Jurnal Pembelajaran Matematika
Not a member yet
292 research outputs found
Sort by
KARAKTERISTIK BERPIKIR MATEMATIS SISWA SMP MAJELIS TAFSIR AL-QUR’AN (MTA) GEMOLONG DALAM MEMECAHKAN MASALAH MATEMATIKA PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV) DITINJAU DARI KEMAMPUAN PENALARAN SISWA DAN GENDER
Get PDFAbstract: The aims of this research were to know and to describe mathematical thinking characteristic of grade VII students of SMP MTA Gemolong in solving mathematic problems at linear equation of two variables (LETV) observed from the reasoning capability and gender. This research belonged to descriptive research with qualitative explorative approach. The sample was taken by using purposive sampling technique. There were six samples used in this research. The category of the sample based on this reasoning ability was taken by reasoning test and space field test. There were two types of instruments that were used in this research to collect the data. The first was solving problem test instrument, and the second was interview guidance. Validation test of the data that was used in this research was time triangulation test. The results of this research indicated as follows. (1) The characteristic of mathematical thinking of male and female students with high reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction and connection phase. Whereas in analysis phaseit was not completed. (2) The characteristic of mathematical thinking of male and female students with intermediate reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction and the connection phase. Whereas in analysis phase, it was not completed. (3) The characteristic of mathematical thinking of male and female students with low reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction phase. Whereas in the connection and analysis phase, it was not completed.Keywords: mathematic thinking, solving problem, reasoning ability, gende
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS ASSISTED INDIVIDUALIZATION (TAI) YANG DILENGKAPI ASSESMENT FOR LEARNING PADA POKOK BAHASAN BANGUN DATAR DITINJAU DARI GAYA KOGNITIF SISWA KELAS VII SMP N SE-SURAKARTA TAHUN PELAJARAN 2013/2014
Get PDFAbstract: The purposes of this study were to determine: (1) among the cooperative learning model TAI type equipped AfL, TAI or direct learning equipped AfL that provide better learning achievement. (2) among students who have cognitive style type of field dependent or fields independent that provided better learning achievement. (3) on each of students group with cognitive style type (field dependent or field independent), which learning models that provide better learning achievement. (4) on each of learning model (cooperative learning model of TAI type equipped AfL, TAI or direct learning equipped AfL), which cognitive styles that provide better learning achievement. This research was quasi-experimental research. The population was all of seventh grade students of State Junior High School in Surakarta in academic year of 2013/2014. The research samples ware 302 students, taken used a stratified cluster random sampling technique. The data collection instruments used ware learning achievement test and cognitive style test. Hypothesis testing used unbalanced two ways analysis of variance. The research conclusions are as follows. (1) The TAI learning model equipped AfL provides better learning achievement than TAI learning model and direct learning equipped AfL, while TAI learning model provides better learning achievement than direct learning model equipped AfL. (2) Students with cognitive style of field independent have better learning achievement than students with field dependent. (3) In the cognitive style of field dependent and field independent, TAI learning models equipped AfL provides better learning achievement than TAI learning model and direct learning model equipped AfL, while TAI learning model provides a better learning achievement than direct learning model equipped AfL. (4) In the TAI learning model equipped AfL, TAI and direct learning model equipped AfL, the students group with cognitive styles of field independent have better learning achievement than students with field dependent. Keywords: TAI, AfL, Cognitive Style, and Learning Achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DENGAN ASSESSMENT FOR LEARNING (AfL) MELALUI PENILAIAN TEMAN SEJAWAT PADA MATERI PERSAMAAN GARIS DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA MTsN DI KABUPATEN SRAGEN
Get PDFAbstract: This research is aimed to view: (1) which gives a better learning achievement, learning Numbered Head Together (NHT) with the AfL through peer assessment, NHT or direct learning, (2) which gives better achievement, low, medium or high level creativity in mathematics learning, (3) which has better mathematics learning achievement, student having low, medium or high learning creativity on each learning model, (4) which learning model gives better achievement in learning mathematics, learning model Numbered Head Together (NHT) with the AfL through peer assessment, learning models Numbered Head Together (NHT) or direct learning model on each student’s creativity level. This research was a quasi-experimental research with 3x3 factorial design. The study population was all students MTsN in Sragen. The sampling technique used a stratified cluster random sampling. The samples were 294 students, consisted of 95 students in the first experimental class, 100 students in the second experimental class and 99 students in the control class. Data collected through mathematics achievement tests and questionnaires of study mathematics creativity. Hypothesis testing used two- way analysis of variance with unbalanced cells. The results show as follows. (1) The NHT with the AfL through peer assessment model provide a better learning performance than the NHT and direct learning model. The NHT model provide a better learning performance than the direct learning model. (2) Students with a high level learning creativity have a better achievement than students who have medium and low creativity. Students with medium and low level creativity gain the same learning achievement. (3) In the NHT learning model with the AfL through peer assessment, students with a high level creativity gain better learning achievement than students with medium learning creativity, but when compared with students who have low learning creativity get the same academic achievement. While using NHT model and direct learning, students with high, medium and low creativity get the same learning achievement. (4) At the high level of creativity, NHT with the AfL through peer assessment model gived a better performance than the NHT and direct learning, NHT and direct learning models provide the same learning performance. Students having medium and low level of creativity provide the same learning achievement in each learning models.Keywords : NHT, AfL, peer assessment, creativity in learning
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DENGAN CONTEXTUAL TEACHING AND LEARNING (CTL) PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DITINJAU DARI KECERDASAN EMOSIONAL SISWA
Get PDFAbstract: This research aimed to find out: (1) Which one give better mathematics’ learning achievement, learning model of NHT with CTL, TPS with CTL or direct learning, (2) Which one have better mathematics’ learning achievement, students who have high, medium or low. (3) On each learning model, which one give better achievement on each emotional intelligence. (4) On each level of emotional intelligence, which one give better mathematics’ learning achievement, learning model of NHT with CTL, TPS with CTL or direct learning. This research was the quasi-experimental research with 3×3 factorial design. The population of research was all students of Junior High School (SMP) in Karanganyar. The samples were 308 students; consist of 104 students in the first experimental class, 104 in the second experimental class, and 100 students in control class. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed as follows. (1) The NHT with CTL given learning achievement as good as the TPS with CTL. NHT and TPS with CTL provided better learning achievement than the direct learning, (2) The students with high emotional intelligence had better learning achievement than those with medium and low emotional intelligence. The students with medium emotional intelligence had better learning achievement than did those with low emotional intelligence, (3) Students taught by using NHT and TPS with CTL, students with high emotional intelligence had learning achievement as good as the medium emotional intelligence. The students with high emotional intelligence had better learning achievement than the students with low emotional intelligence. The students with medium emotional intelligence had learning achievement as good as the students with low emotional intelligence. Students taught by using direct learning had equal learning achievement in each level of emotional intelligence, (4) Students with high emotional intelligence taught by using the NHT with CTL had learning achievement as good as the TPS with CTL. Students with high emotional intelligence taught by using the NHT and TPS with CTL had better learning achievement than the direct learning. Students with medium and low emotional intelligence had equal learning achievement in each learning model.Keywords: NHT with CTL, TPS with CTL, learning achievement, emotional intelligence
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TAI DAN NHT PADAPOKOK BAHASAN RELASI DAN FUNGSI DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS VIII SMP NEGERI DI KABUPATEN PRINGSEWU PROVINSI LAMPUNG
Get PDFAbstract: This research aims at finding out: (1) which one results better mathematics learning achievement among type TAI, NHT, or conventional; (2) which one has better mathematics learning achievement among students with AQ categories; (3) at each of learning models, which students has better mathematics learning achievement with AQ categories; (4) at each of AQ categories, which one results better mathematics learning achievement among type learning models. This study was quasi-experimental research. The population of this study was all students in grade VIII SMP Pringsewu, Lampung. The sampling technique was done by stratified cluster random sampling. Data analysis tecnique was used to test the hypothesis was two-ways analysis of variance with unbalanced cell as a 3x3 factorial design.The conclusions of the research were as follows. (1) Cooperative learning type TAI results better mathematics learning achievement than type NHT and conventional, and the achievement of student mathematics learning by NHT is the same as the achievement conventional. (2) The achievement of student mathematics learning in climbers is the same as the achievement campers, students with climbers have better mathematics learning achievement than those with quitters, and the achievement of student mathematics learning in campers is the same as the achievement quitters; (3) in each learning models, the students mathematics learning achievment is in constancy with result of AQ categories, (4) in each of AQ categories, students mathematics learning achievment is in constancy with result of learning models.Keywords: Team Assisted Individualization (TAI), Numbered Head Together (NHT), conventional, Adversity Quotient (AQ
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS VII SMP NEGERI DI KABUPATEN PACITAN
Get PDFAbstract: The objectives of research were to find out: (1) which one providing better mathematics learning achievement, NHT or TPS or conventional learning model, (2) in the student creativity level, which one having better mathematics learning achievement, high or medium or low creativity, (3a) in each learning model (NHT, TPS and Conventional) which one providing better mathematics learning achievement, high or medium or low student learning creativity, (3b) in each student creativity level (high, medium, and low) which one providing better mathematics learning achievement, NHT or TPS or conventional learning model.This study was a quasi-experimental research. The research design used was a 3x3 factorial design. The population of research was all VII graders of Junior High Schools throughout Pacitan Regency in the school year of 2012/2013. Meanwhile the sample was taken using stratified random sampling. The sample consisted of 275 students: 92 students for experiment I class, 92 for experiment II class and 91 for control class. The instruments used to collect the data were learning creativity questionnaire and mathematics learning achievement test. From the result of research, it could be concluded that: (1) NHT learning model provided mathematics learning achievement as good as the TPS learning model did and better than the conventional learning model did, while TPS learning model provided mathematics learning achievement as good as the conventional learning model did. (2) The learning achievement of the students with high creativity was better than that of those with medium creativity, the learning achievement of the students with high creativity was better than that of those with low creativity, and the learning achievement of the students with medium creativity was as good as that of those with low creativity. (3a) On each learning model, the learning achievement of the students with high creativity was better than that of those with medium and low creativity, while the learning achievement of the students with medium creativity was as good as that of those with low creativity. (3b) On each creativity level whether high, medium or low, the mathematics learning achievement of the students taught with NHT learning model was as good as that of those taught with TPS learning model but was better than that of those taught with conventional model. And the learning achievement of the students taught with TPS learning model was as good as that of those taught with conventional model.Keywords: NHT, TPS, Conventional, Learning Creativity
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) BERBANTUAN SOFTWARE CABRI 3D 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 the learning style of the students. The learning models compared were the cooperative learning model of the TGT type by using Cabri 3D, the cooperative learning model of the TGT type, and the direct learning model. The type of the research was a quasi-experimental research. Its population was all of the students in grade VIII of State Junior Secondary Schools of Metro City in academic year 2013/2014. The size of the sample was 278 students consisted of 90 in experimental class 1, 95 in experimental class 2, and 93 in control class. The instruments used were mathematics achievement test on the learning material of polyhedron and questionnaire of learning style. The data was analyzed by using two way analysis of variance with unbalanced cells. The conclusions of the research were as follows. (1) The cooperative learning model of the TGT type by using Cabri 3D resulted in a better learning achievement than the cooperative learning model of the TGT type and the direct learning model, the cooperative learning model of the TGT type resulted in a better learning achievement than the direct learning model. (2) The students with the visual learning style had the same learning achievement as those with the kinesthetic learning style, and both of the group had a better learning achievement than those with the auditory learning style. (3) In each category of the learning style, the cooperative learning model of the TGT type by using Cabri 3D resulted in a better learning achievement than the cooperative learning model of the TGT type and the direct learning model, the cooperative learning model of the TGT type resulted in a better learning achievement than the direct learning model. (4) In each of the learning models, the students with the visual learning style had the same learning achievement as those with the kinesthetic learning style, and both of the group had a better learning achievement than those with the auditory learning style.Keywords: TGT , Cabri 3D, Learning Style
EKSPERIMENTASI MODEL PEMBELAJARAN 4Ex2 DAN LC 5E PADA MATERI PLSV DAN PtLSV DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA
Get PDFAbstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the students attitude towards mathematics. The learning model compared were 4Ex2, LC 5E and conventional 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) The learning achievement in Mathematics of the students exposed to the 4Ex2 learning model are better than LC 5E learning model and conventional learning model, and the learning achievement in Mathematics of the students exposed to the LC 5E learning model are better than conventional learning model. 2) The learning achievement in Mathematics of the students with the high attitudes toward Mathematics are better than that of the students with the medium and low attitudes toward Mathematics, and the learning achievement in Mathematics of the students with the medium attitudes toward Mathematics are better than that of the students with the low attitudes toward Mathematics. 3) In the 4Ex2 learning model, the learning achievement in Mathematics of the students with the high attitudes toward Mathematics are better than medium and low attitudes toward Mathematics, and the learning achievement in Mathematics of the students with the medium attitudes toward Mathematics are better than low attitudes toward Mathematics. In the LC 5E learning model, the learning achievement in Mathematics of the students with the high attitudes toward Mathematics are better than medium and low attitudes toward Mathematics, the learning achievement in Mathematics of the students with the medium attitudes toward Mathematics are the same as low attitudes toward Mathematics. In the conventional learning model, the learning achievement in Mathematics of the students with the high attitudes toward Mathematics are the same as medium attitudes toward Mathematics, the learning achievement in Mathematics of the students with the high and medium attitudes toward Mathematics are better than low attitudes toward Mathematics. 4) In the students with the high attitudes toward Mathematics the learning achivement of the students exposed to the LC 5E learning model are the same as 4Ex2 learning model and the conventional learning model, the learning achievement in Mathematics of the students exposed to the 4Ex2 learning model are better than conventional learning model, and both in the students with the medium attitudes toward Mathematics and in those with the low attitudes toward Mathematics, students exposed to the 4Ex2 learning model, LC 5E learning model, and conventional learning model result in the same learning achievement in Mathematics.Keywords: Learning model, 4Ex2, LC 5E, attitudes toward Mathematics, learning achievement in Mathematics
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DAN NUMBERED HEADS TOGETHER PADA MATERI POKOK FUNGSI DITINJAU DARI KECERDASAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA
Get PDFAbstract: The purposes of this research were to determine: (1) which has better learning achievement, students are given TS-TS, NHT, or direct intruction, (2) which has better learning achievement, students with intrapersonal intelligence of high, medium or low, (3) which has better learning achievement, students with interpersonal intelligence of high, medium or low on each learning model, (4) which has better learning achievement, students are given TS-TS, NHT, and direct intruction on each interpersonal intelligence. This study was a quasi experimental research with 3 3 factorial design. The population of this study was all eighth grade students of junior high schools in Surakarta. Sampling was done by stratified cluster random sampling. The sample in this study are 271 people with details of 89 people for class experiment I, 91 people for class experiment II and 91 people for control class. The instruments used were mathematics achievement test and questionnaire of student’s interpersonal intelligence. The data was analyzed using two ways anova. Based on the hypothesis test, it is concluded as follows. (1) Cooperative learning methods TS-TS type provide a better performance than cooperative learning method NHT type and direct intruction. (2) Mathematics learning achievements of students with high interpersonal intelligence levels did not differ from that of students with medium levels of interpersonal intelligence, while learning mathematics achievement of students with a high or medium level of interpersonal intelligence was better than that of students with low levels of interpersonal intelligence. (3) At each level of students’ interpersonal intelligence, TS-TS provided a better mathematics learning achievement compared with NHT learning and direct learning, while NHT learning provided no difference in mathematics learning achievement from direct learning. (4) At each learning model, mathematics learning achievement of students with high level of interpersonal intelligence was not different from that of students with medium level of interpersonal intelligence, while mathematics learning achievement of students with a high or medium level of interpersonal intelligence was better than that of students with low levels of interpersonal intelligence.Keywords: Two Stay Two Stray (TS-TS), Numbered Heads Together (NHT), Interpersonal Intelligence
ANALISIS BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA PADA MATERI PELUANG DITINJAU DARI GENDER SISWA KELAS XI IPA SMA NEGERI 1 KOTA BANJARBARU KALIMANTAN SELATAN
Get PDFAbstract: This research used qualitative approach which aims to describe the factors of student’s creative thinking in mathematical problem solution on probability for male students and female students. The methods used in this study were interviews and tests. The data validation has done by triangulation. The data was obtained from interviews and tests of creative thinking skills in mathematics learning. This tests was composed of five categories: fluency, flexibility, originality, elaboration, and redefinition which are the factors of the creativity. The research was conducted in SMA Negeri 1 Banjarbaru City, South Kalimantan in October until November 2013. The task-based interviews and tests were conducted to collect data from the 11th grade students of SMA Negeri 1 Banjarbaru City, South Kalimantan grade XI Program IPA. Selection of subjects was based on male student and female student. Snowball method was used to determine subject research. Subjects were seven students grade XI Program IPA on SMA Negeri 1 Banjarbaru City, South Kalimantan academic year 2013/2014. The result showed that the male students had the factors of creative thinking ability on fluency, flexibility, originality, and redefinition. The male students did not have enough the factor of creative thinking ability on elaboration. The female students had the factors of creative thinking ability on fluency, flexibility and originality. The female students did not have the factors of creative thinking ability on elaboration and redefinition.Keywords: student’s creative thinking, factors of creative thinking, gender