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Journal of Mathematics and Mathematics Education
Published by Universitas Sebelas Maret
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Mathematics
Arjuna Subject : -
Articles 83 Documents
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PENGEMBANGAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PERMAINAN LET’S BE CREATIVE (LBC) PADA MATERI BANGUN RUANG SISI DATAR KELAS VIII SMP IT NUR HIDAYAH SURAKARTA Lailatul F, Isna Nur; Mardiyana, Mardiyana; Sari S, Dewi Retno
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

Abstract: The aims of this study are: (1) to describe the process of jigsaw model with LBC game in polyhedra (cubes, cuboids, prisms and pyramids) learning materials at VIII grade of high school students. (2) to get the result of jigsaw model with LBC game are valid, practical use in learning, and effectively use in learning. The discussion in this study using a model of the development of four D Thiagarajan (4D) includes; definition phase (define), stage design (design), stage of development (develop), and the deployment phase (disseminate). The results of this developmental study are: (1) a valid model of jigsaw with LBC game which applied in polyhedra (cubes, cuboids, prisms and pyramids) learning materials of VIII grade Junior High School with an average score rate is 3,55 and include in very good criteria. (2) a practical model of jigsaw with LBC game with a practical implementative average score rate (before implementation) is 3,44 and include in very good criteria and the teacher stated that jigsaw model with LBC game can be implemented in the classroom. (3) an effective model of jigsaw with LBC game to be implemented in the classroom. The effectiveness of the model according to the creativity in solving the mathematic problem which treated with jigsaw model with LBC game is better than jigsaw model only, the assessment by the observer when the teaching and learning process using jigsaw model with LBC game is 3,1375 include in good criteria with reliability rate 87,83%. Students’ respond toward the model is adequate with total average rate 2,793 and include in adequate category. The teacher also gives positive statements that jigsaw model with LBC game is good, the students being active and LBC game attracts all of the students. According to the discussion result, it can be concluded that jigsaw model with LBC game fulfil the criteria validity, practicality, and effectivity.Keywords: Jigsaw model development with LBC game, creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI FUNGSI DITINJAU DARI INTERAKSI SOSIAL Cahyono, Heri; Mardiyana, Mardiyana; 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

Abstract. The aim of the research was to determine the effect of learning models on mathematics achievement viewed from student’s social interaction. The learning models compared were TAI with scientific approach, TPS with scientific approach, and classical with scientific approach. The type of the research was a quasi experimental research with the factorial design of 3 x 3. The population were all eight grade students of Junior High School in Ngawi regency on academic year 2014/2015. The sample consisted of students of SMPN 3 Ngrambe, SMPN 2 Paron, and SMPN 2 Widodaren, which taken by using stratified cluster random sampling technique. The data of the research were collected through documentation, questionnaire, and test. The data was analyzed using unbalanced two-ways anova at the significance level of 0,05. Based on the data analysis, it can be concluded as follows. (1) TAI with scientific approach gives better mathematics achievement than TPS with scientific approach and classical with scientific approach, TPS with scientific approach and classical with scientific approach gives same mathematics achievement. (2) Students with high social interaction have better mathematics achievements than students with medium social interaction and low social interaction, while students with medium social interaction have better mathematics achievements than students with low social interaction. (3) For TAI with scientific approach, students with high and medium social interaction have the same mathematics achievements, and both have better mathematics achievement than low social interaction. For TPS with scientific approach, students with high social interaction have better mathematics achievement than students with medium and low social interaction, and students with medium and low social interaction have the same mathematics achievement. For classical with scientific approach, students with high social interaction have better mathematics achievement than students with medium social interaction, and both have the same mathematics achievement as students with low social interaction. (4) For students with high and low social interaction, all learning models gives the same mathematics achievement. For students with medium social interaction, TAI with scientific approach gives better mathematics achievement than TPS with scientific approach and classical with scientific approach, TPS with scientific approach and classical with scientific approach gives the same mathematics achievement.Keywords: TAI with scientific approach, TPS with scientific approach, classical learning, social interaction, learning achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN INQUIRY LEARNING DAN DISCOVERY LEARNING TERHADAP PRESTASI BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN SPASIAL SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Aziz, Abdul; Budiyono, Budiyono; Subanti, Sri
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

 Abstract: The purpose of this research was to know the effect of the learning models on the learning achievement and mathematics communication ability viewed from the spatial quotient. The learning models compared were Inquiry learning, Discovery learning and Classical model. The type of this study was a quasi-experimental study with a 3 x 3 factorial design. The study population was all grade VIII students of Junior High School in Solo city. Sample was collected by stratified cluster random sampling and consisted of 260 students which where divided into three groups,  86 students in Experimental Group 1, 86 students in Experimental Group 2, and 88 students in Control Group . The instruments of the research include mathematics achievement test, mathematics communication ability test and spatial intelligence test. The technique of analyzing data used the two-way multivariate analysis of variance with unbalanced cell. The results of this research could be concluded as follows ,  (1) Inquiry Learning and Discovery Learning have better learning achievement and mathematics communication ability aspects than the Classical learning, Besides that, Inquiry Learning and Discovery Learning  have the same learning achievement and mathematics communication ability; (2) The students with high spatial intelligence have the same learning achievement and mathematics communication ability as middle spatial intelligence. In addition, students who have high and middle spatial intelligence have better learning achievement and mathematics communication ability than students who have low spatial intelligence.; (3) In each learning model, the students with high and middle spatial intelligence have better learning achievement and mathematics communication ability than students who have low spatial intelligence, and the students with high and middle spatial intelligence have the same learning achievement and mathematics communication ability; (4) In each of the spatial intelligence, the cooperative learning model of Inquiry Learning and Discovery Learning give a better learning achievement and mathematics communication ability than the Classical model, and the cooperative learning model of Inquiry Learning and Discovery Learning give the same learning achievement and mathematics communication ability.Keywords: Inquiry Learning, Discovery Learning, Spatial Quotient, Learning Achievement, Mathematics Communication Ability.
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS DAN TEAMS ASSISTED INDIVIDUALIZATION PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI MOTIVASI BERPRESTASI SISWA KELAS VIII SMP Huda, Mishbahul; Kusmayadi, Tri Atmojo; 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

Abstract: The objectives of this research are to investigate: (1) which learning model of the cooperative learning model of the TGT type, the cooperative learning model of the TAI type, and the direc learning model results in a better learning achievement in Mathematics; (2) which students of the the students with the high achievement motivation, the students with the moderate achievement motivation, and the students with the low achievement motivation have a better learning achievement in Mathematics; (3) in each category of the achievement motivations, which learning model of the cooperative learning model of the TGT type, the cooperative learning model of the TAI type, and the direc learning model results in a better learning achievement in Mathematics; and (4) in each learning model, which students of the the students with the high achievement motivation, the students with the moderate achievement motivation, and the students with the low achievement motivation have a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3x3. Its population was the students in Grade VIII of State Junior Secondary Schools of Wonogiri regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research were the students as many as 299 of State Junior Secondary School 1 of Purwantoro, State Junior Secondary School 1 of Jatisrono, and State Junior Secondary School 2 Puhpelem. The data of the research were analyzed by using the two-way analysis of variance (ANOVA) with unbalanced cells at the significance level of 5%. The results of the research are as follows: 1) the students instructed with the cooperative learning model of the TGT type have a better learning achievement in Mathematics as those instructed with the cooperative learning model of the TAI type and direct learning model, the students instructed with the cooperative learning model of the TAI type have a better learning achievement in Mathematics as those instructed with the direct learning model. 2) The students with the high achievement motivation have a better learning achievement in Mathematics as those with the moderate achievement motivation and low achievement motivation, the students with the high achievement motivation have a better learning achievement in Mathematics than those with the low achievement motivation. 3) In each category of the achievement motivations, the students instructed with the cooperative learning model of the TGT type have a better learning achievement in Mathematics as those instructed with the cooperative learning model of the TAI type and direct learning model, the students instructed with the cooperative learning model of the TAI type have a better learning achievement in Mathematics as those instructed with the direct learning model. 4) In each learning model, the students with the high achievement motivation have a better learning achievement in Mathematics as those with the moderate achievement motivation and low achievement motivation, the students with the moderate achievement motivation have a better learning achievement in Mathematics as those with the low achievement motivation.Keywords: The cooperative learning model of the TGT type, the cooperative learning model of the TAI type, direct learning, and achievement motivation.
Fungsional Aditif Ortogonal pada W0(E) di dalam Rn Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 1, No 2 (2011): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

AbstractThis paper discusses about a representation theorem of an orthogonally additive functional on W0(E)Ì M(E), that is a collection of all McShane integrable functions on a cell E= in Euclidean space Rn, which satisfies some certain properties. This result is a generalization of Chew result.Key words : orthogonally additive functional, McShane integrable, Euclidean space Rn.
KAJIAN MATERI VEKTOR ALJABAR LINEAR: SEBUAH ALTERNATIF DALAM MEMAHAMI ALAM SEMESTA DENGAN MATEMATIKA Susilo, Bambang Eko
Journal of Mathematics and Mathematics Education Vol 1, No 1 (2011): Journal of Mathematics and Mathematics Education
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Abstract

ABSTRAK Proses pendidikan sewajarnya dilaksanakan dengan memusatkan perhatian pada tujuan pendidikan itu sendiri,  sehingga  masalah  inti  dalam  pendidikan  tidak  dikesampingkan.  Tujuan  pendidikan  nasional adalah  untuk  mengembangkan  potensi  peserta  didik  agar  menjadi  manusia  yang  beriman  dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi  warga  negara  yang  demokratis  serta  bertanggung  jawab,  secara  hirarki  penempatan  sasaran yang dituju menunjukkan target minimal yang seharusnya diperoleh dari suatu proses pendidikan atau dalam  suatu  jenjang  pendidikan.  Tujuan  agar  peserta  didik  menjadi  manusia  yang  beriman  dan bertakwa  kepada  Tuhan  Yang  Maha  Esa  dan  berakhlak  mulia  menjadi  standar  minimal  di  seluruh jenjang, karena merupakan faktor keselamatan manusia di dunia dan di akhirat, sehingga dalam setiap proses  pembelajaran  hendaknya  selalu  disentuh,  tidak  terkecuali  dalam  pembelajaran  matematika sebagaimana materi vektor aljabar linear untuk menambah keyakinan terhadap kesempurnaan Tuhan dalam penciptaan alam semesta ini.Kata kunci: tujuan pendidikan nasional, mendidik hati dan akal , ruang vektor, alam semesta 
EFEKTIVITAS STRATEGI HEURISTIK DENGAN PENDEKATAN METAKOGNITIF DAN PENDEKATAN INVESTIGASI TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA PADA MATERI POKOK BARISAN DAN DERET DITINJAU DARI KREATIVITAS SISWA KELAS XII MADRASAH ALIYAH DI PONTIANAK Darma, Yudi; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 1, No 2 (2011): Journal of Mathematics and Mathematics Education
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Abstract

Abstract: The purposes of this research are to know of the effectiveness of heuristic learning strategy approach category, creativity, and its interaction to studentss mathematics problem solving ability on material series and sequence. This research is quasi experimental research with factorial design 2 x 3. The population is the studentss of class XII Madrasah Aliyah at Pontianak City the schools odd semester academic year of 2011/2012. The sampling was taken by using stratified cluster random. Sample of the research is 186 studentss. Data collecting is done through school document, problem solving essay test ability and creativity questionnaire. Instrument analysis that was done on essays problem solving ability is content validity, consist of analysis degree of differences, index of difficulty and reliability. Analysis on creativity questionnaire is content validity, internal consistency, and reliability. Data analysis technique used consisting of: Balance test, precondition analysis (Normality and Homogeneity). Hypothesis analysis test used was two way analysis of variance with unequal cell. Using α = 0.05 it can be concluded that: 1) Students who had been taught by using metacognitive learning approach result the better mathematics problem solving ability compared to students who had been taught by using investigation learning approach. 2) Students who have high creativity has better problem solving ability than students that have medium and low creativity, and students that have medium creativity have better problem solving ability than students who have low creativity. 3) Students who were taught by using metacognitive and also investigation learning approach, who have high creativity have better problem solving ability than students with medium and low creativity, and students who have medium creativity have better problem solving ability than students who have low creativity. 4) On high creativity level category, students who were taught by metacognitive learning approach have better mathematics problem solving ability than studentss who were taught by using investigation learning approach. Meanwhile on medium and low creativity, students who were taught by using metacognitive learning approach have the same mathematics problem solving ability with studentss who were taught by using investigation approach.Key words: Heuristic strategy, Metacognitive, Investigation, Creativity and Problem  Solving.
TEORI APOS DAN IMPLEMENTASINYA DALAM PEMBELAJARAN Mulyono, Mulyono
Journal of Mathematics and Mathematics Education Vol 1, No 1 (2011): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

 ABSTRAK :Belajar  merupakan  kerja  mental  secara  aktif.  Teori  APOS  merupakan  teori  yang  mempelajari bagaimana  individu  belajar  konsep  matematika.  Teori  ini  mengemukakan  bahwa  dalam membangun  sebuah  konsep  matematika,  individu  melalui  tahap-tahap  aksi,  proses,  objek,  dan skema.  Untuk  mengetahui  bagaimana  individu  bekerja  dan  berpikir  ketika  berada  pada  tahap- tahap  itu  perlu  dilakukan  wawancara  yang  mendalam.  Seseorang  mungkin  bisa  berhasil  melalui semua  tahap  tersebut,  bisa  juga  gagal.  Meskipun  sama-sama  berhasil  atau  sama-sama  gagal, antara  individu  satu  dengan  yang  lainnya,  mungkin  berbeda  aktivitas  mental  yang  dilakukan. Dengan  teori  ini  pengembang  pendidikan  dapat  membuat  model  pembelajaran  yang  berorientasi pada  teori  ini.  Teori  ini  menyediakan  langkah-langkah  konstruksi  konsep  matematika,  model pembelajaran yang dikembangkan dapat memasukkan langkah-langkah ini ke dalam model yang dibuat pada langkah-langkah pembelajarannya.  Kata kunci: Teori APOS, konsep matematika, model pembelajaran 
MODUL τ[M]-INJEKTIVE Suprapto, Suprapto; Wahyuni, Sri; Wijayanti, Indah Emilia; Irawati, Irawati
Journal of Mathematics and Mathematics Education Vol 1, No 2 (2011): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract Let  R be a ring with unit and let  N be a left R-module. Then N is said linearly independent to  R (or N is R-linearly independent) if there is monomorphisma  By the definition of R-linearly independent, we may be able to generalize linearly independent relative to the R-module M. Module N is said M-linearly independent if there is monomorphisma .The module Q is said M-sublinearly independent if Q is a factor module of modules which is  M-linearly independent. The set of modules M-sublinearly independent denoted by  Can be shown easily that  is a subcategory of the category R-Mod. Also it can be shown that the submodules, factor modules and external direct sum of modules in  is also in the .The module Q is called P-injective if for any morphisma Q defined on L submodules of P can be extended to morphisma Q with , where  is the natural inclusion mapping. The module Q is called -injective if Q is P-injective, for all modules P in .In this paper, we studiet the properties and characterization of -injective. Trait among others that the direct summand of a module that is -injective also -injective. A module is -injective if and only if the direct product of these modules also are -injective. Key words : Q ()-projective, P ()-injective.
EFEKTIFITAS MODEL PEMBELAJARAN DIRRECT INSTRUCTION DENGAN STRATEGI MOTIVASI ARCS PADA MATERI GRAPH Kuswardi, Yemi; Kurniawati, Ira; Sutopo, Sutopo
Journal of Mathematics and Mathematics Education Vol 1, No 1 (2011): Journal of Mathematics and Mathematics Education
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ABSTRACT Graph  materials  contains  declarative  knowledge  and  procedural knowledge.  In  Graph  subject  included declarative  knowledge  is  the  graph  terminology  while  those  included  procedural  knowledge  is  how  to determine  the  settlement  of  problems  by  using  the  algorithm  methods  associated  with  Graph.  Dirrect instruction  that  relies  on  principles  of  behavioral  and  social  learning  theory,  has  been  specifically designed to support students learning processes associated with procedural knowledge and declarative knowledge is well structured and can be taught with the pattern of activity that gradually, step by step. ARSC  motivation  strategies  (Attention,  Relevance,  Confidence,  Satisfaction)  is  a  strategy  that  can increase  the  motivation  on  learning  materials  and  learning  activities  of  students.  Application  of  direct instruction model with ARCS motivational strategies is one solution to resolve the issue. The purpose of this  study  was  to  determine  whether  the  aplication  of  direct  istruction  model  using  ARCS  strategy  on graph materials subject (1) the mastery learning is achieved, (2) students learning activities are effective, (3)  students  responses  are  positive,  and  (4)  the  effectiveness  of  model  is  reached.  This  research  is  a qualitative  descriptive  research.  The  subjects  of  this  research  are  students  who  take  Discrete Mathematics course in Educational Mathematics Program, Department of Educational Mathematics and Science,  FKIP,  Sebelas  Maret  University  Surakarta.  The  results  is  (1)  mastery  learning  achieved,  (2) learning  activities  are  effective,  (3)  students  response  considered  positive,  (4)  the  effectiveness  of interactive learning on graph is achieved. Keywords: Dirrect Instruction Model, Motivation Strategies ARCS, Discrete Mathematics, Graph

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