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INDONESIA
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 PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN PROBLEM SOLVING DAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN PROBLEM POSING DITINJAU DARI KREATIVITAS SISWA KELAS VIII SMP NEGERI DI KOTA SURAKARTA TAHUN PELAJARAN 2012/2013 Sudarman, Satrio Wicaksono; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student creativity. The learning model compared were RME with problem solving, RME with problem posing on conventional. The type of the research was a quasi-experimental research. The population was the students of Junior High School in Surakarta on academic year 2012/2013. The samples of this research were taken by using the stratified cluster random sampling technique. The samples consisted of 269 students who were divided into 90 students in the first experiment class, 90 students in the second experiment class, and 89 students in the control class. The result of research showed that: (1) RME with problem solving provided better learning achievement than RME with problem posing and the conventional model. The RME learning model with problem posing provided better learning achievement than conventional one, (2) the students having high creativity had better learning achievement than those having medium and low creativity. The students having medium creativity had better learning achievement than did those having low creativity, (3) students taught by using RME with problem solving having high creativity level had better learning achievement than those having medium and low creativity level and students having medium creativity level had learning achievement as good as the low creativity level. Students taught by using RME with problem posing and conventional model had equal learning achievement in each level of creativity, and (4) students having high creativity level taught by using RME with problem solving had better learning achievement than those taught by using RME with problem posing and conventional model. Students having high creativity taught by using RME with problem posing and conventional model had equally good learning achievement. Students having medium and low creativity level had equal learning achievement in each learning model.Keywords: RME with problem solving, RME with problem posing, learning achievement,creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN IRINGAN MUSIK INSTRUMENTAL PADA MATERI GARIS DAN SUDUT DITINJAU DARI KEMAMPUAN HITUNG ALJABAR PESERTA DIDIK SMP NEGERI DI KABUPATEN MAGELANG TAHUN PELAJARAN 2012/2013 Haryati, Ekaningsih; 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 student’s algebra count ability. The learning models compared were cooperative learning (Numbered Heads Together (NHT) with instrumental musical accompaniment & NHT) and direct learning. The research typewasaquasi-experimental research.The research’s population wasthe 7th-grade students of the State Junior High Schools in Magelang Regency.It’s sampleswere takenby using stratified cluster random sampling techniquewhichconsisted of 97 students in the first experiment group, 99 students in the second experiment group, and 96 students in the control group.The datawas analyzed by using the unbalanced two-ways analysis of variance at the significance level of 0.05.The results of this research are as follows: (1) the both cooperative learningmodels result in the same goodlearning achievement, but its resultin a better learning achievement than the direct learning model; (2) the learning achievement of the students with the high level of algebra count ability is better than that of those with the medium and the low levels of it, the learning achievement of the students with the medium level of algebra count ability is better than that of those with the low level of it; (3) in each levelsof algebra count ability shows thatthe both cooperative learningmodels result in the same good learning achievement, but its result in a better learning achievement than the direct learning model; (4) in each learning model shows that the learning achievement of the students with the high level of algebra count ability is better than that of those with the medium and the low levels of it, the learning achievement of the students with the medium level of algebra count ability is better than that of those with the low levelof it. Keywords: NHT,instrumental music, algebra count ability, learning achievement.
PERBANDINGAN PRESTASI BELAJAR MATEMATIKA SISWA DENGAN PENDEKATAN CTL ANTARA MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN NHT PADA POKOK BAHASAN SISTEM PERSAMAAN LINIER DUA VARIABEL DITINJAU DARI KEPERCAYAAN DIRI SISWA KELAS VIII SMP NEGERI DI KABUPATEN MAD Susanti, Vera Dewi; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract: The objectives of research are to find out, in mathematics learning for two-variable linear equation system subject matter: (1) which one providing better achievement, the CTL learning model with STAD, that with NHT or the direct learning model, (2) which one providing better achievement, high, medium or low self-confidence, and (3) in high, medium or low self-confidence, which one providing better achievement, CTL approach with STAD or NHT type or direct learning model.The population of research was the students of Junior High Schools throughout Madiun Regency in the first semester of VIII grade in the school year of 2011/2012. The sampling technique used was stratified cluster random sampling with the students of SMP Negeri 2 Dolopo, SMP Negeri 2 Kebonsari and SMP Negeri 2 Geger as the sample. The instruments used to collect the data included test to obtain the data of mathematic learning achievement and questionnaire for the on of student’s self-confidence. Technique of analyzing data used was 3x3 two-way variance analysis. From the result of analysis, it could be concluded that: (1) The mathematics learning achievement of students using STAD type of cooperative learning model with CTL approach was better than that using NHT type, that using STAD type with CTL approach was better than that using direct learning model, and that using NHT type with CTL approach was better than that using direct learning model. (2) The mathematics learning achievement with high self-confidence was better than that with medium one; that with high self-confidence was better than that with low one; and that with medium self-confidence was better than that with low one. (3) Viewed from self-confidence level, the mathematics learning achievement of the students using STAD type of cooperative learning with CTL approach was better than that using NHT type, that using STAD type of cooperative learning with CTL approach was better than that using direct learning model, and that using NHT type of cooperative learning with CTL approach was better than that using direct learning model.Keywords: Learning model, CTL approach STAD, NHT, , direct learning, self confidence.
EKSPERIMENTASI METODE PEMBELAJARAN PROBLEM POSING DENGAN PENDEKATAN CTL PADA MATERI BANGUN DATAR DITINJAU DARI TINGKAT INTELEGENSI SISWA KELAS VII SMP NEGERI SE-KABUPATEN PURWOREJO TAHUN PELAJARAN 2012/2013 Imswatama, Aritsya; Mardiyana, Mardiyana; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract

Abstract: The aim of the research was to determine the effect of learning methods on mathematics achievement viewed from the student intelligence level. The learning methods compared were problem posing with CTL approach, problem posing and conventional. The type of the research was quasi experimental research. The population was all of students in the seventh grade of Junior High School in Purworejo in the academic year of 2012/2013. The sample of this research was taken by using stratified cluster random sampling. The sample was consisted of 177 students with 90 students in the first experiment class, 95 students in the second experiment class, and 92 students in the control class. The data of  the research were gathered through documentation and test. The result of research showed that: (1) students’ learning achivement by using problem posing learning method with CTL approach was better than students’ learning achivement by using problem posing method and conventional learning, and students’ learning achivement by problem posing learning method was same as conventional learning method, (2) mathematics achievement of students with high intelligence level was better than that of students with medium and low intelligence level, and mathematics achievement of students with medium intelligence level was better than that of students with low intelligence level, (3) in learning by using problem posing learning method with CTL approach, the level of intelligence had the same effect in students’ learning achievement, in learning by using problem posing method, students with high intelligence level had performance as good as the students with medium intelligence level and were better than the students with low intelligence level, in learning by using conventional learning, students with high intelligence level had better learning achivement than students with medium intelligence level and low intelligence level, and learning achievement of students with medium intelligence level was the same as students with low intelligence level, (4) at the level of students’ intelligence with high, medium and low, problem posing learning method with CTL approach, problem posing learning method and conventional method produced the same effect in learning achievement. Keywords: problem posing with CTL aproach, problem posing, learning achievement, intelligence level.
PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN TEKNIK PEMBELAJARAN MAKE A MATCH DAN NUMBERED HEADS TOGETHER TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KECERDASAN GANDA SISWA Nurani, Nurani
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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Abstract

ABSTRACTThe objectives of this research are to investigate: (1) which learning model of the J-MAM, J-NHT, and conventional learning results in a better learning achievement in Mathematics; (2) which multiple intelligence of the Logical-Mathematical, Visual-Spatial, and Interpersonal types results in a better learning achievement in Mathematics; (3) in each multiple intelligence, which learning model of the J-MAM, J-NHT, and conventional learning results in a better learning achievement in Mathematics; and (4) in each learning model, which multiple intelligence of the Logical-Mathematical, Visual-Spatial, and interpersonal types results in a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. Its population was all of the students in Grade XI of State Vocational High Schools in Sragen regency. The samples of the research were taken by using the stratified random sampling technique. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the significance level of 5%. The results of the research are as follows: 1) The J-MAM and J-NHT learning models result in the same good learning achievement in Mathematics, but both result in a better learning achievement in Mathematics than the conventional learning model, 2) There are no any differences in the learning achievement in Mathematics of the students with the Logical-Mathematical, Visual-Spatial, and Interpersonal types, 3) In each multiple intelligence type, the J-MAM and J-NHT learning models result in the same good learning achievement in Mathematics, but both result in a better learning achievement in Mathematics than the conventional learning model, 4) In each learning model, the students with Logical-Mathematical, Visual-Spatial, and Interpersonal types have the same learning achievement in Mathematics.Keywords: Jigsaw learning model, conventional learning model, multiple intelligence, learning achievement in Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM SOLVING DAN PROBLEM POSING BERBANTUAN ALAT PERAGA DITINJAU DARI KREATIVITAS BELAJAR SISWA Nurmaningsih, Nurmaningsih
Jurnal Pembelajaran Matematika Vol 1, No 1 (2013): Pembelajaran Matematika
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Abstract

Abstract: This reaserch aimed to reveal the effect of a Problem Solving and a Problem Posing learning model assisting by media instrument to the mathematics achievement based on the students’ learning creativity. We used the second grade students of Junior High Schools in Pontianak as the population. This was a 3 x 3 factorial design quasi-experimental research. The techniques of data collection were a test, questionnaires and documentation method. The balance test, a prerequisite tests analysis (normality and homogeneity test), and hypothesis test using unbalanced two ways analysis of variance were the techniques of data analysis that used in this research. The result indicates: (1) a Problem Solving learning model assisting by media instrument gives the same mathematics achievement as a Problem Posing learning model assisting by media instrument, but it gives better mathematics achievement than a directed learning; Furthermore, there is no difference of mathematics achievement between a Problem Posing learning model assisting by media instrument and a directed learning; (2) the students with high, medium an low learning creativity have the same mathematics achievment; (3) for all category of the learning creativity, a Problem Solving learning model assisting by media instrument gives the same mathematics achievement as a Problem Posing learning model assisting by media instrument, but it gives better mathematics achievement than a directed learning; Furthermore, there is no difference of mathematics achievement between a Problem Posing learning model assisting by media instrument and a directed learning; (4) for all category of the learning models, the students with high, medium an low learning creativity have the same mathematics achievment.Key words : Problem Solving assisting by media instrument, Problem Posing assisting by media instrument, directed learning, learning creativity, mathematics achievement
ANALISIS KETERAMPILAN GEOMETRI SISWA DALAM MEMECAHKAN MASALAH GEOMETRI BERDASARKAN TINGKAT BERPIKIR VAN HIELE Muhassanah, Nuraini; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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Abstract

Abstract:The objective of this research was to describe the VIII grade students geometry skills atSMP N 16 Surakarta in the level 0 (visualization), level 1 (analysis), and level 2 (informaldeduction) van Hiele level of thinking in solving the geometry problem. This research was aqualitative research in the form of case study analyzing deeply the students geometry skill insolving the geometry problem based on van Hiele level of thingking. The subject of this researchwas nine students of VIII grade at SMP N 16 Surakarta consisted of three students of level 0(visualization), three students of level 1 (analysis), and three students of level 2 (informaldeduction) obtained from clustering technic. The data in this research was the characteristics ofgeometry skills obtained from the recording script of the interview done twice for the sake oftriangulation. The result of this research was the geometry skills of students in solving thegeometry problem. Students of level 0 (visualization) at the visual skill can define the square basedon the shape appearance; descriptive skill, can group the right name of the pictures given; drawingskill, can draw the square by labeling the certain parts; logical skill, can understand theconservation of the square picture in any position and realize the similarity from some pictures ofsquare; and application skill, can correlate the given information (physical object) and develop itinto geometry model as well as explain the characteristics of geometry from the physicalappearance. Then, the syudents of level 1 (analysis) at the visual skill, can explain thecharacteristics of the picture; descriptive skill, can define the square based on the characteristics;drawing skill, can construct the picture based on the given characteristics (verbal information) anddraw draw the other square; logical skill can mention the differences of squares and realize that thecharacteristics of square can be used to differentiate kinds of square; and application skill, can usethe geometry model in solving the problem. Next, the students of level 2 (informal deduction) atvisual skill, can admit the relation from any kinds of square by admitting the general characteristic;descriptive skill, can create the sentences showing the relation among the square based on thegeneral characteristics; drawing skill, can draw other square from the given square and explain thecharacteristics; logical skill, can use the characteristics of a square to decide a class of squarewhich is in the other kinds of square; and application skill, can use the model concept ofmathematic representing the relation among the objects.Key words: geometry kill, van Hiele level of thinking, problem solving, and geometry.
PROSES BERPIKIR KREATIF SISWA SMP DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN SISWA Hidayatulloh, Hidayatulloh; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: This research is aimed at describing the creative thinking process of students with rational personality type, idealist personality type, guardian personality type, and  artisan personality type in solving mathematics problems. It was a descriptive qualitative research. The subject of this research was taken by using a purposive sampling. The subject of this research were 4 of the eighth grade students at SMP Negeri 2 Jenar, Sragen Regency, consisting of 1 student with rational personality type, 1 student with idealist personality type, 1 student with guardian personality type, and 1 student with artisan personality type. The techniques of collecting the data in this research were questionnaire, written test, and interview on plane geometri subject. The techniques of validating the data were time triangulation and sufficient references. The technique of analyzing the data was Miles and Huberman concept, namely, data reduction, data presentation, and conclusion drawing. The findings of the research show that (1) the student with rational personality type has creative thinking process level 1 (less creative); (2) the student with idealist personality type has creative thinking process level 3 (creative); (3) the student with guardian personality type has creative thinking process level 3 (creative); (4) the student with artisan personality type has creative thinking process level 0 (not creative). Keywords: Creative Thinking Process, Mathematics Problem Solving, Personality Type
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR SHARE DENGAN PENDEKATAN KONTEKSTUAL PADA MATERI LOGARITMA DITINJAU DARI KECERDASAN MATEMATIS LOGIS SISWA KELAS X PADA SEKOLAH MENENGAH ATAS DI KABUPATEN CILACAP TAHUN PELAJARAN 2012/2013 Biyarti, Tunggu; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract : The purpose of this research were to know: (1) which of learning model gave a better learning mathematics result, learning model Think Pair Share (TPS), Think Pair Share with contextual approachment (TPSPK) or direct learning; (2) for each level of student’s logical mathematical intellegence, which of learning model gave a better learning mathematics result, learning model TPS, TPSPK or direct learning (PL). This research was quasi experimental research with 3 x 3 factorial design. The population in this research was senior high school students grade X in Cilacap. Sample was taken using stratified cluster random sampling technique. Study sample were the students of SMA Negeri 1 Binangun, SMA Negeri 1 Kroya and SMA Negeri Adipala. Instruments used to gather data were logical mathematical intellegence test and mathematics learning result test on the subject of logarithm. Both instruments were tested first before they were used. The test method included content validity, power, difficulty level and reliability. Testing of hypothesis used unbalanced two-ways analysis of variance using significance level of. Before doing the hypothesis test, the pre-condition test for variance analysis was done. The pre-condition test included population normality test using Lillieforce method and population variance homogeneity test using Bartlett method. Balance test toward mathematics initial ability data using unbalanced one-way analysis of variance. Based on hypothesis test, the conclusion were as follows: (1) learning models of TPS and TPSPK gave equally good results in learning mathematics, but learning model of TPS gave learning mathematics result better than direct learning one, while learning models of TPSPK and direct learning one gave equally good results in learning mathematics; (2) for each level of student’s logical mathematical intellegence, the three learning models, TPS, TPSPK and direct learning one gave equally good results in learning mathematics.Keyword: TPS, Contextual Approachment, Logical Mathematical Intellegence, Learning Mathematics Result.
EKSPERIMENTASI PEMBELAJARAN STAD DENGAN MEDIA POWER POINT DAN MODEL BANGUN RUANG MATERI BANGUN RUANG SISI LENGKUNG DITINJAU DARI GAYA BELAJAR Mardi, Mardi; Mardiyana, Mardiyana; Triyanto, Triyanto
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract: The objective of this research are to investigate: (1) which one that is more effective in teaching geometry, the STAD type of cooperative learning model with Power Point media or that with Geometrical Model media or that with Conventional media, (2) which learning style results in a better learning achievement and (3) which media used in the STAD learning model results in a better learning achievement in each learning style of the students.This research used the quasi-experimental method. The population of this research was the 9th-grade students of the state junior secondary schools in Ngawi regency in the academic year of 2012/2013. The samples of this research consisted of 250 students who were divided into 85 students of the first experiment class, 83 students of the second experiment class, and 82 students of the control class. The samples were taken by using stratified cluster random sampling. The data of this research were gathered through documentation, test, and questionnaire. The hypothesis of this research were tested by using unbalanced Two-way Analysis of Variance. Conclusions drawn are as follows: (1) the STAD learning model with the Power Point media is better than the STAD learning models with the Geometrical Model and the Conventional media whereas the STAD learning model with the Geometrical Model media is equal to the STAD learning model with the Conventional media; (2) the students with the kinesthetic learning style have a better learning achievement than those with the visual and auditory learning styles whereas the students with the visual learning style have an equal learning achievement to those with the auditory learning style; (3) the STAD learning model with the Power Point media results in a better learning achievement than that with the Conventional media whereas the STAD learning model with the Power Point media results in an equal learning achievement to that with the Geometrical Model media and the STAD learning model with the Power Point media results in an equal learning achievement to that with the Conventional media in the visual learning style; (4) the STAD learning model with the all of the three types of media results in an equal learning achievement in the auditory learning style; and (5) the STAD learning model with the Geometrical Model media results in a better learning achievement than that with the Conventional media whereas the STAD learning model with the Power Point media results in an equal learning achievement to that with the Geometrical Model media and the STAD learning model with the Power Point media results in an equal learning achievement to that with the Conventional media in the kinesthetic learning style.Keywords: STAD, Power Point media, Geometrical Model media and learning style.

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