Jurnal Pembelajaran Matematika
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STRATEGI MEMBELAJARKAN MATEMATIKA PADA KELAS VII INKLUSI DI SMP PGRI 1 SAMPIT KABUPATEN KOTA WARINGIN TIMUR
Get PDFAbstract: The objectives of this research were to describe inclusive learning system and teacher strategy in teaching mathematics from the teacher’s ability in explaining in accordance with conceptual and procedural knowledge of 7th grade students of SMP PGRI 1 Sampit. This research was a qualitative descriptive using a single case study method, in depth study of learning system and Mathematics learning in inclusive school. The subject of the research was the Headmaster of SMP PGRI 1 Sampit to obtain information about learning system and Mathematics teacher assistant of the 7th grade in order to know the Mathematics learning strategy in inclusive class of SMP PGRI 1 Sampit. The information of inclusive learning systems were taken by documenting, observation and interview. The validity technique of learning system data used in this research was Triangulation Method. The information of Mathematics learning strategy including the teacher’s ability in explaining the conceptual and prosedural knowledge. The data was taken from the transcription of six recording Mathematics learning activity and two best observations. The validity technique of learning system data used was member check technique. The research result shows as follows : 1) The learning system of inclusive students of the 7th grade of SMP PGRI 1 Sampit was different with the regular learning system. However, it was found that there is no individual learning program especially for slow learner students and the lack of computer technology used in the learning process. 2) The Mathematics learning strategy in the inclusive 7th grade of SMP PGRI 1 Sampit observed from the teacher’s ability in explaining the subject in accordance with the delivering explanation indicators which were planning the explanation, clarity of delivering the explanation, the use of examples and illustrations, the use of intonation in delivering the explanation, and giving the feed back to the students. The teacher used Contextual Teaching and Learning (CTL) to teach the concept of mathematics and Discovery Learning methods to teach the procedure of mathematics.Keywords: learning system, Mathematics learning strategy, inclusiv
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN GUIDED DISCOVERY LEARNING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI LOCUS OF CONTROL
Get PDFAbstract: The aims of the research were to determine the effect of learning models on learning achievement viewed from the students locus of control (LOC). The learning models compared were Jigsaw by using Guided Discovery Learning (GDL), jigsaw and direct learning. The type of this research were aquasi-experimental research with the factorial design 3x3. The population were the students of the VIII class of SMP Negeri Ponorogo Regency in the academic year of 2013/2014. The samples of the research consisted of 263 students and were taken through stratified cluster random sampling. The proposed hypothesis of the research were tested by using the two-way analysis of variance with unbalanced cells. The conclusions of this research were as follows. (1) Jigsaw-GDL provided better learning achievement than jigsaw and direct instruction, while jigsaw provided better learning achievement than direct instruction, (2) the students with high LOC had better learning achievement than medium and low LOC, students with medium LOC had better learning achievement than low LOC, (3) in students with high LOC, the use of jigsaw-GDL provided learning achievement as good as jigsaw, the use of Jigsaw provided learning achievement as good as direct instruction, the use of Jigsaw-GDL provided the better learning achievement than direct instruction, in students with medium and low LOC, there were no difference in learning achievement in each learning model, (4) in Jigsaw-GDL learning model, there were no difference in learning achievement between students with high LOC and medium LOC, and both of them had better learning achievement than students with low LOC, in Jigsaw and direct learning model, there were no difference in learning achievement in each level of LOC.Keywords: Jigsaw-GDL, Jigsaw, Locus of Control, and Learning Achievemen
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DAN MODEL GROUP INVESTIGATION (GI) DALAM PEMBELAJARAN MATEMATIKA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SIKAP PERCAYA DIRI SISWA KELAS VIII SMP SE-KABUPATEN MADIUN TAHUN PELAJARAN 2013/2014
Get PDFAbstract: This research was arranged to determine: (1) which one gave better achievement between PBL, GI or direct learning; (2) which one have better achievement between high, medium or low self confidence students; (3) for each self confidence categories, which one gave better achievement between PBL, GI or direct learning; (4) for each learning model, which one have better achievement between high, medium or low self confidence students. The type of the research was a quasi-experimental research. The population was the students of junior high school in Madiun regency on academic year 2013/2014. The size of the sample was 235 students consisted of 77 students in the first experimental group, 79 students in the second experimental group and 79 students in the control group. The instruments used were documentation, questionnaire, and mathematics achievement test. The data was analyzed using unbalanced two way analysis of variance. The conclusions of the research were as follows. (1) The model of GI learning gave better achievement in studying mathematics than PBL and direct learning, PBL gave better achievement in studying mathematics than direct learning; (2) The students who have high self confidence have a better achievement than the students who have medium and low self confidence, but the students who have medium self confidence have the same achievement as the students who have low self confidence; (3) On the students with high self confidence, the PBL and GI gave the same achievement, but PBL and GI gave better achievement than direct learning, while on the students with medium and low self confidence, the PBL, GI and direct learning gave the same achievement; (4) On the PBL, high self confidence students have better achievement than low self confidence students, but have the same achievement as medium self confidence students, and medium self confidence students have the same achievement as low self confidence students. While on GI and direct learning, the three categories of self confidence students have the same achievement.Keywords: Problem Based Learning (PBL), Group Investigation (GI), Direct Learning, Self Confidence
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DENGAN STRATEGI PETA KONSEP DITINJAU DARI KECERDASAN SPASIAL SISWA
Get PDFAbstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the spatial intelligence students. The type of this research was a quasi-experimental research. The population was the students of the VIII class of MTsN Ngawi Regency in the academic year of 2013/2014. The samples of the research consisted of 314 students and were taken through stratified cluster random sampling. Instruments used were spatial intelligence test and mathematics achievement test. The proposed hypothesis of the research were tested by using the unbalanced two-way analysis of variance. The conclusions of this research were as follows. 1) NHT and mind concept gives better mathematics achievement than NHT model and direct learning model, and NHT model gives the same mathematics achievement as direct learning. 2) The high spatial intelligence students have better mathematics achievement than midlle and low spatial intelligence students, midlle spatial intelligence students have better mathematics achievement than low spatial intelligence students, 3) For NHT and mind concept and NHT, students having high, moderate and low spatial intelligence have the same achievement. For direct learning model, students having high spatial intelligence had better achievement than students having moderate and low, then, students having moderate spatial intelligence have better achievement than students having low spatial intelligence. 4) For students having high and moderate spatial intelligence NHT and mind mapping concept model, NHT and direct instructionl model have the same effect toward students’ achievement. For students having low spatial intelligence, NHT and mind concept gives better learning achievement than NHT. NHT gives better learning achievement than direct learning model. NHT gives the same learning achievement as direct learning model.Keywords: NHT, mind mapping concept, spatial intelligence
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) PADA MATERI PELUANG DITINJAU DARI KEMANDIRIAN BELAJAR SISWA
Get PDFmodels on learning achievement viewed from learning style types of the students. The learning models compared were PBL, GI, and classical with scientific approach model. The type of the research was quasi-experimental research with 3x3 factorial design. The population of this research was the students in grade X1 higher Secondary School in Lombok East on academic year of 2014/2015. The size of the sample was 282 students, which was taken by using stratified cluster random sampling technique. The instruments used for data collection were learning style questionnaire and mathematics achievement test. The hypothesis test used unbalance two ways analysis of variance. The results of the research were as follows. (1) the problem based learning model (PBL) and the cooperative learning model of the group investgation (GI) type with scientific approach result in equal learning achievement in mathematics, buth both problem based learning model (PBL) and the cooperative learning model of the group investgation (GI) type give better result in learning achievement in mathematics than the classical with scientific approach. (2) the student with the high, medium, and ow independent learning levels have equal learning achievement. (3) in each of the learning models, the high, medium, and, low independent learning levels, result in the equal learning achievement. (4) in each of the independent learning levels, the problem based learning model (PBL) and the cooperative learning model of the group investgation (GI) type with scientific approach result in equal learning achievement in mathematics, buth both problem based learning model (PBL) and the cooperative learning model of the group investgation (GI) type give better result in learning achievement in mathematics than the classical with scientific approach.Keywords: : learning model, PBL, GI, Classical learning model, Scientific Approach, independent learning levels, Achievement
EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) DAN PEMBELAJARAN BERBASIS MASALAH (PBM) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BANGUN RUANG DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SRAGEN
Get PDFAbstract : The aim of the research was to determine the effect of learning models on mathematics achievement viewed from mathematic communication ability. The learning model compared were direct, PBM with scientific approach, and PBM. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Sragen. The samples are the students of SMPN 2 Gemolong, SMPN 1 Kedawung, and SMPN 2 Masaran, which taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and mathematic communication ability test. The data analysis technique was used unbalanced two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students receiving PBM learning model with scientific approach and PBM learning model had better learning achievement than those receiving direct learning model. The students receiving PBM learning model with scientific approach had equal learning achievement to those receiving PBM learning model. (2) The students with high mathematic communication ability had better learning achievement than those with medium and low mathematic communication abilities. Those with medium mathematic communication ability had equal learning achievement to those with low one. (3) In each groups of student mathematic communication ability PBM learning model with scientific approach and PBM learning model provided better learning achievement than direct learning model, PBM learning model with scientific approach provided equal learning achievement to PBM learning model. (4) In each learning model, the students with high mathematic communication ability had better learning achievement than those with medium and low mathematic communication abilities. Those with medium mathematic communication ability had equal learning achievement to those with low one.Keywords: Direct learning model, PBM learning model with scientific approach, PBM learning model, Mathematic Communication Ability
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK DAN TALKING BREAD PADA POKOK BAHASAN GEOMETRI DAN PENGUKURAN DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KARANGANYAR
Get PDFAbstract: The objective of this research was to know the effect of the learning models on the learning achievement of quadrangle viewed from the multiple intellegences of the students. The learning models compared were the cooperative learning model type Talking Stick, the cooperative learning model type Talking Bread, and the direct learning models. The type of research was quasi-experimental research with factorial design 3×3. Population of this research was all students of State Junior High Schools in Karanganyar. The sampling was done by stratified cluster random sampling. The total samples in this research were 271 students (91 students for Talking Bread class, 90 students for talking stick class, and 90 students for direct learning class). The hypothesis test used two ways analysis of variance with unbalanced cells. Based on the hyotesis test, the research finding were : (1) learning activity using cooperative learning model type talking bread produced better echievement than using cooperative learning model type talking stick or direct learning. Learning activity using cooperative learning model type Talking Stick produced better than direct learning. (2) student with linguistic intelligence, space intelligence, and interpersonal intelligence produced the same achievement. (3) the usage of cooperative learning model type Talking Bread, cooperative learning model type Talking Stick, and direct learning produced the same achievement among the students with linguistic intelligence, space intelligence, and interpersonal intelligence. (4) toward students with linguistic intelligence, space intelligence, and interpersonal intelligence, cooperative learning model type Talking Bread produced better achievement than cooperative learning model type Talking Stick or direct learning, while cooperative learning model type Talking Stick produced the same achievement with direct learning model.Keywords: cooperative learning model, Talking Bread, Talking Stick, direct learning, student multiple intelligence, mathematic learning achievement
EKSPERIMENTASI MODEL PEMBELAJARAN RESOURCE BASED LEARNING (RBL)DAN PROBLEM BASED LEARNING (PBL)DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIK PESERTA DIDIK KELAS XI SMA SEKABUPATEN KUDUS TAHUN 2013/2014
Get PDFAbstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the students mathematical communication skills. The learning models compared were RBL, PBL and Direct learning model. Data analysis techniques used to test the hypothesis was two-way analysis of variance with unbalanced cells. The conclusions of the research were as follows. 1) RBL and PBL learning models have produced the same mathematics achievement, but RBL and PBL learning models have produced the mathematics learning achievement better than Direct Learning. 2) learners who have high and medium mathematical communication skills have had the same mathematics achievement, and learners with medium and low mathematical communication skills also have the same mathematics achievement. But, learners with high mathematical communication skills have had a better mathematical achievement than learners with low mathematical communication skills. 3) learners with high mathematical communication skills who are learning by using RBL, PBL, and Direct learning model have had the same mathematics achievement. Learners with medium mathematical communication skills who are learning by using RBL, PBL, and Direct learning model also have had the same mathematics achievement. Learners with low mathematical communication skills who are learning by using RBL and PBL have had the same mathematics achievement, and who are learning by using PBL and Direct learning model also have had the same mathematics achievement, but learners with low mathematical communication skills who are learning by using RBL have had a better mathematical achievement than who are learning by using Direct learning model. 4) In the RBL learning model, learners who have high, medium and low mathematical communication skills have had the same mathematics achievement. In the PBL learning model, learners who have high, medium and low mathematical communication skills also have had the same mathematics achievement. In the Direct learning model, learners who have high and medium mathematical communication skills have had the same mathematics achievement, and in the Direct learning model, learners who have medium and low mathematical communication skills also have had the same mathematics achievement, but in the Direct learning model, learners who have high mathematical communication skills have had a better mathematical achievement than learners with low mathematical communication skills.Keywords: Learning model, RBL, PBL, Direct learning model, Mathematical communication skills, and Mathematics achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) DAN TIPE ROUNDTABLE DISERTAI DENGAN ASSESSMENT FOR LEARNING (AFL) MELALUI PEER-ASSESSMENT PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA
Get PDFAbstract: The purposes of the research were to determine: (1) which learning models that produces better mathematics achievement, TSTS-AfL (TSTS type accompanied by AfL through peer-assessment), R-AfL (roundtable type accompanied by AfL through peer-assessment), or CL (classical learning); (2) which students that have better mathematics achievement, students with climbers type, campers, or quitters; (3) in each type of AQ, which of the tree learning models that produces better mathematics achievement; (4) in each learning model, which of the tree types students that have better mathematics achievement. The research was a quasi-experimental research, with a factorial design 3x3. The population was all students of State Senior High School in East Lombok of 2014/2015. The sample obtained was 347 students. Instruments in the research were mathematics learning achievement test and AQ questionnaire. The data was analyzed using two-way analysis of variance with unequal cells. The results of the research indicated as follows: (1) TSTS-AfL produces better mathematics achievement than R-AfL and CL, R-AfL produces better mathematics achievement than CL; (2) Students with climbers type have better mathematics achievement than campers and quitters, students with campers type have better mathematics achievement than quitters; (3) For the students with climbers and quitters type, the use of TSTS-AfL produces mathematics achievement as well as R-AfL and better than CL, R-AfL produces mathematics achievement as well as CL. For the students with campers type, the use of TSTS-AfL produces mathematics achievement as well as R-AfL and better than CL, R-AfL produces better mathematics achievement than CL; (4) Of TSTS-AfL, students with climbers type have mathematics achievement as well as with campers and better than quitters, campers type have achievement as well as quitters. Of R-AfL, students with climbers type have mathematics achievement as well as campers and better than quitters, and campers type have better mathematics achievement then quitters. Of CL, all of the type had the same mathematics achievement.Keywords: Cooperative learning model of TSTS type, Roundtable type, Peer-assessment, Adversity quotient and Mathematics achievemen
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DENGAN PENDEKATAN MATEMATIKA REALISTIK PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI AKTIVITAS BELAJAR SISWA SMP KELAS VIII DI KABUPATEN SLEMAN TAHUN PELAJARAN 2013/2014
Get PDFAbstract: The objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the learning activity of the students. This research used the quasi experimental research with the factorial design of 3x3. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Sleman Regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 254 students. Balance test used one way ANOVA test. The prerequisite test of the research included normality test with Lilliefors’ method and homogeneity test with Bartlett’s method of Chi Square test. With the significance level of α = 0.05. The data was analyzed by using the two way analysis of variance with unbalanced cells. The results of the research are as follows: 1) the Two Stay Two Stray learning model results in the same good learning achievement in Mathematics as the direct learning model, and the Two Stay Two Stray with Realistic Mathematics Approach learning model results in a better than the Two Stay Two Stray learning model and direct learning model, 2) the students with the high learning activity have a better learning achievement in Mathematics than those with moderate and low learning activities, and the students with the moderate learning activity have a better learning achievement in Mathematics than those with the low learning activity, 3) there is an intereaction the aforementioned learning models and the categories of the learning activity on the learning achievement in Mathematics of the student.Keyword: Realistic Mathematics Approach, Two Stay Two Stray (TS-TS), Learning Activit