and the homogenity test used the Bartlett test. The Balance test used unbalance one way analysis of variance. The hypothesis test used unbalanced two ways analysis of variance. The conclusions of the research were as follows: (1) the STAD and Jigsaw learning models result in the same good learning achievement in mathematics and both result in a better learning achievement in mathematics than the conventional learning model. (2) the learning achievement in mathematics toward high motivation and low one were equally well, high achievement motivation  learning was better than low motivation. (3) for students who taugh by cooperative learning model of STAD, Jigsaw and conventional, the learning achievement in mathematics toward high motivation and low one were equally well, high achievement motivation  learning was better than low motivation. (4) in the each motivation learning the students with high, medium, and low,  the STAD and Jigsaw learning models result in the same good learning achievement in mathematics and both result in a better learning achievement in mathematics than the conventional learning model. Keywords: STAD, Jigsaw, Conventional, learning motivation

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