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<![CDATA[EFEKTIVITAS PEMBELAJARAN STATISTIK KELAS IX SMP MELALUI MODEL PEMBELAJARAN KOOPERATIF ]]>
<![CDATA[Sugesti, Fitri Era]]>
<![CDATA[ JURNAL E-DUMATH Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[JURNAL E-DUMATH ]]>
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<![CDATA[The strategy and teaching technique are needed by each teacher in order to obtainthe maximum learning achievement. However, it does not appropriate with thefact, learning achievement result on Statistics material, only 9 students from 30students who achieve the minimum learning completeness score 7. One of theefforts makes it done in solving the problem is using cooperative learning model.This study aims to determine the effectiveness of statistic materials of third gradestudents through cooperative learning model. This study is comparative study. Thepopulation was all of the third grade students at SMP N 1 Kota Agung Timur inthe academic year 2013-2014. Based on the hypothesis testing result, it proventhat cooperative learning model is effective to complete the student learningachievement of the third grade students in statistics material. So, cooperativelearning model can complete the statistics students learning achievement of thethird grade students at SMP N 1 Kota Agung Timur in the academic year 2013-2014.Keywords : effectiveness, cooperative learning, learning achievement result]]>
<![CDATA[EKSPERIMENTASI MODEL PEMBELAJARAN REASONING AND PROBLEM SOLVING DITUNJANG MEDIA POWER POINT TERHADAP HASIL BELAJAR MATERI LINGKARAN ]]>
<![CDATA[Widyaningrum, Amalia Zulvia]]>
<![CDATA[ JURNAL E-DUMATH Vol 2, No 1 (2016) ]]>
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<![CDATA[The purpose of this study is to determine the differences between theresults of the students learning achievement using reasoning and problemsolving models supported by power point media and direct instructionmodels. The population was all of the students in second grade of SMP N1 Satu Atap 2 Negerikaton in the academic year 2015-2016, the samplingtechnique used cluster random sampling. Learning achievement data wasgotten from the test used essay consists of 5 items then it were analyzed byusing t-test. The results of this study showed there are differences in thestudentâs learning achievement average between these two models and thestudentâs learning achievement average using reasoning and problemsolving models supported by power point media is better than using directinstruction models.Keywords: reasoning and problem solving models, power point media, directinstruction model]]>
<![CDATA[KARAKTERISTIK FUNGSI DISTRIBUSI FOUR-PARAMETER GENERALIZED-t ]]>
<![CDATA[Cahyadi, Rahman]]>;
<![CDATA[., Warsono]]>;
<![CDATA[Usman, Mustofa]]>;
<![CDATA[Kurniasari, Dian]]>
<![CDATA[ JURNAL E-DUMATH Vol 2, No 1 (2016) ]]>
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<![CDATA[This research is about the characteristic function of four-parameter generalized tdistribution. Four-parameter generalized t distribution has four parameters whichare μ as a location parameter, Ï as a scale parameter, p and q as a shapeparameter, and B as a function of beta. The characteristic function are retrievedfrom the expectation of e itx , where i as a imaginary number. Then, the characteristicfunction of four-parameter generalized t distribution was able to be determined byusing definition and trigonometric expansions. Based on those two methods thisstudy got the same results and then will be continued proving the fundamentalproperties of the characteristic function of four-parameter generalized t distribution.Furthermore, it needs graph simulation on a characteristic function of four-parameter generalized t distribution. Graph simulation result on the characteristicfunction of four- parameter generalized t distribution was formed a closed curve(circle) are smooth.Keywords: four-parameter generalized t distribution, characteristic function,graph simulation]]>
<![CDATA[PEMBELAJARAN LINGKARAN DENGAN METODE DEMONSTRASI MELALUI ALAT PERAGA KONKRIT DAN ALAT PERAGA GAMBAR ]]>
<![CDATA[., Nurmitasari]]>
<![CDATA[ JURNAL E-DUMATH Vol 2, No 1 (2016) ]]>
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<![CDATA[This research aimed to determine: 1) the average difference of mathematicsstudents learning achievement through demonstration method between usingconcrete props and picture props. 2) The average results of the mathematicsstudents learning achievement through demonstration method using concreteprops are higher than picture props. This research was comparative research withthe population taken all of the students in the sixth grade of the first semester MIRaudlatul Munawwarah in the academic year 2014-2015. The sampling techniquewas using random cluster sampling technique. The research instrument used essaytests consists of 5 items essay with the data analysis using t-test. Based on thehypothesis testing, it can be concluded that the average results of the mathematicsstudents learning achievement through demonstration method using concreteprops is higher than using picture props, with the students learning achievementaverage obtained respectively 65.68 and 57.50.Keywords: demonstration method using concrete props, students learningachievement]]>
<![CDATA[HASIL BELAJAR MATEMATIKA SISWA DENGAN MODEL PEMBELAJARAN STAD MELALUI PENDEKATAN PEMBELAJARAN BRAIN BASED LEARNING ]]>
<![CDATA[., Hidayatulloh]]>
<![CDATA[ JURNAL E-DUMATH Vol 2, No 1 (2016) ]]>
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<![CDATA[This research aims to improve the average of the students achievement in math atSMP Tri Sukses Natar Lampung Selatan in the academic year 2014-2015 byapplying STAD cooperative learning model by using brain based learningapproach in square material. This research used experimental method. Thepopulation was all of the first grade students at SMP Tri Sukses Natar LampungSelatan in the academic year 2014-2015. The samples of the research were takenby using the cluster random sampling technique. The result of the research canbe concluded that the average of the students achievement in math that wastreated by applying STAD cooperative learning model by using brain basedlearning approach in square material was higher than the average of thestudents achievements in math was treated by applying STAD cooperativelearning model by using contextual teaching learning approach.Keywords: STAD cooperative learning model, brain based learning approach,contextual teaching learning approach]]>
<![CDATA[ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL-SOAL KESEBANGUNAN ]]>
<![CDATA[Rahayu, Siti]]>
<![CDATA[ JURNAL E-DUMATH Vol 2, No 1 (2016) ]]>
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<![CDATA[The low studentâs learning achievement of mathematics becomes a greatchallenge for an educator. One of the causes of low student learningachievement caused difficulties to affect the student learning to theerrors of students in solving problems congruency. This study aims todetermine the percentage of the mistakes of the student that includesconceptual errors, fault principle, and operation errors in terms ofMinimum Completeness Criteria is 60 with the fault tolerance amaximum of 40%. The population was all of the students in third gradeof the SMP N Satu Atap 2 Negerikaton in the academic year 2014-2015.The samples of the research were taken by 50% from the population.Data acquisition is done by testing with data analysis techniques usingpercentages. Based on data analysis, it can be concluded that studentsmistakes in solving problems congruency include conceptual errors by57.60%, fault principle by 41.27%, and operation errors by 40.57%.With contributors biggest mistake is a conceptual errors.Keywords : conceptual errors, fault principle, operation errors]]>
<![CDATA[PENINGKATAN KEMAMPUAN REPRESENTASI MATEMATIS MELALUI MODEL PEMBELAJARAN KOOPERATIF THINK PAIR SHARE ]]>
<![CDATA[Arnidha, Yunni]]>
<![CDATA[ JURNAL E-DUMATH Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[JURNAL E-DUMATH ]]>
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<![CDATA[This study aims to analyze the improvement of studentsâ mathematicalrepresentation achievement taught by cooperative learning think pair share andstudentsâ mathematical representation achievement taught by conventional method.This study is quasi experimental with Pretest âPosttest Control Group Design. Thisstudy conducted at SMPN 3 Pringsewu. The population was all of the eight gradestudents at SMPN 3 Pringsewu, with the samples of this study consists of the VIII-2class as the experiment class and VIII-5 class as the control class. To obtain thedata, it used mathematical representation achievement test instrument. The dataanalysis was conducted to know the average difference between two samples usingt-test. The result showed the improvement of mathematical representationachievement taught by cooperative learning think pair share is better than thestudents taught by conventional learning method.Keywords: think pair share model, conventional learning method,Mathematical representation]]>
<![CDATA[PERSEPSI MAHASISWA TENTANG KOMPETENSI MENGAJAR DOSEN PENGAMPU PADA MATA KULIAH STRUKTUR ALJABAR ]]>
<![CDATA[Sutriningsih, Naning]]>
<![CDATA[ JURNAL E-DUMATH Vol 2, No 1 (2016) ]]>
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<![CDATA[Students perception about lecturer teaching ability of Aljabar Structural areobservation process, introduction, conclusion, and studentâs assessment aboutlecturer ability in learning management includes, comprehension towards students,planning and learning implementation, learning outcome evaluation and studentâsdevelopment ability in several competence actualization. The importance to findout the studentsâ perception of lecturer teaching competency by studentsâ learningperformance is 70% in Aljabar Structural subject during four year in low category.The objective of this study is knowing the studentsâ perception about lecturerteaching. Competency in the Aljabar Structural subject studentsâ perception datawas gotten by questionnaire whereas the studentsâ learning performance data wasgotten from studentsâ learning performance data was gotten from studentsâlearning outcome that documented in BAAK STKIP MPL. Furthermore, fromanalysis the data perception got 75,6% by using descriptive, the students got theperception in good categorize and very good about studentsâ competency ofAljabar Structural subject. It shown that students perception was not givesignificant contribution toward low students performance shown by contributionscore 2,69%.Keywords: Students perception, studentsâ learning performance,Aljabar Structural]]>
<![CDATA[PENERAPAN METODE INQUIRY PADA MATERI HIMPUNAN ]]>
<![CDATA[Istiani, Ana]]>
<![CDATA[ JURNAL E-DUMATH Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[JURNAL E-DUMATH ]]>
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<![CDATA[This study aims to find the average of student learning achievement byimplementing inquiry and expository method on sets material. To determine thedifference between mathematics students learning achievement in the class thatused inquiry method and the class that used expository method are using t test ifthey are fulfill two assumptions they were normal and homogeneous distributions.Based on the data analysis concluded that any mathematics learning achievementaverage differences obtained by inquiry method on the sets material. It showedthat the students taught by inquiry method got better learning achievementaverage than the students taught by expository method.Keywords: inquiry method, expository method, students learning achievment]]>
<![CDATA[PENGEMBANGAN PERANGKAT PEMBELAJARAN KONTEKSTUAL PADA MATERI PECAHAN ]]>
<![CDATA[Astuti, Robia]]>
<![CDATA[ JURNAL E-DUMATH Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[JURNAL E-DUMATH ]]>
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<![CDATA[The purpose of this study is to develop the set of contextual teaching learningmodel which increase the quality of math learning. The population of this researchare the students on VII class of SMPIT-Al-Munir Sukoharjo III in the academicyear 2014-2015 that consist of 28 students. In this research, all of the member ofpopulation be the sample because the population is less than 30. In developing theset of learning, the researcher uses 4-D model (Define, Design, Develop, andDisseminate). The data collecting technique used was test, questionnaire, andobservation (observation the application of lesson plan and observe the studentsâactivity). The research finding namely set of learning by using contextual learningmodel that consist of lesson plan, studentsâ worksheet and the test of the learningachievement that is measured from the ability in activate the students and teacherwhose all of them included in good category.Keywords: contextual teaching learning model, 4-D model]]>
