Jurnal Pembelajaran Matematika
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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA DAN PEMBELAJARAN MATEMATIKA
Get PDFAbstract: The aim of the research was to determine the effect of cooperatif learning models viewed from the attitude of students. The learning model compared were TAI-CTL, TAI and direct instruction. This was quasi-experimental research designed by factorial 3x3. The population was 8th grade students of junior high school even semester academic year 2013/2014 in Magetan regency. The sample was taken by using stratified cluster random sampling. Total sample was 231 students, consisted of 77 students as TAI-CTL class, 78 students as TAI class, and 76 students as direct instruction class. Hypothesis testing was performed using two-way analysis of variance with unequal cells. Based on the results of hypothesis testing, it is concluded that: (1) students learns using TAI-CTL and TAI had better achievement than students learnt using direct instruction, students learnt using TAI-CTL had better achievement than students learnt using TAI (2) positive attitude students had better achievement than those of neutral and negative attitudestudents, neutral attitude students had better achievement than negative attitude students (3) for TAI-CTL and TAI, students with positive attitude had better achievement than neutral and negative attitude, however neutral attitude students had the same achievement as negative attitude students, for direct instruction, positive attitude students had the same achievement as neutral attitude students, meanwhile positive attitude students had better achievement than negative attitudeand students with neutral attitude had the same achievement as negative attitude students (4) for positive attitude students, students learnt using TAI-CTL had the same achievement as students learnt using TAI, meanwhile students learnt using TAI-CTL and TAI had better achievement than students learnt using direct instruction, for neutral and negative attitude students, students learnt using TAI-CTL, TAI, and direct instruction had the same achievement.Keywords: TAI-CTL, TAI, Direct Instruction, Attitude
ANALISIS PROSES DAN TINGKAT BERPIKIR KREATIF SISWA SMP DALAM PEMECAHAN MASALAH BENTUK SOAL CERITA MATERI LINGKARAN DITINJAU DARI KECEMASAN MATEMATIKA
Get PDFAbstract: The aim of this research was to analyze the process and level of creative thinking of junior high school students based on mathematics anxiety’s students. The subjects of this research were taken by using purposive sampling. The Subjects of this research were six 9th grade students of SMP N 3 Colomadu Karanganyar regency. The data were collected by questionnaire and task-based interview technique and validated by using time triangulation. The data were analyzed by collection, reduction, presentation, and conclusion. The results of this research were: (1) students with high mathematics anxiety had level 1 (almost not creative) and the processes were at preparation stage, students feel difficult to understand and identify the problem; at the incubation stage, students found the idea from picture’s observation; at illumination stage, students could not make mathematics statement based on the problem enough; at verification stage, students read or counted again for investigating the answer and they could resume the result appropriate the reality of the problem, (2) students with medium mathematics anxiety had level 1 (almost not creative) and level 2 (quite creative), and the processes were at preparation stage, students could understand and identify the problem well; at the incubation stage, students found the idea from picture’s observation; at illumination stage, students could make mathematics statement based on the problem well; at verification stage, students counted again for investigating the answer and they could resume the result appropriate the reality of the problem, (3) students with low mathematics anxiety had level 2 (quite creative), and the processes were at preparation stage, students could understand and identify the problem so well; at the incubation stage, students found the idea from picture’s observation and from the knowledge before; at illumination stage, students could make mathematics statement based on the problem so well; at verification stage, students counted again for investigating the answer and they could resume the result appropriate the reality of the problem.Keywords: creative thinking processes; creative thinking level; word problem solving; mathematics anxiety.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN PROBLEM POSING DAN TIPE JIGSAW TERHADAP KEMAMPUAN MENYELESAIKAN SOAL CERITA PADA PECAHAN DITINJAU DARI TINGKAT PERCAYA DIRI SISWA KELAS VII SMP/MTs DI KOTA METRO LAMPUNG
Get PDFAbstract: This research aimed to find out: (1) which one is better in giving the mathematical word problem solving ability among learning models of jigsaw with problem posing approach, learning models of jigsaw, or direct instructional models, (2) which one is better in giving the mathematical word problem solving ability among students’ level of confidence, students having high, medium or low level, (3) in each level of confidence, which one is better in giving the mathematical word problem solving ability among learning models of jigsaw with problem posing approach, learning models of jigsaw, or direct instructional models and (4) in each learning models, which one is better in giving the mathematical word problem solving ability among students’ level of confidence, students having high, medium or low level. This research was a quasi-experimental research with 3×3 factorial design. The population of the research was all grade VII students of Junior High School (SMP) in Metro, Lampung in academic year 2013/2014. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the test and questionnaire of student’s level of confidence. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The results of research showed as follows. (1) Learning models of jigsaw with problem posing approach had mathematical word problem solving ability as good as learning models of jigsaw, learning models of jigsaw with problem posing approach had better mathematical word problem solving ability than direct instructional models, and learning models of jigsaw had mathematical word problem solving ability as good as direct instructional models. (2) The students having high level of confidence had mathematical word problem solving ability as good as those having medium level of confidence. The students having high level of confidence had better mathematical word problem solving ability than those having low level of confidence. The students having medium level of confidence had mathematical word problem solving ability as good as those having low level of confidence. (3) In each level of confidence, learning models of jigsaw with problem posing approach had better mathematical word problem solving ability than direct instructional models. (4) In each learning models, the students having high level of confidence had better mathematical word problem solving ability than those having low level of confidence.Keywords : Jigsaw with Problem Posing Approach, Direct Instructional Models, Mathematical Word Problem Solving Ability, Confidence
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TEAMS GAMES TOURNAMENT, NUMBERED HEAD TOGETHER DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI DAN FAKTORISASI BENTUK ALJABAR DITINJAU DARI AKTIVITAS BELAJAR SISWA
Get PDFAbstract: The aim of this research is to determine the influence of learning models using scientific approach with the students achievement viewed from the student activities. The learning models compared are TGT, NHT, and PBL. This research is a quasi experimental research. The population is all students of eight grade of state Junior High School in Bojonegoro Regency in the academic year of 2014/2015. The samples are 300 students. The methods of data collection are documentation, questionaire, and test. The technique of data analysis used is two ways analysis of variance with unbalanced cells. Based on the result of data analysis, it can be concluded that : (1) The students’ learning achievement by using cooperative learning model TGT, NHT, and PBL with the scientific approach had the same learning achievement. (2) The students’ learning achievement of students with high learning activity had better learning achievement than students with medium and low learning activity, while students with medium and low learning activity had the same result. (3) For category high, medium, and low learning activities, the learning achievement of students who were given by cooperative learning model TGT, NHT, and PBL with scientific approach had the same result. (4.a) For category cooperative learning model TGT and PBL with scientific approach, the students’ learning achievement with high, medium and low learning activities had the same learning achievement. (4.b) For category cooperative learning model NHT with scientific approach the students’ learning achievement with high learning activity had better learning achievement than medium and low learning activities. For students having medium and low learning activities had the same learning achievement.Keywords: Team Games Tournament (TGT), Numbered Head Together (NHT), Problem Based Learning (PBL), Learning Activity
PENGEMBANGAN MULTIMEDIA INTERAKTIF UNTUK PEMBELAJARAN MATERI POKOK BALOK SISWA SMP KELAS VIII
Get PDFAbstract: The purposes of this study were: (1) to develop a valid interactive multimedia learning as a source of student learning in understanding the topic of Cuboid of eight grade students; and (2) to know the effectiveness of learning interactive multimedia products which had been developed. This research was a development study using Borg & Gall model where the steps as follows: (1) preliminary study that consisted of literature study and field study; (2) development that consisted of purpose analysis, capability analysis, development design; (3) field test that consisted of limited field test, wider field test and operational test; (4) effectiveness test; (5) dissemination. The research population was all eight grade students of SMPN 2 Ponorogo.The sample was taken using cluster random sampling. Data were collected in the form of even UTS value 2013/2014 in mathematics subject used documentation method the validity of product used questionnaire method, the learning results in mathematics used test method. The validity of the developed interactive multimedia product used content validity by material expert and media expert.The validity of test item was determined by: (1) content validity; (2) discrimination power; (3) difficulty level; (4) reliability. The normality test used Lilliefors method and homogeneity of variance test used Bartlett method. The balanced and the hypothesis test used t-test statistic. The results of this study were as follows: (1) a valid interactive multimedia learning as a source of student learning in understanding mathematics of eight grade students of SMP especially Cuboid; (2) the result of effectiveness test showed that the mathematics learning results of students who used interactive multimedia were better than students who did not use interactive multimedia learning.Keywords: Development, Interactive Multimedia, Interactive Multimedia Learnin
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PROBLEM POSING PADA POKOK BAHASAN PELUANG DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS XI SMK DI KABUPATEN BOYOLALI
Get PDFAbstract: This research aimed to find out: (1) which one gives better in mathematics learning achievement, learning model of Think Pair Share (TPS) with Problem Posing, Think Pair Share (TPS) or conventional, (2) which one have better in mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (3) in each learning model, which one have better mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (4) in each student’s level of Adversity Quotient which one gives better in mathematics learning achievement, learning model of TPS with Problem Posing, TPS or conventional. This research was a quasi-experimental research with 3 x 3 factorial design. The population of the research was all students class XI majors group technology, health and agriculture of SMK in Boyolali. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the documentation of mathematics achievement, questionnaire of Adversity Quotient and test of mathematics achievement. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed as follows: (1) learning model of TPS with Problem Posing provided better learning achievement than model of TPS and conventional, learning model of TPS provided better learning achievement than conventional, (2) the students having climbers and campers had same achievement, and the students having climbers and campers had better achievement than those having quitters, (3) in each learning model, the students having climbers and campers had the same achievement, and the students having climbers and campers had better achievement than those having quitters, (4) in each Adversity Quotient, learning model of TPS with Problem Posing provided better learning achievement than TPS and conventional, learning model of TPS provided better learning achievement than conventional.Keywords: Think Pair Share (TPS), Problem Posing, and Adversity Quotient (AQ
EKSPERIMENTASI MODEL MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL), GROUP INVESTIGATION (GI) DAN THINK PAIR SHARE (TPS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KREATIVITAS SISWA
Get PDFAbstract. The aim of the research was to determine the effect of learning models on learning achievement viewed from student learning creativity. The learning models compared were problem based learning, group investigation and think pair share. This research used the quasi-experimental research method. The population of the research was all of the students in Grade VIII of Junior Secondary Schools of Banyumas Regency. The samples of the research were taken by using the stratified cluster random sampling technique. The sample of research consisted of 295 students. Techniques of collecting data used were documentation, test, and questionnaire. Balance test used one way ANOVA test. From the research, it can be concluded as follows. (1) Learning model of PBL gave better mathematics learning achievement than model of GI and TPS, model of GI gave better mathematics learning achievement than model of TPS, (2) students who have high creativity gave better mathematics learning achievement than students who have medium and low creativity, students who have medium creativity gave better mathematics learning achievement than students who have low creativity, (3) in the students with high and low creativity, the GI learning model gave the same learning achievement in mathematics with the PBL and TPS learning model, the PBL learning model gave better learning achievement in mathematics the TPS learning model. The PBL, GI and TPS learning model gave the same learning achievement in mathematics, (4) in the PBL and GI learning model, the learning achievement in mathematics of the students with high creativity were better than the students with medium and low creativity, the students with medium and low creativity gave same the learning achievement in mathematics. In the TPS learning model, the students with high and medium creativity gave the same learning achievement in mathematics, the learning achievement in mathematics of the students with the high and medium creativity were better than the students the low creativity.Keywords: Problem Based Learning, Group Investigation, Think Pair Share, Student Learning Creativit
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN KOOPERATIF TIPE SNOWBALL THROWING DITINJAU DARI GAYA BELAJAR SISWA
Get PDFAbstract: The objective of this research was to investigate the effect of the learning models on learning achievement viewed from learning style types of the students. The learning models compared were PBL, ST, and direct learning. The type of the research was quasi-experimental research with 3x3 factorial design. The population of this research was the students in grade VIII junior high school in Nganjuk City on academic year of 2014/2015. The size of the sample was 274 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 follow. (1) Mathematics achievement of students taught by Problem Based Learning and Snowball Throwing gave better than they taught by direct learning, and mathematics achievement of students taught by Problem Based Learning and Snowball Throwing was produce the same learning achievement (2) The learning styles of visual, auditory or kinesthetic was not have an influence on learning achievement. (3) In each learning model, the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in mathematics; (4) In each learning style, mathematics achievement of students taught by Problem Based Learning provide the same learning achievement with cooperative Throwing Snowball, and mathematics achievement of students taught by Problem Based Learning and Snowball Throwing was better than they taught by direct learning.Keywords: Problem Based Learning, Snowball Throwing, Direct Learning, Learning Style and Achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN GUIDE NOTE TAKING (GNT) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN SISWA KELAS VIII SMP NEGERI DI KOTA SURAKARTA TAHUN AJARAN 2013 / 2014
Get PDFAbstract : The study aimed to know: 1) which learning model of the cooperative learning model of the Jigsaw-GNT, the cooperative learning model of the Jigsaw, and the direct learning model results in a better learning achievement in Mathematics; (2) which students of the students with the high reasoning ability, the students with the moderate reasoning ability, and the students with the low reasoning ability have a better learning achievement in Mathematics; (4) in each category of the reasoning abilities, which learning model of the cooperative learning model of the Jigsaw-GNT, the cooperative learning model of the Jigsaw, and the direct learning model results in a better learning achievement in Mathematics; and (3) in each learning model, which students of the students with the high reasoning ability, the students with the moderate reasoning ability, and the students with the low reasoning ability have a better learning achievement in Mathematics. This study was a quasi-experimental study with a 3 x 3 factorial design. The study population was all of grade VIII students of Junior High School in Surakarta. Sampling was done by stratified cluster random sampling. The instruments employed to gather the data of the research were test of learning achievement in Mathematics and test of reasoning ability. The data were analyzed using unbalanced two ways ANOVA. From the analysis, it was concluded as follows 1) The cooperative learning of Jigsaw-GNT have a better learning achievement in Mathematics than those instructed with the cooperative learning model of the Jigsaw and those instructed with the direct learning model; the cooperative learning model of the Jigsaw high results in a better learning achievement in Mathematics than the direct learning model, 2) The students with the reasoning ability is better than that of the students with the moderate reasoning ability and that of the students with the low reasoning ability; the students with the moderate reasoning ability have the same good learning achievement in Mathematics as those with the low reasoning ability, 4) In each category of the reasoning abilities, the students instructed with the cooperative learning model of the Jigsaw-GNT have a better learning achievement in Mathematics than those instructed with the cooperative learning model of the Jigsaw and those instructed with the direct learning model, and the students instructed with the cooperative learning model of the Jigsaw have a better learning achievement in Mathematics than those instructed with the direct learning model, 3) In each learning model, the learning achievement in Mathematics of the students with the high reasoning ability is better than that of the students with the moderate reasoning ability and that of the students with the low reasoning ability, and the learning achievement in Mathematics of the students with the moderate reasoning ability is the same as that of the students with the low reasoning ability.Keywords: Jigsaw, Guided Note Taking (GNT), direct learning, reasoning ability, and learning achievement in Mathematics
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TAI (TEAM ASSISTED INDIVIDUALIZATION) BERBANTU MEDIA PEMBELAJARAN ADOBE FLASH 8.0 PADA MATERI POKOK SEGIEMPAT DITINJAU DARI MOTIVASI BELAJAR SISWA SMP NEGERI SE-KABUPATEN SUKOHARJO TAHUN PELAJARAN 2013/20
Get PDFAbstract: The aims of this research were to know: (1) which one of the learning model gave a better achievement between of the TAI assisted by adobe flash 8.0, TAI, and conventional; (2) which one of the students with students learning motivation categories had a better achievement between students with high, moderate or low learning motivation; (3) in each the students learning motivation categories, which one of the learning models gave a better achievement in mathematics between TAI assisted by adobe flash 8.0, TAI, or conventional; (4) in each the learning models, which one of the students learning motivation had a better achievement in mathematics between the students with high, moderate, or low students learning motivation.The type of the research was a quasi experimental research method. The population of the research was the seventh class students of State Junior Secondary School at Sukoharjo regency in Academic Year 2013/2014. They were taken by using the stratified cluster random sampling technique. The instruments used to gather the data of the research were test of learning achievement in Mathematics and questionnaire of the students learning motivation. The data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) TAI assisted by adobe flash 8.0 results in a better learning achievement in Mathematics than TAI and conventional, the TAI model results in a better learning achievement in Mathematics than conventional. 2) The students with the high learning motivation had the same achievement as the students with moderate learning motivation, the students with the moderate learning motivation had the same achievement as the students with low learning motivation and the students with the high learning motivation had a better learning achievement in Mathematics than the students with low learning motivation. 3) In each students learning motivation, the TAI assisted by adobe flash 8.0 results in a better learning achievement in Mathematics than TAI and conventional, the TAI model results in a better learning achievement in Mathematics than conventional. 4) In each learning model, the students with the high learning motivation had the same achievement as the students with moderate learning motivation, the students with the moderate learning motivation had the same achievement as the students with low learning motivation and the students with the high learning motivation had a better learning achievement in Mathematics than the students with low learning motivation.Keywords: Team Assisted Individualization model, Adobe Flash 8.0, and students learning motivation