Jurnal Pembelajaran Matematika
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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE BERBASIS ASSESSMENT FOR LEARNING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KREATIVITAS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN PONOROGOTAHUN 2013/2014
Get PDFAbstract: This research was aimed to know in polyhedral concept: (1) which one give better achievement between TPS-AfL, TPS, or Direct Learning, (2) which one have better achievement between high, medium or low creativity students, (3) for each creativity levels, which one give better achievement between TPS-AfL, TPS, or Direct Learning, (4) for each learning model, which one have better achievement between high, medium or low creativity students. This was quasi-experimental research designed by factorial 3x3. The population was 8th grade students of SMPN even semester academic year 2013/2014 in Ponorogo regency. The sample was taken by using stratified cluster random sampling. Total sample was 255 students, consisted of 79 students as TPS-AfL sampel, 89 students as TPS sampel, and 87 students as Direct Learning sampel. The data were collected by using documentation, questionnaire and test. The data of research were analyzed by using analysis of variance with unequal cells, then continued by using Scheefe’ method. According to the data analysis, it can be concluded that in polyhedral concept: (1) students learnt using TPS-AfL and TPS, had better achievement than students learnt using Direct Learning, students learnt using TPS-AfL had better achievement than students learnt using TPS, (2) high creativity students had better achievement than those of medium and low creativity students, however medium and low creativity students had the same achievement, (3) for TPS-AfL and TPS learning, students with high, medium, and low creativity had the same achievement, for Direct Learning, high creativity students had the same achievement as medium creativity students, however medium creativity students had the same achievement as low creativity students, meanwhile high creativity students had better achievement than low creativity students, (4) for high and medium creativity students, TPS-AfL, TPS, and Direct Learning gave the same achievement, meanwhile for low creativity students, TPS-AfL gave better achievement than students TPS and Direct Learning, meanwhile, TPS and Direct Learning gave the same achievement.Keywords: TPS-AfL, TPS, Direct Learning, Creativit
EKSPLORASI KONSTRUKSI PENGETAHUAN MATEMATIKA SISWA KELAS VIII SMP NEGERI 1 SURAKARTA MENGGUNAKAN TEORI ACTION, PROCESS, OBJECT, SCHEME (APOS) PADA MATERI POKOK FAKTORISASI BENTUK ALJABAR
Get PDFAbstract: The objective of the this qualitative research was to describe and analyze the mathematical construction process of eighth graders of SMPN 1 Surakarta in the algebraic factoring topic based on the APOS Theory. The subjects of the research were the eighth graders of SMPN 1 Surakarta and have been selected by using purposive sampling with the following criteria: (1) the students have learning algebraic factoring before; (2) the students were able to communicate his thoughts orally and written; and (3) each students were in high, medium, and low ability group. Data retrieved with the think aloud method and taken by the researcher himself, assisted by two auxiliary instruments; algebraic factoring test and interview guides. The main data sources were the words and actions of students when they were being interview. Data was validated by using data triangulation, where data collection was conducted at two different times. Based on the findings and discussions, it can be concluded as follows. (1) In action stage, the students presented their knowledge orally, by using pictures, and in writing form. The students then subtracted the simple algebraic form by classifying the algebraic terms which have the same variables. In process stage, the students multiplied the binomial with FOIL method and classified the algebraic terms that have same variables mentally and in the written form. In object stage, the students factorized the trinomial procedurally. In schema stage, the subject explained that the factor when multiplied by another factor will produce the factored trinomial and linked the action, process, and object stage to formed a complete concept of algebraic factoring. (2) In process stage, there was a student who made mistakes that could be classified as ‘invalid or incompatible distribution’. In object stage, there was a student who did factorization in non-procedural way.Keywords: construction of mathematical knowledge, APOS theory, algebraic factorin
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL THINK TALK WRITE (TTW) DAN MISSOURI MATHEMATICS PROJECT (MMP) DITINJAU DARI GAYA BELAJAR SISWA KELAS VII SMP NEGERI DI KABUPATEN PACITAN TAHUN AJARAN 2012/2013
Get PDFAbstract: The objectives of the research were to find out: (1) which one was improving better the students mathematics learning achievement, Think-Talk-Write (TTW) or Missouri Mathematics Project (MMP) and Conventional Learning model, (2) which one was providing better to mathematics learning achievement, the students who used visual, auditory, or kinesthetic learning style (3) who the students were provided to be better in mathematics learning achievement by applied the TTW, MMP, and Conventional model on each learning style. The research method used was a quasi-experimental research with 3x3 factorial design. The population of the research were the students of junior high schools in Pacitan regency in the school in year of 2012/2013. The sampling technique used was stratified cluster random sampling. The were 275 students who were divided into three groups. The groups devided into the experiment I, experiment II, and control class. Experiment I was consisted of 92 students, experiment II was consisted of 92 students, and control class was consisted of 91 students. The instruments used to collect the data were the students learning styles questionnaire, the students achievement in mathematics and documentation. The technique of data used was an unbalanced two ways analysis of variance. The results of the reseach were as follows: (1) the mathematics learning achievement to the students who were given the TTW learning model were as same as to the students were given the MMP learning model, but they were better than the students, learning achievement who were taught by the conventional learning model, The students learning achievement in the MMP learning model were as same as to the students learning achievement in the conventional learning model. (2) the mathematics learning achievement of the students by visual learning style were better than the students learning achievment by auditory or kinesthetic learning style, while the students by auditory learning style had their learning achievement as same as with the students by kinesthetic learning style. (3) the mathematics learning achievement to the students on each learning style, students were given the TTW learning model had shown the same learning achievement to students were given the MMP learning model, but they were better achievements when compared with student who were taught the conventional learning model, while the students who were given the MMP learning model has achievement as well as student who were given the conventional learning model.Keywords: TTW learning model, MMP learning model, conventional learning model, learning style, mathematics learning achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN STRATEGI PETA KONSEP PADA MATERI SEGIEMPAT DITINJAU DARI KEMAMPUAN SPASIAL PESERTA DIDIK
Get PDF Abstract: The objective of this research was to know the effect of the learning models on the learning achievement of quadrangle viewed from the spatial ability of the students. The learning models compared were the cooperative learning model of the TGT type with concept mapping strategy, the cooperative learning model of the TGT type, and the direct learning model. This research used the quasi experimental method. Its population was all of the students in grade VII of State Junior Secondary Schools of Pati 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 consisted of 325 students. They were grouped into three groups, namely: 109 in experimental group 1, 110 in experimental group 2, and 106 in control group. The instruments to gather the data were test of achievement on the learning topic of quadrangle, and test of spatial ability. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalanced cells. The results of the research were as follows. (1) The cooperative learning model of the TGT type with concept mapping strategy results in a better learning achievement than the cooperative learning model of the TGT type and the direct learning model, but the cooperative learning model of the TGT type results in the same learning achievement as the direct learning model. (2) The students with the high spatial ability had the same learning achievement as those with the moderate spatial ability, but the students with the high spatial ability and those with the moderate spatial ability had a better learning achievement than those with the low spatial ability. (3) In each category of the spatial abilities, the cooperative learning model of the TGT type with concept mapping strategy results in a better learning achievement than the cooperative learning model of the TGT type and the direct learning model, but the cooperative learning model of the TGT type results in the same learning achievement as the direct learning model. (4) In each of the learning models, the students with the high spatial ability had the same learning achievement as those with the moderate spatial ability, but the students with the high spatial ability and those with the moderate spatial ability had a better learning achievement than those with the low spatial ability.Keywords: TGT, concept mapping, and spatial ability
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN STAD ( STUDENT TEAMS ACHIEVEMENT DIVISIONS) PADA MATERI POKOK PERBANDINGAN DAN FUNGSI TRIGONOMETRI DITINJAU DARI MOTIVASI BELAJAR SISWA KELAS X SMA NEGERI SE-KOTA MADIUN
Get PDFAbstract: The aim of this research was to find out the effect of learning models (STAD, Jigsaw, and conventional) on mathematics achievement viewed from learning motivation. The type of research was a quasi experimental research with the factorial design of 3x3. The population was the students in grade X Senior High School in Madiun City. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisten of 257 students. Instruments used to collect data were prior knowledge test, mathematics achievement test, and motivation quetioner. The trial of instrument test includes of content validity, difficullty level, discrimination power, and reliability. Test requirements included normality test used Lilliefors method and the homogenity test used the Bartlett test. The Balance test used unbalance one way analysis of variance. The hypothesis test used unbalanced two ways analysis of variance. The conclusions of the research were as follows: (1) the STAD and Jigsaw learning models result in the same good learning achievement in mathematics and both result in a better learning achievement in mathematics than the conventional learning model. (2) the learning achievement in mathematics toward high motivation and low one were equally well, high achievement motivation learning was better than low motivation. (3) for students who taugh by cooperative learning model of STAD, Jigsaw and conventional, the learning achievement in mathematics toward high motivation and low one were equally well, high achievement motivation learning was better than low motivation. (4) in the each motivation learning the students with high, medium, and low, the STAD and Jigsaw learning models result in the same good learning achievement in mathematics and both result in a better learning achievement in mathematics than the conventional learning model. Keywords: STAD, Jigsaw, Conventional, learning motivatio
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN OPEN-ENDED PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI DISPOSISI MATEMATIS SISWA KELAS VIII SMP NEGERI DI KABUPATEN PURWOREJO
Get PDFAbstract: The study aimed to know: 1) which one of the learning models gave a better achievement between Think Pair Share (TPS) cooperative learning model with Open-Ended Approach, TPS, or direct learning model, 2) which one of the students with mathematical disposition category had a better achievement between students with high, moderate or low mathematical disposition, 3) in each student’s mathematical disposition category, which learning model gave a better student’s achievement in mathematics, 4) in each learning models, which one of the students with mathematical disposition category had a better student’s achievement in mathematics. This was quasi-experimental study with 3x3 factorial design. The study population was all eighth grade students of state junior high school in Purworejo District. Instruments used to collect data were mathematics achievement test and the student’s mathematical disposition questionnaire. The data were analyzed using unbalanced two ways ANOVA. Based on the data analysis, it was concluded that: 1) TPS with Open-Ended Approach gave better achievement than TPS and direct learning model while TPS and direct learning model gave same achievement, 2) the students with high mathematical disposition had better achievement than the students with moderate and low mathematical disposition, and the students with moderate mathematical disposition had better achievement than the students with low mathematical disposition, 3) at all categories of students’ mathematical disposition, TPS with Open-Ended Approach, TPS, and direct learning model gave the same achievement, 4) in the TPS with Open-Ended Approach and TPS, the students with high mathematical disposition had better achievement than the students with moderate and low mathematical disposition, and the students with moderate mathematical disposition had better achievement than the students with low mathematical disposition. In the direct learning model, the students with high mathematical disposition had better achievement than the students with moderate and low mathematical disposition, while the students with moderate and low mathematical disposition had the same achievement.Keywords: Think Pair Share (TPS), Open-Ended Approach, Direct Instruction, Mathematical Disposition, Learning Achievement in Mathematics
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) BERBANTUAN WINPLOT DAN TEAM ASSISTED INDIVIDUALIZATION (TAI) PADA MATERI APLIKASI TURUNAN FUNGSI DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIS SISWA
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 reasoning abilities of the students. The models compared were the cooperative learning model of the Winplot-assisted STAD, the cooperative learning model of the TAI type, and the Powerpoint-assisted direct learning model. This research used the quasi experimental research method with the factorial design of 3 × 3. Its population was all of the students in grade XI of Senior Secondary Schools of Purworejo in academic year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. The size of the sample was 235 students consisted of 80 students in the first experimental class, 77 students in the second experimental class and 78 students in the control class. The instruments to gather the data of the research were test of learning achievement in mathematics and test of mathematical reasoning ability. The data was analyzed by using the two-way analysis of variance with unbalanced cells. The conclusions of this research were as follows. (1) The cooperative learning model of the Winplot-assisted STAD type resulted in a better learning achievement in mathematics than the cooperative learning model of the TAI type and the Powerpoint-assisted direct learning model, and the cooperative learning model of the TAI type resulted in a better learning achievement in mathematics than the Powerpoint-assisted direct learning model. (2) The students with the high mathematical reasoning ability had a better learning achievement in mathematics than those with the moderate and low mathematical reasoning abilities, and the students with the moderate mathematical reasoning ability had a better learning achievement in mathematics than those with the low mathematical reasoning ability. (3) In each mathematical reasoning ability category, the cooperative learning model of the Winplot-assisted STAD type resulted in a better learning achievement in mathematics than the cooperative learning model of the TAI type and the Powerpoint-assisted direct learning model, and the cooperative learning model of the TAI type resulted in a better learning achievement in mathematics than the Powerpoint-assisted direct learning model. (4) In each learning model, the students with the high mathematical reasoning ability had a better learning achievement in mathematics than those with the moderate and low mathematical reasoning abilities, and the students with the moderate mathematical reasoning ability had a better learning achievement in mathematics than those with the low mathematical reasoning ability.Keywords: STAD, Winplot, TAI, direct learning, mathematical reasoning, and learning achievement in mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) DAN NUMBERED HEADS TOGETHER (NHT) DITINJAU DARI KECERDASAN MAJEMUK PESERTA DIDIK
Get PDFAbstract: The objectives of this research were to investigate: (1) which learning model of the TSTS model, the NHT model, and the direct learning model resulted in a better learning achievement in mathematics; (2) which students of the students with mathematical-logical, interpersonal, and linguistic intelligence had a better learning achievement in mathematics; (3) in each category of the multiple intelligences, which learning model of the TSTS model, the NHT model, and the direct learning model resulted in a better learning achievement in mathematics; and (4) in each learning model, which students of the students with mathematical-logical, interpersonal and linguistic intelligence had a better learning achievement in mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. Its population was all of the students in Grade VII of Junior Secondary Schools of Metro City. The size of the samples was 269 students. They were taken by using the stratified cluster random sampling technique. The instruments to gather the data of the research were test of learning achievement in mathematics and questionnaire of multiple intelligences. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research were as follows. 1) The TSTS model resulted in a better learning achievement than the NHT model and direct model, and the NHT model resulted in a better learning achievement than the direct learning model. 2) The students with mathematical-logical intelligence had a better learning achievement than those with interpersonal and linguistic intelligences, and the students with interpersonal intelligence had a better learning achievement than those with linguistic intelligence. 3) In the students with mathematical-logical intelligence, the TSTS model resulted in a better learning achievement than the cooperative learning model of the NHT model, the TSTS model and the NHT model resulted in the same learning achievement as the direct learning model. In the students with interpersonal intelligence, the TSTS model resulted in the same learning achievement as the NHT and direct learning models, and the NHT model resulted in a better learning achievement than the direct learning model. In the students with linguistic intelligence, the TSTS and the NHT model sresulted in the same learning achievement as the direct learning model. 4) In the TSTS model, the students with mathematical-logical intelligence had the same learning achievement as those with interpersonal intelligence but had a better learning achievement than those with linguistic, and interpersonal intelligence had the same learning achievement those with linguistic intelligence. In the NHT model, the students with mathematical-logical, interpersonal, and linguistic intelligences had the same learning achievement. In the direct learning model, the students with mathematical-logical intelligence had a better learning achievement than those with interpersonal and linguistic intelligences, and the students with interpersonal intelligence had the same learning achievement as those with linguistic intelligence. Keywords: TSTS, NHT, multiple intelligences
EKSPERIMENTASI MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT (TGT) DAN JIGSAW DENGAN PENDEKATAN MATEMATIKA REALISTIK DITINJAU DARI KECEMASAN MENGHADAPI TES SISWA KELAS VII SMP KABUPATEN BREBES TAHUN PELAJARAN 2012/2013
Get PDFABSTRACT: The objectives of this research were to investigate: (1) which learning model of the TGT type learning model, the Jigsaw type learning model approach, and the direct learning model results in a better learning achievement; (2) which students of those with the high anxiety, those with medium anxiety level, and those with the low anxiety level to deal with test have a better learning achievement in Mathematics; (3) in the students with the low, medium, and high anxiety levels to deal with test, which learning model of the TGT type learning model, the Jigsaw type learning model, and the direct learning results in a better learning achievement in Mathematics; and (4) In the TGT type learning model, the Jigsaw type learning model, and the direct learning model, which students of those with the high anxiety, those with medium anxiety level, and those with the low anxiety level to deal with test have a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. It was conducted at Class VII of Junior Secondary Schools of Brebes regency in Semester II in Academic Year 2012/2013. The samples of the research were taken by using the stratified cluster random sampling. The data of the research were gathered through multiple choice test and questionnaire anxiety level to deal with test. The data were analyzed by using the two-way analysis of variance with unbalanced cells at the significance level of α = 0.05. The results of the research are as follows: 1) The Jigsaw learning model results in a better learning achievement than both the TGT type learning model and the direct learning model, and the TGT type learning model results in a better learning achievement than the direct learning model. 2) The learning achievement of the students with the low anxiety level is better than those with those with high anxiety level and those with the medium anxiety level, but the learning achievement of the students with the high anxiety level is the same as that of the students with the medium anxiety level. 3) In the students with the high anxiety level to deal with test, the Jigsaw learning model results in a better learning achievement than the TGT learning model. In the students with the medium anxiety level to deal with test, the Jigsaw learning model results in a better learning achievement than the direct learning model. Other than those, in each anxiety level, the three learning models result in the same learning achievement. 4). In the TGT learning model, the learning achievement of the students with the low anxiety level to deal with test is better than that of those with the high anxiety level. Other than those, in each learning model, the students with the high, medium, and low anxiety levels have the same learning achievement in Mathematics.Keywords: Anxiety to deal with test, TGT learning model, Jigsaw, and realistic Mathematics
EKSPERIMENTASI MODEL PEMBELAJARAN kOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) PADA MATERI POKOK TRIGONOMETRI DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMK DI KOTA MADIUN TAHUN PELAJARAN 2013/2014
Get PDFAbstract: The aims of the research were to find out: (1) which produces better mathematics learning achievement among cooperative learning model Numbered Heads Together (NHT), Think Pair Share (TPS), or direct instruction model; (2) which have better learning achievement, students who have high emotional intelligence, medium, or low; (3) which gives a better learning achievement at each level of emotional intelligence, cooperative learning model Numbered Heads Together (NHT), Think Pair Share (TPS), or direct instruction model; (4) which have a better learning achievement at each learning model, students who have the emotional intelligence high, medium, or low. This research was a quasi-experimental research which designed a 3x3 factorial. The population of the research was all students at eleventh grade high school vocational and engineering technology group in Madiun city on academic year 2013/2014. The samples of the research were 264 respondents consisting of 87 students by using cooperative learning model Numbered Heads Together (NHT), 89 students by using cooperative learning model Think Pair Share (TPS), and 88 students by using direct instruction model. Analysis of the data used two-way analysis of variance. Based on the results of this research, it can be concluded: (1) the cooperative learning model NHT produces the same mathematics learning achievement as TPS, whereas NHT and TPS produce mathematics learning achievement better than the direct instruction model; (2) the students with high, medium and low emotional intelligence have the same learning achievement; (3) the emotional intelligence of each, NHT produces the same mathematics learning achievement as TPS, whereas NHT and TPS produce mathematics learning achievement better than the direct instruction; (4) the learning model of each, students with high, medium and low emotional intelligence have the same learning achievement. Keywords: NHT, TPS, Emotional Intelligence, Trigonometry