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Journal of Mathematics and Mathematics Education
Published by Universitas Sebelas Maret
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Core Subject : Education,
Education Mathematics
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Articles 83 Documents
 3   4   5   6   7 
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN PROBLEM SOLVING DAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION PADA POKOK BAHASAN PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DITINJAU DARI MINAT BELAJAR SISWA Kurniawati, Eriska Fitri; Kusmayadi, Tri Atmojo; Soeyono, Soeyono
Journal of Mathematics and Mathematics Education Vol 2, No 2 (2012): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstrak Tujuan penelitian ini adalah untuk mengetahui: (1) manakah yang memberi prestasi belajar matematika yang lebih baik, siswa yang dikenai model pembelajaran Problem Solving atau model pembelajaran kooperatif tipe TAI. (2) manakah yang memberikan prestasi belajar matematika yang lebih baik, siswa yang mempunyai minat belajar tinggi, sedang, atau rendah. (3) pada masing-masing tingkatan minat belajar siswa (tinggi, sedang, dan rendah), manakah yang memberikan prestasi belajar lebih baik antara model pembelajaran Problem Solving atau model pembelajaran kooperatif tipe TAI.Penelitian ini merupakan penelitian  eksperimental semu dengan desain faktorial 2×3. Populasi penelitian ini adalah seluruh peserta didik SMP di Kabupaten Rembang. Pengambilan sampel dilakukan dengan teknik stratified cluster random sampling. Sampel dalam penelitian ini sebanyak 194 peserta didik, dengan rincian 94 siswa pada kelas eksperimen satu dan 100 siswa pada kelas eksperimen dua. Pengumpulan datanya dilakukan melalui tes pilihan ganda dan angket minat belajar siswa. Uji coba instrumen tes meliputi validitas isi, tingkat kesukaran, daya pembeda, dan realibilitas. Uji prasyarat meliputi uji normalitas populasi menggunakan metode Lilliefors dan uji homogenitas variansi populasi menggunakan Bartlett. Dengan α= 0,05, diperoleh simpulan bahwa sampel berasal dari populasi yang berdistribusi normal dan mempunyai variansi yang homogen. Pengujian hipotesis menggunakan analisis variansi dua jalan dengan sel tak sama.Berdasarkan hasil pengujian hipotesis, diperoleh simpulan bahwa: (1) model pembelajaran  Problem Solving memberikan prestasi belajar matematika siswa yang lebih baik dibandingkan dengan model pembelajaran kooperatif tipe TAI. (2) prestasi belajar matematika siswa yang mempunyai minat belajar tinggi lebih baik daripada siswa yang mempunyai minat belajar sedang maupun rendah dan siswa yang mempunyai minat belajar sedang mempunyai prestasi belajar yang sama baik dengan siswa yang mempunyai minat belajar rendah. (3) model pembelajaran Problem Solving memberikan prestasi belajar matematika yang lebih baik dibandingkan dengan model pembelajaran kooperatif tipe TAI baik untuk siswa dengan minat belajar tinggi, sedang, maupun rendah. Sedangkan prestasi belajar matematika siswa yang mempunyai minat belajar tinggi lebih baik daripada siswa yang mempunyai minat belajar sedang maupun rendah dan siswa yang mempunyai minat belajar sedang mempunyai prestasi belajar yang sama baik dengan siswa yang mempunyai minat belajar rendah baik untuk siswa yang diberi model pembelajaran Problem Solving maupun model pembelajaran kooperatif TAI.Kata Kunci : Minat Belajar, Pembelajaran kooperatif, Problem Solving, Team Assisted Individualization, Prestasi Belajar Matematika.
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL KESEBANGUNAN BERDASARKAN PROSEDUR NEWMAN DITINJAU DARI KEMAMPUAN SPASIAL (Penelitian dilaksanakan di Kelas IX SMPN 1 Paguyangan Kabupaten Brebes) Widodo, An Nur Ami; Sujadi, Imam; Mardiyana, Mardiyana
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education
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Abstract : The aim of this research was to identify the types of students error at 9th grade of SMPN 1 Paguyangan in solving similarity by using Newman’s error analysis procedure from spatial ability. The type of this research is a qualitative research. Subject’s selection procedure was by using purposive sampling. There are 6 subjects in this research. Data collection technique was task-based interviews. The validity was determined by time triangulation. The data analysis was Miles and Huberman model including reduction, data displays, and conclusion. The results of this research showed as follows. The types students with low spatial ability error in solving based on Newman’s error analysis procedure were: reading error, comprehension error, transformation error, process skill error, and encoding errors. The types students with medium spatial ability error in solving based on Newman’s error analysis procedure were: transformation error, process skill error, and encoding error. The types students with high spatial ability error in solving based on Newman’s error analysis procedure were : transformation error.Keywords: types of error, Newman procedure, spatial ability.
PROSES BERPIKIR MAHASISWA PENDIDIKAN MATEMATIKA DALAM PEMECAHAN MASALAH PEMBUKTIAN TAHUN AKADEMIK 2014/2015 Yohanie, Dian Devita; Sujadi, Imam; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: This research aimed to describe the thinking process in proof problem solving using direct, contraposition, and contradiction methods in 2nd semester mathematic education students of Nusantara PGRI University of Kediri with (1) high, (2) moderate, and (3) low learning achievements. The research method employed was qualitative approach. Subject of research was selected using purposive sampling technique, consisting of 6 2nd-semester mathematic education students: 2 students with high, 2 with moderate, and 2 with low learning achievements. Data collection was carried out using interview based on proof problem solving assignment. Data validation was carried out using time triangulation, and the valid data was analyzed using data reduction, data display, and conclusion drawing.  The result of research showed that: (1) The thinking process of students with high learning achievement. The proof problem solving in direct contraposition, and contradiction ways. In entry phase, the subjects understood the problem by writing antecedent as they know and consequence to be proved. In finishing phase, the subjects explained antecedent into premise correctly and completely, did algebraic operation to connect consequence to premise, in order to prove the consequence. In review phase, the subjects check their answer and were sure with their answer after seeing the process and proof result. (2) The thinking process of students with moderate learning achievement. The proof problem solving in direct, contraposition, and contradiction ways. In entry phase, the subjects understood the problem by writing antecedent as they know and consequence to be proved. In finishing phase, the subjects explained antecedent into premise correctly, did algebraic operation with summing procedure and distributive property to connect consequence to premise in order to prove the consequence. In review phase, the subjects did not check their answer and were sure with their answer when their  proved. (3) The thinking process of students with low learning achievement. The proof problem solving in direct, contraposition, and contradiction ways. In entry phase is the same, the subjects understood the problem by writing antecedent as they know and consequence to be proved. In finishing phase, the subjects explained antecedent into premise difficultly, did algebraic operation with summing procedure and distributive property to connect consequence to premise using number example, thereby could not prove the consequence. Then in review phase, the subjects did not check their answer and were sure with their answer after seeing their proof result.Keywords: Thinking Process, Problem Solving, Proof, Learning Achievement 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS (SNH) DAN TWO STAY TWO STRAY (TSTS) DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA Sugesti, Fitri Era; Budiyono, Budiyono; Subanti, Sri
Journal of Mathematics and Mathematics Education Vol 4, No 1 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: This research aims at finding out: (1) which one results better mathematics learning achievement among type SNH through RME approach, type TSTS through RME approach, or direct instruction; (2) which one has better mathematics learning achievement among students with high, average, or low AQ; (3) at each of types (SNH through RME approach, TSTS through RME approach, and direct instruction), which group of students  has better mathematics learning achievement among groups with high, average, or low AQ; (4) at each of AQ categories (high, average, and low), which one results better mathematics learning achievement among type SNH through RME approach, type TSTS through RME approach, or direct instruction.This research employed quasi-experimental design taking all of the seventh grade students of State Junior High Schools in Surakarta as the population. The sampling technique used was stratified cluster random sampling. There were 285 students selected as the sample of this research. The techniques of collecting data were documentation which was used to know the students’ mid-test score in the even semester as the prior knowledge score, test which was used to know the students’ mathematics learning achievement, and questionnaire which was used to know the students’ AQ category. The hypothesis test used 3x3 two-way analysis of variance with unbalanced cells in the level of significance 0.05. The conclusions of the research were as follows. (1) Cooperative learning type SNH through RME approach results better mathematics learning achievement than type TSTS through RME approach does and cooperative learning type TSTS through RME approach results better mathematics learning achievement than direct instruction does; (2) Students with high AQ have better mathematics learning achievement than those with average and low AQ, and students with average AQ have better mathematics learning achievement than those with low AQ; (3) In the use of cooperative learning model type SNH through RME approach, students with high AQ have better mathematics learning achievement than those with low AQ, students with high AQ have relatively the same mathematics learning achievement as those with average AQ, and students with average AQ have relatively the same mathematics learning achievement as those with low AQ. In the use of cooperative leaning model type TSTS through RME approach, students with high, average, and low AQ have the same mathematics learning achievement; (4) For students  with high AQ, the use of learning model type SNH through RME approach results better mathematics learning achievement than that of type TSTS through RME approach and direct instruction, and the use of learning model type TSTS through RME approach results the same mathematics learning achievement as that of direct instruction. For students with average and low AQ, the use of learning model type SNH through RME approach results the same mathematics learning achievement as that of type TSTS through RME approach and direct instruction, and the use of learning model type TSTS through RME approach results the same mathematics learning achievement as that of direct instruction.Key words: Cooperative Learning Model, Structured Numbered Heads, Two Stay Two Stray, Realistic Mathematics Education Approach, Adversity Quotient
EFEKTIFITAS PENDEKATAN PEMBELAJARAN KONTEKSTUAL DAN PEMECAHAN MASALAH DITINJAU DARI KONSEP DIRI SISWA PADA PELAJARAN MATEMATIKA KELAS VIII SMP NEGERI DI KABUPATEN SRAGEN TAHUN PELAJARAN 2011/2012 KH, Abdul Aziz; Mardiyana, Mardiyana; Triyanto, Triyanto
Journal of Mathematics and Mathematics Education Vol 2, No 2 (2012): Journal of Mathematics and Mathematics Education
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Abstract

 Abstrak Penelitian ini bertujuan untuk mengetahui: (1). Manakah yang memberikan prestasi belajar matematika siswa yang lebih baik, pendekatan pembelajaran Kontekstual, Pemecahan Masalah atau Pembelajaran Langsung. (2). Manakah yang memberikan prestasi belajar matematika siswa yang lebih baik, siswa dengan konsep diri tinggi, sedang atau rendah. (3). Apakah  pada masing-masing konsep diri siswa (tinggi, sedang dan rendah) pendekatan pembelajaran Kontekstual lebih baik dibanding Pemecahan Masalah dan Pembelajaran Langsung, dan Pemecahan Masalah lebih baik dibanding Pembelajaran Langsung. (4). Apakah pada masing-masing pendekatan pembelajaran (Kontekstual, Pemecahan Masalah dan Pembelajaran Langsung) pada siswa dengan konsep diri tinggi lebih baik dibanding dengan konsep diri sedang dan rendah serta apakah siswa dengan konsep diri sedang lebih baik dibanding dengan konsep diri rendah.Penelitian ini merupakan penelitian eksperimen semu dengan desain faktorial 3x3. Populasi dari penelitian ini adalah siswa kelas VIII SMP Negeri di Kabupaten Sragen semester genap tahun pelajaran 2011/2012. Pengambilan sampel dilakukan dengan cara stratified cluster random sampling dengan sampel penelitian adalah siswa-siswi SMP Negeri 2 Sragen, SMP Negeri 1 Karangmalang, dan SMP Negeri 2 Karangmalang masing-masing terdiri dari tiga kelas, satu kelas sebagai kelas Pembelajaran Kontekstual, satu kelas sebagai kelas Pembelajaran Pemecahan Masalah dan satu kelas sebagai kelas Pembelajaran Langsung. Banyak anggota sampel seluruhnya adalah 265 siswa. Uji instrumen yang digunakan adalah uji validitas, reliabelitas, daya beda dan tingkat kesukaran. Uji normalitas menggunakan Lilliefors, uji homogenitas dengan uji Bartlett dan uji keseimbangan menggunakan uji-F. Uji hipotesis menggunakan uji anava dua jalan dengan sel tak sama.Berdasarkan hasil pengujian hipotesis dalam penelitian ini dapat disimpulkan. (1). Pendekatan pembelajaran kontekstual memberikan prestasi belajar lebih baik daripada pembelajaran pemecahan masalah dan pembelajaran langsung, dan pembelajaran pemecahan masalah memberikan prestasi belajar lebih baik daripada pembelajaran langsung. (2). Siswa yang memiliki konsep diri tinggi mempunyai prestasi belajar lebih baik daripada siswa yang memiliki konsep diri sedang dan rendah, dan siswa dengan konsep diri sedang memberikan prestasi belajar lebih baik daripada siswa dengan konsep diri rendah. (3a). Pada siswa dengan konsep diri tinggi, pembelajaran pemecahan masalah memberikan prestasi belajar lebih baik daripada pembelajaran langsung. Sedangkan pendekatan pembelajaran kontekstual sama baiknya dengan pembelajaran pemecahan masalah dan pembelajaran langsung. (3b). Pada siswa dengan konsep diri sedang, pembelajaran kontekstual memberikan prestasi belajar lebih baik daripada pembelajaran langsung. Sedangkan pendekatan pembelajaran pemecahan masalah sama baiknya dengan pembelajaran kontekstual dan pembelajaran langsung. (3c). Pada siswa dengan konsep diri rendah, pendekatan pembelajaran kontekstual memberikan prestasi belajar lebih baik daripada pembelajaran pemecahan masalah. Sedangkan pendekatan pembelajaran pemecahan masalah dan kontekstual sama baiknya dengan pembelajaran langsung. (4a). Pada pendekatan pembelajaran kontekstual, semua siswa dengan beragam konsep diri memiliki prestasi belajar yang sama. (4b). Pada pendekatan pembelajaran pemecahan masalah, siswa dengan konsep diri tinggi memiliki prestasi belajar lebih baik daripada siswa dengan konsep diri sedang dan siswa dengan konsep diri tinggi memiliki prestasi belajar lebih baik daripada konsep diri rendah, dan siswa dengan konsep diri sedang akan lebih baik daripada siswa dengan konsep diri rendah. (4c). Pada pendekatan pembelajaran langsung, semua siswa dengan beragam konsep diri memiliki prestasi yang sama. Kata kunci :     Pendekatan Pembelajaran Matematika, Kontekstual, Pemecahan Masalah, Pembelajaran Langsung, Prestasi Belajar, Konsep Diri.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN TEAMS GAMES TOURNAMENT (TGT) PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN DITINJAU DARI GAYA BELAJAR SISWA KELAS X SMK SE-KABUPATEN NGAWI TAHUN PELAJARAN 2015/2016 Nirawati, Lia Septy; Kusmayadi, Tri Atmojo; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): 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 know the effect of the learning models on the learning achievement in mathematics viewed from the students adversity quotient. The learning models compared were the cooperative learning of TAI, TGT, and direct learning model. The type of research was a  quasi-experimental research with a  3x3 factorial design. The study population was all grade 10 students of Secondary Schools in Ngawi Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and learning style questionnaire. The data analysis technique used was the two-way ANOVA with unequal cell. Based on the hypothesis test, it was concluded that: 1) The mathematics learning achievement of the students who were treated by TAI learning model was better than the mathematics learning achievement of the students who were treated by TGT and direct learning model on equality and inequality, the mathematics learning achievement of the students who were treated by TGT learning model was better than the mathematics learning achievement of the students who were treated by direct learning model on equality an inequality; 2) The mathematics learning achievement of the students with visual type was better than the mathematics learning achievement of the students with auditory or kinesthetic type and the learning achievement of auditory type students was better than  the  learning  achievement of kinesthetic type students on equality and inequality; 3) The visual type students who were treated by TAI learning model had better mathematics learning achievement than the students with TGT or direct learning model and the students mathematics learning learning  achievement with TGT learning model was same the students with direct learning model; the mathematics achievement of auditory type students who were treated by TAI learning model had better mathematics learning achievement than the students with TGT or direct learning model and students who were treated by TGT learning model had better mathematics learning achievement than the students with direct learning model; the mathematics achievement of kinesthetic type students who were treated by TAI, TGT, and direct learning models had the same mathematics learning achievement; 4) In TAI, TGT and direct learning model, the mathematics learning achievement of visual type, auditory, and kinesthetic had the same mathematics learning achievement.Keywords: TAI, TGT, Direct Learning Model, Learning Style, Mathematics Learning Achievement
ANALISIS PROSES PEMBELAJARAN MATEMATIKA DI SMK RSBI SURAKARTA Puspitasari, Norma; Sujadi, Imam; Soeyono, Soeyono
Journal of Mathematics and Mathematics Education Vol 2, No 1 (2012): Journal of Mathematics and Mathematics Education
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Abstract This study aims :1)to describe process of learning mathematics in vocational RSBI Surakarta.2) to know whether the process of learning mathematics in vocational RSBI Surakarta whether it is in accordance with quality assurance system RSBI.This study used a qualitative approach. The subject of this study was a mathematics teacher in class XI program of tourism expertise. The data was taken by RPP and learning activities in the transformation geometry subject. Instruments used observation and interview guide sheet. Techniques of data collection by interview, observation and documentation. The validity of the data used the triangulation  methods and data sources. Data analysis techniques included data reduction, data presentation and conclusions.These results indicated that: 1) The process of learning mathematics at SMK Negeri 6 Surakarta were as follows (a) The planning was not appropriate  with the standards process because there are some errors in the writing of the identity,  programming skills are not included the amount of meetings and the planning has not been made  (b) The implementation of  mathematics learning  in the transformation geometry subject in early learning activities, the teacher of grade XI mathematics SMK Negeri 6 Surakarta apperception conducted a glimpse for repeating previous material. The main activities of learning, classroom math teacher of SMK Negeri 6 Surakarta XI UPW has implemented major exploration by encouraging students to do the experiment in determining the reflection point and the point of rotation with Geogebra software media, teachers conducted elaboration by discussion and taking conclusion after demonstration done without giving opportunities for students to analyzit. The teacher conducted confirmation by giving positive feedback and reinforcement in verbal to the success of students, gave the confirmation to the result of exploration and elaboration and got correction to the student mistakes. (c) The use of information technology-based media on the powerpoint application program, animation or presentation media in the mathematics learning process was optimally supported by Geogebra media software as supported transformation geometry media. (d) Use the usual methods of teaching applied mathematics teacher SMK Negeri 6 Surakarta was demonstration because it considered suitable for the material submitted with the help of the above media. (e) The use of English in learning mathematics restricted for the opening only, the slides that used in the learning was also not in English. (F) In the end of the lesson the teacher give students chance to ask which part of the material that still not understand, Taking conclusion from the material together with the students, giving exercises, and post test. (g) In the assessment step, grade XI mathematics teacher of SMK Negeri 6 Surakarta correcting students test results, give feedbacks and comments, restore the work to the students.The results of the research also showed that; 2) The process of mathematics learning at SMK Negeri 6 Surakarta if it has been related with quality assurance system are (a) The process of mathematics learning is good but not meet the standards process and has not been riched by learning process from one of developed OECD country or other developing country. (b) The process of learning in mathematic have developing a noble character, manners, noble, excellent personality, leadership, life enterpreneural, patriot and soul. (c) The use of English in mathematics teaching was too minimal only at the opening, the delivering materials also have not to use English. (d) The use of ICT have good proved by the learning process using the LCD and Geogebra software.Keywords: Mathematics Learning Process, Vocational RSBI,  Quality Assurance  System
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN PETA KONSEP PADA POKOK BAHASAN TRIGONOMETRI DITINJAU DARI EMOTIONAL SPIRITUAL QUOTIENT DAN KONSEP DIRI SISWA SMA/MA KELAS XI IPA SE-KABUPATEN BANYUMAS Rahayu, Nastiti; Usodo, Budi; Mardiyana, Mardiyana
Journal of Mathematics and Mathematics Education Vol 4, No 1 (2014): Journal of Mathematics and Mathematics Education
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Abstract: This research was conducted to find out: (1) which produces better mathematics achievement: students who were given TGT cooperative learning with mind mapping, TGT cooperative learning, or conventional learning; students who have high emotional spiritual intelligence or low one; students who have a positive or negative self-concept. and (2) which is better, the mathematics achievement of students in each category of spiritual emotional intelligence (high or low) and the category of self-concept (positive or negative) on the TGT with mind mapping, TGT cooperative learning, and conventional learning. This study used a quasi-experimental study with a factorial design 3x2x2. The population in this study were all students of Science Second Grade Students of senior high schools in Banyumas Regency in the Academic Year of 2012/2013. The hypothesis test used three-way analysis of variance with unbalanced cell. Based on the analysis, we concluded as follows. (1) The mathematics achievement of students given TGT learning model with mind mapping was better than students given TGT learning model and the conventional model of learning. However, there was no difference in achievement between students given TGT learning models with conventional learning model; there was no difference in mathematics achievement of students with high emotional spiritual intelligence with students with low emotional spiritual intelligence; the mathematics achievement of students with positive self-concepts better than students with a negative self-concept. (2) In every model of learning, students with high emotional spiritual intelligence always provide a better learning achievement than students with low emotional spiritual intelligence. In the learning model TGT with mind mapping, students with a positive self-concept provided better mathematics achievement than students with a negative self-concept, while in the TGT and conventional learning model, there was no difference in achievement between students with a positive self-concept and students with negative self-concept.Key words: Mathematics Learning Achievement, TGT, Mind Mapping, ESQ, Self Concept
KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VII SMP NEGERI 1 MOJOLABAN TAHUN PELAJARAN 2014/2015 Khoiriyah, Nor; Sujadi, Imam; Subanti, Sri
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education
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Abstract. The purpose of this research was to describe the ability of student’s mathematical communication who had low, medium, and high early mathematics ability in class VII SMP Negeri 1 Mojolaban on aspect grammatical, sociolinguistic, strategic, and discourse competence in solving mathematics problem. This research was a qualitative research. The subjects in this research were seven students of class VIIE SMP Negeri 1 Mojolaban, which consisted of three students who had low early mathematical ability, two students who had medium early mathematics ability, and two students who had  high early mathematical ability.The subjects in this research were taken by using the purposive sampling technique. The main instrument used in this research to collect the data was the researcher and the other instrument were a task that contains of test question and interview guide instrument. Data analysis technique were conducted by data reduction, data presentation and conclusion. The validity of the data was conducted by using time triangulation that compared the data of the first task based interviews with the data of the second task based interviews. The equal valid data of mathematical communication ability on aspect grammatical, sociolinguistic, strategic, and discourse competence was made the main finding, whereas the different of valid data was made other finding of the research. The result of this research are the students who had low, medium, and high early mathematics abilities were have imperfect mathematical communication on grammatical, sociolinguistic, strategic, and discourse competence. The imperfection that appear  on each competence caused by some indicators that not fulfilled completely.Keywords: Mathematical communication, grammatical competence, discourse competence
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THREE STEPS INTERVIEW (TSI) DAN THINK PAIR SHARE (TPS) PADA MATERI FUNGSI DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KLATEN TAHUN PELAJARAN 2015/2016 Rahayu, Heni Septi; Budiyono, Budiyono; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education
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Abstract: The purpose of this study was to determine the effect of the learning models TSI, TPS, and direct learning model on mathematics learning achievement viewed from the students logical mathematical intelligence. The type of this study was quasi experimental study with  factorial design. The population were the eighth-grade students of junior high schools in Klaten Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and logical mathematical intelligence test. The data analysis technique used was the two-way ANAVA with unbalanced cell. Based on the hypothesis, it was concluded as follows. 1) The  mathematics learning achievement of TSI was better than TPS and direct learning model, the mathematics learning achievement of TPS was better than direct learning model. 2) The mathematics learning achievement of the students with high logical mathematics was better than the students with average and low logical mathematics, the students with average logical mathematics was better than the students with low logical mathematics. 3) The students with high logical mathematics who were treated by TSI, TPS, direct learning models had the same mathematics learning achievement, students with low logical mathematics treated with TPS and TSI has the same result for both models and was better direct learning model, the students who were treated by TPS learning model was better than direct learning model, the students with low logical mathematics who were treated by TSI was same as TPS and was better than direct learning model. 4) In TSI learning model, the mathematics learning achievement of students with high logical mathematic was better than the students with both average and low logical mathematics, the students with average logical mathematic was better than students with low logical mathematics, in TPS learning model, the students with high logical mathematics was same as the achievement of  students with average logical mathematics and was better than the students with low logical mathematic, in direct learning model, the students with high logical mathematics was better than the students with average and low logical mathematics, the students with average logical mathematics was same as the students with low logical mathematics.Keywords: Three Steps Interview, Think Pair Share Direct Learning Model, Logical Mathematical Intelligence.

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