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EKSPERIMENTASI MODEL PROBLEM BASED LEARNING, THINK ALOUD PAIRS PROBLEM SOLVING DAN GROUP INVESTIGATION DENGAN PENDEKATAN SAINTIFIK DITINJAU DARI KONSEP DIRI DAN KREATIVITAS BELAJAR SISWA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SMP Awaludin, Aulia Ar Rakhman; Mardiyana, Mardiyana; Slamet, Isnandar
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: This research aims to know the different effect among learning model used i.e. Problem Based Learning, Think Aloud Pairs Problem Solving and Group Inverstigation models with scientific approach observed from students self concept and study creativity towards the ability of mathematics problem solving. This research used quasi experimental study with factorial design 3x2x3. The population of this research was the eighth grade student of State Junior High School of District Sragen Year of 2014/2015. The sampling technique used was stratified cluster random sampling. The data analysis used a three way analysis of variance with different cell at significance level of 0.05. The results of this research are : (1) PBL-S produces the same students ability of mathematics problem solving with TAPPS-S. Moreover, both produce the better students ability than GI-S. (2) Students with positive category of self concept produce the better ability of mathematics problem solving than students with negative category. (3) Students with high study creativity category produce the better ability of mathematics problem solving than the medium and low category. However, the students with medium and low study creativity category produce the same ability of mathematics problem solving. (4) In each learning models, both the students with positive and negative self concept have the same ability of mathematics problem solving. (5) In PBL-S and GI-S models, students with high, medium and low creativity have the same ability of mathematics problem solving. However, there is different ability between high and low creativity category in TAPPS-S model. (6) Students with positive and negative self concept have the same ability of mathematics problem solving in all study creativity categories (high, medium, low category). (7) At each learning models, students with positive and negative self concept and with high, medium and low creativity have the same ability of mathematics problem solving.Keywords : PBL, TAPPS, GI, Scientific Approach, Self Concept, Learning Creativity.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DENGAN PENDEKATAN SAINTIFIK (TSTS-PS) DAN TIPE TEAMS ASSISTED INDIVIDULIZATION DENGAN PENDEKATAN SAINTIFIK (TAI-PS) PADA MATERI HIMPUNAN DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA SISWA Ratnasari, Ratnasari; Mardiyana, Mardiyana; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: This research aimed to find out: (1) which one is better among cooperative learning models of TSTS with scientific approach (TSTS-PS), TAI with scientific approach (TAI-PS) or classical with scientific approach one in giving mathematics learning achievement, (2) which one is better among studentsâ anxiety categories, students having high, middle or low categories giving mathematics learning achievement. (3) in each learning model, which one is better among studentsâ anxiety categories in giving mathematics learning achievement and (4) in each anxiety categories, which one is better among TSTS with scientific approach (TSTS-PS), TAI with scientific approach (TAI-PS) or classical with scientific approach in giving mathematics learning achievement. This research was the quasi-experimental research with 3Ã3 factorial design. The population of research was all grade VII students of Junior High School (SMP) in Karanganyar Regency. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the test of mathematics achievement and questionnaire of studentsâ anxiety categories. Prior knowledge data are examined by using one-way ANOVA with unbalanced cells. It shows that three classes have balance prior knowledge. Meanwhile, the technique of analyzing the data was two-ways ANOVA with unbalanced cells. Â The result of research showed as follows. (1) The TSTS-PS had better learning achievement than the TAI-PS and classical with scientific approach. TAI-PS had learning achievement as good as the classical with scientific approach, (2) The students having low anxiety categories had better learning achievement than those having middle and high categories. The students having middle anxiety categories had learning achievement as good as Â those having high categories. (3) In each learning models, the students having low anxiety categories had better learning achievement than those having middle and high categories. The students having middle anxiety categories had learning achievement as good as those having high categories. (4) In each of studentsâ anxiety categories, the TSTS with scientific approach had better learning achievement than the TAI and classical with scientific approach. TAI with scientific approach had learning achievement as good as the classical with scientific approach.Keywords : Two Stay Two Stray (TSTS), Teams Assisted Individulization (TAI), Classical, Scientific Approach, Studentsâ Anxiety.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI DI KOTA MADIUN Ayu Kurniawati, Kiki Riska; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The aims of this research were to find out the different effect of each categories of learning model, students interpersonal intelligence and their interaction towards students mathematics learning achievement on the subject of plane geometry. The research was quasi experimental with 3Ã3 factorial design. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. Sampling was done by stratified cluster random sampling technique. The sample of this research consisted of the students of SMP N 3 Madiun, SMPN 7 Madiun, and SMPN 10 Madiun. The sample consisted of 260 students. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded that: (1) the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model; (2) students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; (3) on the cooperative learning model of Jigsaw type, NHT type and direct learning model, students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; and (4) on students interpersonal intelligence high, medium and low, the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model.Keywords:Â Jigsaw, NHT, interpersonal intelligence

PROSES BERPIKIR REFLEKTIF SISWA KELAS X MAN NGAWI DALAM PEMECAHAN MASALAH BERDASARKAN LANGKAH KRULIK DAN RUDNICK DITINJAU DARI KEMAMPUAN AWAL MATEMATIKA Masamah, Ulfa; Sujadi, Imam; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Â Abstract: The aim of this research was to describe reflective thinking process of 10th grade MAN Ngawi students with different initial mathematics capability (high, normal, low) in solving problems based on Krulik and Rudnick steps. This research was a kind of qualitative research on a case study. The collecting data in this study used task-based on interview method. The analyzed of the data in this study did with reducing the data, presenting the data, and conclusing the data. The results of this research were: 1) on reading and thinking step, students with normal and low initial mathematics capability convince what they read and thought correctly by reading repeatedly. Students with high initial mathematics capability did it by reading and understanding each question sentences repeatedly; 2) on exploring and planing step, selecting and considering information, both students with high and normal initial mathematics capability did these steps by information identification and analysis of main problems and conditions; to convince that initial problem solving planning was right, they did it by organizing problem and deciding the initial steps planned; 3) on selecting a strategy step, to consider confidently the problem solving step based on information obtained, students with high initial mathematics capability did the step by exploring initial problem solving strategy and using representation result by trial-error and guessing test, concerning problem solving pattern, and recheck every step done. Students with normal initial capability did it by exploring initial problem solving strategy and using representation result by trial-error step, making proper initial plan by question stimulation. 4) on finding an answer step, to understand each steps based on selected problem solving strategy, both students with high and normal initial mathematics capability did it by (a) ascertain formula that used for the area of that shapes, triangle area if known two sides which flank an angle, and comparing trigonometry on special angle correctly (students with normal capability used question stimuly); (b) trying repeatedly using selected patterns and recheck every step and calculation done; and (c) aware of each mistakes (computation, formula, way, and writing) and fixed them (students with normal capability needed question stimuly and wrong answering strategy). Student with high initial capability combined the process by paying attention and rechecking every steps and calculation by step back process. 5) on reflecting and extending step, to considering results and problems, students with high initial mathematics capability did it by reflection to get solution and rechecking by verification process. Students with normal capability did it by rechecking and looking back the problem and result obtained. In every steps, students with high initial mathematics capability always used intuition and self-questioning to convince the step done. 10th grade MAN Ngawi students with low initial mathematics capability did not use reflective thinking in problem solving based on Krulik and Rudnick.Keywords: Process, reflective thinking, problem solving, and initial mathematics capability.

PENERAPAN STRATEGI ARCS DENGAN PEMBERIAN SCAFFOLDING : UPAYA MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIKA DAN PEMBENTUKAN KARAKTER MAHASISWA PADA MATA KULIAH MATEMATIKA DASAR Chrisnawati, Henny Ekana; Usodo, Budi; Kurniawati, Ira; Kuswardi, Yemi
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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ABSTRACTÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â This research has purposes to increase mathematical understanding ability and build character of undergraduate in mathematics foundation which uses ARCSâs strategy with giving scaffolding. Mathematics foundation which has abstractâs characteristic and necessary from understanding ability both computational also fungtional become priority of researcherâs thought. Characteristic of mathematical concept which is pyramidal compel students to understanding basic concept correctly for the sake of understanding new concept.Â Not only for understanding but also building character is one of affectionate factors priority to reach success in learning mathematics. Pay attention of developing character, undergraduate are wished to show positively character in learning so that gives positively implication to the results. This research is classroom activity research which gives some informations about the changes or increase that ae caused by an activity. This research uses undergraduate of physics education in year academic 2015/2016Â as a subject. Technique of collecting data uses test and observation while learning and researchâs instrument is developed by validation of professional judgment. The result from application of ARCSâs strategy with giving scaffolding in learning is exist an increase of mathematical understanding ability. It showed by the results of mathematical understanding abilityâs test in first and second cycle which gave information that there exist an increase of completeness percentage for understanding mathematical concept which from 39, 5 % up to 77,4 % in first cycle then continued up to 82,6 % in second cycle. Like that, it also showed by the mean of the testâs result which gave an increase from 61 in first cycle up to 81,1 in second cycle. The application of ARCSâs strategy also increased the affectionate learningâs result. It showed by the results of observation in first and second cycle which showed that the mean percentage ofÂ Â Â character building from indicators: honest, discipline, hardworking, creative, stand alone, has a curiosity, appreciate achievement, friendly, responsible which were developed. Those results increase from bottom category in pre-cycle became in middle and high category in second cycle. It means thatÂ Â used motivation technique (attention, relevance, confidence and satisfaction) in learning activity of mathematics foundation gave fact that those technique fulfilled need of undergraduate for reaching optimal achievement. Keywords : understanding concept ability, character, ARCSâs strategy, scaffolding

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER DENGAN PENDEKATAN SAINTIFIK DAN TIPE ROUNDTABLE DENGAN PENDEKATAN SAINTIFIK PADA MATERI FUNGSI DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SUKOHARJO Kusumaningtyas, Yolan; Mardiyana, Mardiyana; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The purpose of this study was to determine the effect of learning models on the learning achievement in Mathematics viewed from emotional intelligence of the students. The learning models compared were learning model of the Numbered Head Together (NHT) with scientific approach, Roundtable with scientific approach, and classical with scientific approach. The type of this study was a quasi-experimental study with a 3x3 factorial design. The population was all grade VIII students of Public Junior High Schools in Sukoharjo Regency. Instruments used for data collection were mathematics achievement test and emotional intelligence questionnaire. The data analysis technique used was the two-way ANOVAÂ with unequal cell. Based on hypothesis, the results of the study concluded as follows. (1) Roundtable model with scientific approach got better learning achievement than NHT model with scientific approach and with classical model with scientific approach, NHT Â model with scientific approach got better learning achievement than classical model with scientific approach. (2) Students with high emotional intelligence gave the same learning achievement with the students who had middle emotional Â intelligence. In addition, students who had high and middle emotional Â intelligence have better learning achievement than students who had low emotional Â intelligence. (3) In each Â learning models, student with high emotional intelligence gave the same learning achievement with the students who had middle emotional Â intelligence, then Â students who had high and middle emotional Â intelligence have better learning achievement than students who had low emotional Â intelligence. (4) In each category of emotional intelligence, Roundtable Â model with scientific approach got better learning achievement than NHT with scientific approach and classical model with scientific approach, NHT Â model with scientific approach got better learning achievement than classical model with scientific approach.Keywords : Numbered Head Together (NHT), Roundtable, Classical, Scientific Approach, Emotional Intelligence.

EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN MODEL DISCOVERY LEARNING SERTA MODEL THINK PAIR SHARE MATERI KUBUS DAN BALOK DITINJAU DARI KATEGORI KECERDASAN EMOSIONAL PADA KEMAMPUAN BERPIKIR MATEMATIS TINGKAT TINGGI PESERTA DIDIK SMP Pawiro, Yudi Pramono; Budiyono, Budiyono; Slamet, Isnandar
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The objective of this research was to know the effect of the learning models on the high order mathematical thinking skill viewed from the emotional quotient of the students. The learning models compared were model of the PBL, model of the DL and model of the TPS. This research used the quasi experimental research. Itâs population was all of the students in Grade VIII of State Junior Secondary Schools in Sukoharjo. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 253 students. They were grouped into three classes, namely: 87 in Experimental Class 1, 84 in Experimental Class 2, and 83 in Experimental Class 3. The instruments to gather the data were test of high order mathematical thinking skill on the learning topic of cube and beam, and emotional quotient questionnaire. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalanced cells. The results of the research were as follows. 1) Model of the PBL results in a better high order mathematical thinking skill than model of the DL, and Â model of the TPS. Model of the DL results same high order mathematical thinking skillÂ with TPS. 2) Emotional quotient gives students a different effect on high order mathematical thinking skill on the learning topic of cube and beam. The students with the high emotional quotient have a better high order mathematical thinking skill than those with the moderate emotional quotient and those with the low emotional quotient, the students with the moderate emotional quotient have a betterÂ high order mathematical thinking skill than those with the low emotional quotient. 3) There was no interaction the aforementioned learning models and the categories of the emotional quotient on the high order mathematical thinking skill of the students.Keywords: PBL, DL, TPS, High Order Mathematical Thinking Skill and Emotional Quotient.

EKSPERIMENTASI MODEL PEMBELAJARAN THINK-PAIR-SHARE (TPS), THINK-TALK-WRITE (TTW) DAN TWO STAY-STRAY (TSTS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SELF-EFFICACY Viqriah, Khafittulloh; Budiyono, Budiyono; Subanti, Sri
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The aims of this research was to determine the effect of learning models on mathematics achievements and learning interest viewed from students self-efficacy. The learning model compared were TPS, TTW, and TSTS. The type of the research was a quasi-experimental research. The population were all of the students in grade 8th of Junior High School in Sleman regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 1 Kalasan, SMPN 4 Kalasan, and SMPN 2 Ngemplak. The instruments used were mathematics achievement tests and self-efficacy questionnaire. The data was analyzed by using unbalanced two-ways Anova. The conclusions were as follows. (1) TPS gives better mathematics achievement than TTW, and both gives better mathematics achievement than TSTS. (2) Students who have high and medium self-efficacy have the same mathematics achievement, students who have medium and low self-efficacy have the same mathematics achievement, students who have high self-efficacy was better than students who have low self-efficacy. (3) For TPS and TTW, students who have high, medium, and low self-efficacy have the same mathematics achievement. For TSTS, students who have high and medium self-efficacy have the same mathematics achievement, students who have medium and low self-efficacy have the same mathematics achievement, students who have high self-efficacy was better than students who have low self-efficacy. (4) For students who have high and medium self-efficacy, TPS,TTW, andÂ TSTS gives the same mathematics achievement. For students who have low self-efficacy, TPS andÂ TTW gives the same mathematics achievement, TPS gives better mathematics achievement than TSTS, and TTW gives better mathematics achievement than TSTS .Keywords: Think-Pair-Share (TPS), Think-Talk-Write (TTW), Two Stay-Two Stray (TSTS), self-efficacy

EKSPERIMENTASI MODEL PROJECT BASED LEARNING (PjBL) DAN COOPERATIVE LEARNING TIPE GROUP INVESTIGATION (GI) PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VIII SMP NEGERI SE-KOTA METRO LAMPUNG Mustika, Juitaning; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The objective of research was to investigate the effect of learning models on Mathematics learning achievements viewed from studentsâ emotional intelligence. The learning models compared were PjBL, GI and direct learning model. This study was a quasi experimental research with a 3 x 3 factorial design. The population of research was all of the VIII graders of Junior High Schools in Metro City. The sample was taken using stratified cluster random sampling. The sample of research consisted of 238 students with details 80 students for the experiment 1, 80 students for experiment 2 and 78 students for control classes. The instruments used for collecting data were mathematics learning achievement test and student EI questionnaires. The results of this research were as follows: (1) the use of the PjBL model couldresult better learning achievement than both GIandthe direct learning. The use of GI could result better learning achievement than the direct learning model, (2) Students with high EI, resulting better learning achievement than students with moderate or low EI, and students with moderate EI hadbetter learning achievement than students with low EI, (3) For those students with high and moderate EI, the PjBL modelresulted better learning achievement than direct learning model, while the PjBL models gave the same learning achievement asGI, and the GIgavethe same learning achievement as the direct learning model. For students with low EI, PjBL, GIand direct learning model gave the same learning achievement, (4) In learning using PjBL model, students with high EI had better learning achievement than students with low EI, and students with moderate EI had better learning achievement than students with low EI, while students with high EI had the same learning achievement as students with moderate EI. On learning using GImodel, students with a high EI had better learning achievement than thosewith low EI, while students with high EI had the same learning achievement as students with moderate EI and students with moderate EI had the same learning achievement as students with a low EI. Direct learning model gave the same effect on learning outcomes among students who had high, moderate and low EI.Keywords: Project Based Learning (PjBL), Group Investigation (GI), Direct learning andEmotional Intelligence (EI).

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DENGAN SCAFFOLDING BERBASIS MODUL PADA MATERI GEOMETRIDIMENSI TIGA DITINJAUDARI KEMANDIRIAN BELAJAR SISWA SMK KELAS XI DI KABUPATEN SRAGEN Hartono, Hartono; Riyadi, Riyadi; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The purposes of this research were to investigate: (1) which learning models ofÂ Team Assisted Individualization learning model Â with scaffolding based on Â module (TAI-S), Team Assisted Individualization learning model (TAI), or direct learning model (DL) results in a better learning achievement in the material of three-dimensional geometry; (2) which independence category of student learning, high, medium or low results in a better learning achievement on the material of three-dimensional geometry;Â (3) in each category of student learning independence, which Â learning models of the TAI-S, TAI, or DL model results in better Â learning achievementÂ on the material ofÂ three-dimensional geometry. This research used the quasi experimental method with the factorial design of 3x3. Its population was all the students in Grade XI of 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 gathered through documentation, questionnaire, and test. The documentation was employed to investigate the scores of semester test in Mathematics of the students in Semester 1, Academic Year 2012/2013, and was used for balance test among the classes exposed to the TAI-S, TAI, and DL models. The questionnaire was used to find out the independence category of student learning. The test was used to know the students learning achievement in Mathematics with material of three-dimensional geometry. 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 TAI-S learning model result in a better learning achievement than both the TAI and DL models. There are no any differences in the learning achievement of the students with the TAI learningÂ model and DL model. (2) the students with the high independence category result in better learning achievement than students with medium and low independence category. The students with medium independence category result in better learning achievement than students in low independence category (3) in each category of student learning independence, based on Â the material ofÂ three-dimensional geometry, the TAI-S learning model, TAI learningÂ model and DL Â model do not have correlation between one and another.Keywords : TAI-S learning model, TAI learning model,Â Â Â Â DLÂ Â Â learning. Â Â Three Dimensional Geometry, Learning Â Independence.

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