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INDONESIA
Jurnal Riset Pendidikan Matematika
Published by Universitas Negeri Yogyakarta
ISSN : 23562684     EISSN : 24771503     DOI : 10.21831
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Mathematics
Arjuna Subject : -
Articles 13 Documents
 1   2 
Search results for , issue "Vol 2, No 2: November 2015" : 13 Documents clear
Perbandingan keefektifan quantum teaching dan TGT pada pembelajaran matematika ditinjau dari prestasi dan motivasi Trisnawati Trisnawati; Dhoriva Urwatul Wutsqa
Jurnal Riset Pendidikan Matematika Vol 2, No 2: November 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (583.69 KB) | DOI: 10.21831/jrpm.v2i2.7348

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keefektifan model pembelajaran (Quantum Teaching dan TGT) dan membandingkan keefektifan model pembelajaran (Quantum Teaching dan TGT) pada pembelajaran matematika ditinjau dari aspek prestasi dan motivasi belajar siswa. Penelitian ini adalah penelitian quasi-experiment dengan desain pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Muhammadiyah 1 Yogyakarta, sedangkan sampelnya adalah siswa kelas VIII-D dan VIII-E. Instrumen yang digunakan adalah tes prestasi belajar dan angket motivasi belajar siswa. Untuk menguji keefektifan model  pembelajaran (Quantum Teachingdan TGT), data dianalisis dengan menggunakan uji one sample t-test. Untuk membandingkan keefektifan model pembelajaran (Quantum Teaching dan TGT), data dianalisis dengan menggunakan MANOVA kemudian dilanjutkan dengan uji t-Bonferoni. Hasil penelitian menunjukkan bahwa model pembelajaran (Quantum TeachingdanTGT) efektif dan model Quantum Teaching lebih efektif daripada model TGT ditinjau dari aspek prestasi dan motivasi belajar siswa.Kata Kunci: model quantum teaching, model TGT, prestasi belajar, motivasi belajar Comparison of the Effectiveness of Quantum Teaching and TGT in Mathematics’ Instruction Viewed from Achievement and Motivation AbstractThis study aims to describe the effectiveness of the Quantum Teaching and Cooperative TGT Models and compare the effectiveness of the Quantum Teaching models with TGT in mathematics’ instruction viewed from the students’ achievement and learning motivation. This study was a quasi-experimental study using the pretest-posttest nonequivalent group design. The research population was all grade VIII students, while the sample is students of Class VIII-D and VIII-E. The data collecting instruments consisted of a students’ learning achievement test and learning motivation to questionnaires. To test the effectiveness of the Quantum Teaching and TGT models, the data were analyzed using one sample t-test. Then, to comparethe effectiveness of the Quantum Teaching models TGT models, the data were analyzed using MANOVA and continued using the t-Beonferroni test. The results of the study show that the Quantum Teaching and TGT models are effective and the Quantum Teaching model is more effective than the TGT models in mathematics’ instruction viewed from the students’ achievement and learning motivation.Keywords: quantum teaching models, TGT models, learning achievement, learning motivation
Keefektifan pembelajaran Jigsaw dan TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika siswa Rini Dwi Astuti; Agus Maman Abadi
Jurnal Riset Pendidikan Matematika Vol 2, No 2: November 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (537.931 KB) | DOI: 10.21831/jrpm.v2i2.7339

Abstract

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan model pembelajaran kooperatif tipe Jigsaw ditinjau dari kemampuan penalaran dan sikap belajar matematika, (2) keefektifan model pembelajaran kooperatif tipe TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika, (3) model pembelajaran yang lebih efektif antara tipe Jigsaw dibandingkan dengan tipe TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika. Penelitian ini merupakan penelitian eksperimen semu yang menggunakan dua kelompok eksperimen. Teknik analisis data yang digunakan meliputi: (1) one sample t-test yang digunakan untuk mendeskripsikan keefektifan Jigsaw dan TAI pada masing-masing variabel; (2) analisis multivariat yang digunakan untuk mengetahui ada tidaknya perbedaan keefektifan Jigsaw dan TAI secara simultan; (3) uji lanjut dengan prosedur Bonferroni, yang digunakan untuk mengetahui model pembelajaran yang lebih efektif antara Jigsaw dan TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika siswa. Hasil penelitian menunjukkan bahwa: (1) pembelajaran kooperatif tipe Jigsaw efektif ditinjau dari kemampuan penalaran dan sikap belajar matematika; (2) pembelajaran kooperatif tipe TAI efektif ditinjau dari kemampuan penalaran dan sikap belajar matematika; (3) tidak terdapat perbedaan keefektifan antara model pembelajaran kooperatif tipe Jigsaw dan tipe TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika.Kata kunci: Jigsaw, TAI, kemampuan penalaran matematika, sikap belajar matematika  The Effectiveness of Jigsaw and TAI Learning in Terms of  Students’ Reasoning Competence and Mathematics Learning AttitudeAbstractThis research aims to describe: (1) the effectiveness of cooperative learning model of Jigsaw type seen from the students’ reasoning competence and mathematics learning attitude, (2) the effectiveness of cooperative learning model of TAI type seen from the students’ reasoning competence and mathematics learning attitude, (3) the more effective learning model between the Jigsaw type or TAI type, in terms of students’ reasoning competence and mathematics learning attitude. This research was a quasi-experimental study using two experimental groups. The data analysis techniques consisted of: (1) the one sample t-test carried out to investigate the effectiveness of the Jigsaw-type and the TAI-type in each variable; (2) the multivariate analysis carried out to investigate the difference in the effectiveness of the Jigsaw-type and the TAI-type on two dependent variables simultaneously; (3) the post-hoc test involving the Bonferroni procedure carried out to analyze which one was more effective between the Jigsaw-type and the TAI-type in terms of students’ reasoning competence and mathematics learning attitude. The results of the research show that: (1) the cooperative learning model of Jigsaw is effective seen from the reasoning competence and mathematics learning attitudes; (2) the cooperative learning model of TAI is effective seen from the reasoning competence and mathematics learning attitudes; (3) there is no difference in the effectiveness, between the Jigsaw type and TAI type cooperative learning models in terms of reasoning competence and mathematics learning attitudes.Keywords: Jigsaw, TAI, mathematical reasoning competence, mathematic learning attitude
Keefektifan experiential learning pembelajaran matematika MTs materi bangun ruang sisi datar Dyahsih Alin Sholihah; Ali Mahmudi
Jurnal Riset Pendidikan Matematika Vol 2, No 2: November 2015
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (598.69 KB) | DOI: 10.21831/jrpm.v2i2.7332

Abstract

Penelitian ini bertujuan untuk menentukan keefektifan penerapan model experiential learning dan menentukan mana yang lebih efektif antara model experiential learning dan pembelajaran konvensionalpada pembelajaran matematika materi bangun ruang sisi datar ditinjau dari prestasi belajar dan apresiasi siswa terhadap matematika. Jenis penelitian ini adalah quasi-experiment dengan pretest-posttest nonequivalent comparison-group design. Populasi dan sampelnya adalah siswa Kelas VIII MTs Negeri Sidoharjo dan siswa Kelas VIIIA dan VIIIB. Untuk menguji keefektifan pembelajaran metamatika dengan model experiential learning dan konvensional digunakan analisis dengan uji proporsi. Untuk mengetahui perbedaan keefektifan pembelajaran matematika dengan model experiential learning dan konvensional, data dianalisis dengan menggunakan uji T2 Hotelling’s, dan uji t dengan kriteria Bonferroni untuk menentukan model pembelajaran manakah yang lebih efektif. Hasil penelitian menunjukkan bahwa penerapan model experiential learning lebih efektif dari pembelajaran konvensional pada pembelajaran matematika materi bangun ruang sisi datar ditinjau dari prestasi belajar dan apresiasi siswa terhadap matematika.Kata Kunci: model experiential learning, konvensional, prestasi belajar, dan apresiasi matematika. The Effectiveness of Experiential Learning in Mathematics Learning  in Subject Matter of Flat Side Construct AbstractThis study aims to determine the effectiveness of the experiential learning model and to determine which one is more effective between the experiential learning model and the conventional one in mathematics learning in subject matter of flat side construct viewed from the learning achieve-ment and students’ appreciationof mathematics. This study was a quasi-experimental study using the pretest-posttest nonequivalent comparison-group design. The research population comprised all Year VIII students, consisting of 4 classes of MTs Negeri Sidoharjo. From the population, two classes, Class VIIIA and Class VIIIB, were selected randomly as the research sample. To test the effectiveness of the mathematics learning through the experiential learning model and conventional learning, the proportion test was carried out. Then to compare the effectiveness of the two models, the data were analyzed using T2 Hotelling’s test, and the t-test to find out which of the two models was more effective. The results of the study show that the experiential learning model is more effective than the conventional in mathematics learning in subject matter of flat side construct viewed from the learning achievement and students’ appreciationof mathematics.Keywords: experiential learning model, conventional, learning achivement, and mathematics appreciation.

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