Jurnal Pembelajaran Matematika
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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TGT DAN TAI PADA MATERI VEKTOR KELAS XII SMA DITINJAU DARI KREATIVITAS SISWA
Get PDFAbstract: This study aimed to determine: (1) which model produces better learning achievement TGT, TAI, or direct learning model, (2) to find out which one has the better learning achievement between students with high creativity, moderate or low creativity, (3) to determine which one gives better learning achievement between cooperative learning model TGT, TAI or Direct for each student creativity, (4) to find out which one gives the better learning achievement among students who have high creativity, moderate creativity or lower creativity in each of the learning model.This study was a quasi-experimental study with a 3 x 3 factorial design. The sampling technique was done by stratified cluster random sampling. The instrument used for data collection was a questionnaire and math achievement tests. The instrument has been tested by some experts before it is used to conduct trials. Hypothesis testing used two- way Anava with unbalanced cells. Before the Anava test, research data are tested first by test analysis requirements that were test for normality and homogeneity test. The results of two- way Anava analysis show: (1) learning model of TGT and TAI produce better learning achievement, compared to the direct instructional model, while the learning model of TAI and TGT has no difference; (2) Students who have high creativity and moderate creativity have a better learning achievement than the students who have low creativity, the students who have high creativity have better learning achievement than the students who have moderate creativity; (3) students who have creativity of high, moderate or low have on the model TGT learning and TAI have better learning achievement compared to the direct instructional model, while the learning model TGT produce the same learning achievement as TAI learning model; (4) cooperative learning model TGT, TAI and Direct give better result for students who have high and moderate creativity than students who have low creativity, as well as the students who have high creativity provide a better learning achievement than moderate creativity.Keywords: Learning TGT, TAI, and creativit
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT DAN TIPE JIGSAW PADA POKOK BAHASAN TRIGONOMETRI KELAS XI-IPA SMA SE-KABUPATEN KUDUS DITINJAU DARI MOTIVASI BELAJAR PESERTA DIDIK TAHUN PELAJARAN 2013/2014
No full textAbstract: The objectives of this research were to determine: (1) which produces better mathematics learning achievement, NHT, Jigsaw, or conventional learning model, (2) which has better mathematics learning achievement, the students with high, medium or low learning motivation, (3) on each learning model, which provide mathematics learning achievement better, the student with high, medium or low learning motivation, (4) on each level of student mathematics learning motivation, which provide learning achievement better, NHT, Jigsaw, or conventional learning model. This research was quasi experimental research with factorial design 3 x 3. The research population was all XI science grade students of senior high school in Kudus regency in academic year 2013/2014. The sampling technique of this research was done by stratified cluster random sampling. The techniques of data collection by using test, questionnaire, and documentation. Hypothesis testing used two way analysis of variance with the unbalanced cells. The results of the research were as follows: (1) Jigsaw learning model produces better learning achievement than NHT and conventional learning model. NHT learning model show learning achievement as good as conventional learning model. (2) The students who have high learning motivation have a better academic achievement than the students who have medium and low learning motivation. The students with medium learning motivation have learning achievement as good as the students with low learning motivation. (3) In Jigsaw learning model, students who have high learning motivation has academic achievement as good as students who have medium learning motivation, students who have high learning motivation have a better academic achievement than students who have a low learning motivation and students who have medium learning motivation are having academic achievement as good as students who have a low learning motivation. In the NHT learning model and conventional, the students who have high, medium and low learning motivation have equally good learning achievement, (4) In high learning motivation, Jigsaw learning model produces academic achievement better than NHT and conventional learning model. NHT learning model produce academic achievement as good as conventional learning model. In medium and low learning motivation, Jigsaw, NHT and conventional learning model produce equally good learning achievement.Key words: Jigsaw learning model, NHT learning model, Conventional learning model, Learning Motivation, Mathematics Learning Achievment
PROFIL TINGKAT BERPIKIR KREATIF SISWA KELAS VII SMP NEGERI 16 SURAKARTA DALAM PEMECAHAN MASALAH ARITMATIKA SOSIAL DITINJAU DARI MOTIVASI DAN GENDER
Get PDFAbstract. This study aimed to describe: (1) the creative thinking level of male Junior High School students, who had high motivation in solving some problems in appropriate to Polya’s Steps, (2) the creative thinking level of female Junior High School students, who had high motivation in solving some problems in appropriate to Polya’s steps, (3) the creative thinking level of male Junior High School students, who had medium motivation in solving some problems in appropriate to Polya’s steps, (4) the creative thinking level of female Junior High School students, who had medium motivation in solving some problems in appropriate to Polya’s steps, (5) the creative thinking level of male Junior High School students, who had low motivation in solving some problems in appropriate to Polya’s steps, (6) the creative thinking level of female Junior High School students, who had low motivation in solving some problems in appropriate to Polya’s steps. This study was a qualitative study. The subject of this study was 7th grade students of Public Junior High School 16 Surakarta. The subject selection procedure of this study was purposive sampling. The subject used in this study were six subjects of study that was a male student with high motivation, a female student with high motivation, a male student with medium motivation, a female student with medium motivation, a male student with low motivation, and a female student with low motivation. The instrument in collecting data was classification of students’ learning motivation, problem solving assignment sheet, and interview manual. Based on the study had been carried out, there was one student, who was belonged to the creative thinking abilities level 4, one student was belonged to the creative thinking abilities level 2, and four student was belonged to the creative thinking abilities level 0. In the creative thinking abilities level 4, the student was able to demonstrate fluency, flexibility, and novelty. In the creative thinking abilities level 2, the student was able to demonstrate novelty, but not able to demonstrate any fluency and flexibility. In the creative thinking abilities level 0, the student was not able to demonstrate the fluency, flexibility, or novelty. Keywords: Creative thinking level, Problem solving, Motivation, Gende
PENALARAN MATEMATIS SISWA DALAM PEMECAHAN MASALAH PADA MATERI POKOK FAKTORISASI BENTUK ALJABAR DI KELAS VIII SMP NEGERI 1 SURAKARTA
Get PDFAbstract: The purposes of this study were to describe: (1) the students with high-ability mathematical reasoning on problems solving of algebra factorization in eighth grade students of SMP Negeri 1 Surakarta, (2) the students with moderate-ability mathematical reasoning in problem solving of algebra factorization of eighth grade students of SMP Negeri 1 Surakarta, (3) the students with low-ability mathematical reasoning in problem solving of the algebra factorization material in eighth grade students of SMP Negeri 1 Surakarta. This research was a qualitative case study type. The research subjects were taken from eighth grade students of SMP Negeri 1 Surakarta. The subjects amounted to 9 students consisting of 3 students with high ability, three students with moderate ability, and 3 students with low ability. The research data were in the form of written and oral data. Written data were obtained from the research subject test on written test instruments. The oral data obtained from the think aloud verbal conducted by researchers to the study subject. The techniques of analyzing the data were: (a) data reduction (b) presention of data (c) conclusion. The results showed that the students with high-ability reasoning mathematical were: (a) understand the problem, the students read the questions carefully and write down the information that is known of the problem and write down what was being asked of the problem; (b) present the mathematical expressions and perform calculations, students write a mathematical equation to calculate by used the operations of addition, subtraction and multiplication algebra fluently; (c) submit the notion and manipulation of mathematics, students write the answer to determine the length and width of the rice field by factoring and write down the factoring results that obtained; (d) drawn the conclusions, students write the length and width of the rice fields and multiplying the factoring results obtained to convince answers that obtained. The students with moderate-ability reasoning mathematical were: (a) understand the problem, students read the question after it write down the information that was known from the problem and write down what was being asked of the problem; (b) present the mathematical expressions and perform calculations, students write a mathematical equation to calculate by using the operations of addition, subtraction and multiplication algebra although this was used long time to write mathematical expressions and perform calculation, but students were get the expected rice fields wide. The students with low-ability mathematical reasoning were: understand the problem, students read again and again but still confused after it write down the information that was known from the problem and write down what was being asked of the problem. Keywords: mathematics, reasoning, problem solvin
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN MATEMATIKA REALISTIK (PMR) DITINJAU DARI KECERDASAN INTERPERSONAL SISWA SMP SE-KABUPATEN GROBOGAN TAHUN PELAJARAN 2012/2013
Get PDFAbstract: The aim of the research was to determine the effect of learning models on learning achievement viewed from students’ interpersonal intelligence. The learning models compared were cooperative learning model Numbered Heads Together (NHT) with Realistic Mathematics Approach (RMA) approach, Think Pair Share (TPS) with Realistic Mathematics Approach (RMA) and direct learning. This research was a quasi-experimental research using factorial design of 3x3. The population of the research was all students of the Junior High Schools in Grobogan regency. The samples of the research were seven grade students of SMP Negeri 2 Purwodadi, SMP Negeri 2 Grobogan and SMP Negeri 7 Purwodadi in Grobogan regency (88 students for for first experimental class, 96 students for second experimental class, and 92 students for control class). The samples were chosen by using stratified cluster random sampling. In collecting the data, the instruments used were multiple-choice test of learning achievement in mathematics and student interpersonal intelligence questionnaire. The technique of analyzing the data was unbalanced two-ways Anova. The results of the research are as follows: (1) the cooperative learning model NHT with RMA give better achievement in mathematics than cooperative learning model TPS with RMA, and both result in a better learning achievement in mathematics than the direct learning model; (2) there are no any differences in the learning achievement in mathematics of the students with high, medium or low interpersonal intelligence; (3) in each interpersonal intelligence, the cooperative learning model NHT with RMA give better achievement in mathematics than cooperative learning model TPS with RMA, and both result in a better learning achievement in Mathematics than the direct learning model; (4) in each learning model, the students with high, medium and low interpersonal intelligence have the same learning achievement in mathematics.Keywords: NHT, TPS, RMA, interpersonal intelligence, learning achievement in mathematic
PROFIL PROSES BERPIKIR KRITIS SISWA KELAS VIII SMP NEGERI 3 SURAKARTA DALAM MEMECAHKAN MASALAH POKOK BAHASAN SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV) DITINJAU DARI KECERDASAN MAJEMUK DAN GENDER
Get PDFAbstract: The aim of this research was to describe the profile of critical thinking process of the students in grade VIII of State Junior Secondary School 3 of Surakarta in solving the problems on linear equation of two variables (LETV) viewed from the multiple intelligence and gender. This research used the descriptive research method with the qualitative explorative approach. The subjects of the research were taken by using the purposive sampling technique. The subjects of the research were four students in Grade VIII of State Junior Secondary School 3 of Surakarta, one male student and female student with linguistic intelligence, and one male student and one female student with mathematical-logical intelligence. The instruments used to gather the data of the research were multiple intelligence questionnaire, worksheet for mathematical problem-solving, and interview guidelines. The data were collected through questionnaire and task-based interview on the learning material of LETV. They were validated by using the time triangulation and the reference fulfillment. The data were analyzed using a Miles and Huberman’s concept, that was data reduction, presentation, and conclusion. The results of the research are as follows. 1) The male and female students with linguistic intelligence had a good ability to capture information and may communicate it effectively both written and orally. The critical thinking can be realized through four phases. However, the male in the recognition phase, they encounters a difficulty i.e. the question they mentions is less complete. In addition, in thinking about alternatives, they are only able to mention one problem-solving alternative, namely: mixed alternative. 2) The male and female students with mathematical-logical intelligence are able to think logically. They are able to do categorization, classification, conclusion drawing over a problem. The critical thinking can be realized through four phases. However, in the recognition phase, they encounters a difficulty i.e. the question they mentions is less complete. In addition, in thinking about alternatives, they are only able to mention two problem-solving alternatives, namely: mixed alternative and substitution alternative.Keywords: profile of the process of critical thinking, problem solving, multiple intelligence, and gender
IMPLEMENTASI PEMBELAJARAN KOOPERATIF MODEL THINK PAIR SHARE DAN LEARNING TOGETHER DENGAN PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK DITINJAU DARI MINAT BELAJAR SISWA
Get PDFAbstract: The objective of research was to find out: (1) which ones having better achievement, the students using TPS (Think Pair Share) learning model with RMA, LT (Learning Together) learning model with RMA or Direct Instruction, (2) Viewed from students’ interest, high, middle, and low, which ones having better achievement, the students using TPS (Think Pair Share) learning model with RMA or LT (Learning Together) learning model with RMA or Direct Instruction, and (3) students’ achievement viewed from students’ interest on each learning model. The type of the research was a quasi-experimental research. The population of research was all VIII graders of Public Junior High schools in Karanganyar Regency consisting of 75 schools. The sample was taken using cluster random sampling. The size of the sample was 261 students consisted of 87 students in the first experimental group, 87 students in the second experimental group and 87 students in the control group. Collecting data has been done through multiple choice test to know students’ achievement and questionnaire to know students interest in learning. Data analysis technique used two-way analysis of variance with unbalanced cells. The conclusions of research as follows: (1) TPS with RMA provided learning achievement better than LT with RMA and Direct Instruction, and LT with RMA provided learning achievement better than the Direct Instruction. (2) Viewed from students’ interest, in the high interest, TPS with RMA provided learning achievement as LT with RMA did, also LT with RMA provided learning achievement as Direct Instruction did, but TPS with RMA provided learning achievement better than Direct Instruction did. In the midlle and low interest, all learning models provided the same learning achievement. (3) In TPS with RMA, the students with high interest had better achievement than those with middle and low interest. Meanwhile, in both LT with RMA and In Direct Instruction, the students with three categories of interest had the same learning achievement.Keywords: TPS with Realistic Mathematics Approach (RMA), LT with RMA, Interest Learning, Students Achievement on mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM POSING DAN PROBLEM SOLVING PADA MATERI TRIGONOMETRI DITINJAU DARI KREATIVITAS PESERTA DIDIK KELAS XI IPA SMA SE-KABUPATEN KUDUS TAHUN PELAJARAN 2013/2014
Get PDFAbstract: The aim of this research was to determine the effect of learning models on mathematics achievement and learning interest viewed from the students creativity. The learning model compared were problem posing, problem solving and direct instruction. The type of the research was a quasi experimental research with factorial design 3 x 3. The population was the students of senior high school in Kudus regency on academic year 2013/2014. The size of the sample was 278 learnes consisted of 98 students in the first experimental class, 81 students in the second experimental class and 99 students in the control class. The instrument used were mathemathics achievement test and questioner. The data was analyzed using analysis variance of two ways with unbalanced of cell. The conclusions of the research were as follows. (1) Problem solving model has better learning achievement than problem posing and direct instruction. Students who were taught by problem posing has better learning achievement than direct instruction, (2) Students who have high learning creativity have the same learning achievement as students who have the medium creativity. Students who have high learning creativity have better learning achievement than students who have low creativity. Students who have medium learning creativity have the same learning achievement as students who have low creativity, (3) Students having high and low creativity that used problem posing, problem solving, and direct instructional model have the same achievement. While students having medium creativity that used problem solving model have better achievement than students that used direct instructional model, but students that used problem posing and problem solving model have the same achievement, and the students that used problem posing and direct instructional model have the same achievement, (4) In each category of learning model, students with high creativity, medium and low have the same learning achievement. Key Words: Problem Posing, Problem Solving, Direct Instruction, Learning Creativit
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN TGT DENGAN PENDEKATAN KONTEKSTUAL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF MATEMATIKA SISWA DITINJAU DARI KECERDASAN MAJEMUK
Get PDFAbstract: The objectives of this research were to investigate: (1) whose learning achievement and affective aspect of Mathematics are better between the students with the cooperative learning model of the STAD type with contextual approach and those with the cooperative learning model of the TGT type with contextual approach; (2) whose learning achievement and affective aspect of Mathematics are better among the students with mathematical logical intelligence, visual intelligence, kinesthetic intelligence, and interpersonal intelligence; and (3) whether or not there is an interaction in each category of the cooperative learning models and the intelligence types on the learning achievement and affective aspect of Mathematics. This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools of Sukoharjo regency in Academic Year 2012/2013. The samples of the research consisted of 141 students, and they were taken by using the stratified cluster random sampling. The data of the research were gathered through test of learning achievement and questionnaire affective aspect. The proposed hypotheses of the research were tested by using a two-way MANOVA with unbalance cells at the significance level of 5%. The results of the research are as follows 1) The learning achievement in Mathematics of the students of the TGT with contextual approach is better than that STAD with contextual approach, but the affective aspect of Mathematics of the students with TGT with contextual approach is as good as that STAD with contextual approach; 2) The learning achievement in Mathematics of the students with the mathematical logical intelligence is as good as those of the students with the kinesthetic intelligence, interpersonal intelligence but better than visual intelligence, the learning achievement in Mathematics of the students with the kinesthetic intelligence is better than interpersonal intelligence. The affective aspect of Mathematics of the students with the mathematical logical intelligence is as good as that of the students with the kinesthetic intelligence, but better than visual intelligence and interpersonal intelligence, and the affective aspect of Mathematics of the students with the visual intelligence is as good as that of the students with the interpersonal intelligence. 3) There is no any interaction of effect of the cooperative learning models and the multiple intelligences on the learning achievement in Mathematics and the affective aspect of Mathematics.Keywords: STAD, TGT, multiple intelligences, learning achievement, and affective aspect
EKSPERIMENTASI PEMBELAJARAN MATEMATKA MENGGUNAKAN MODEL PEMBELAJARAN THINK PAIR SHARE DENGAN PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK PADA POKOK BAHASAN DIMENSI TIGA DITINJAU DARI KECERDASAN SPASIAL SISWA
Get PDFAbstract: This research was aimed at searching and finding: 1) the most effective mathematics learning model among TPS learning model with PMR, TPS learning model, and direct learning model, 2) the level of student’s spatial intelligence having the highest achievement among students with high, average, and low spatial intelligence, 3) the most effective learning model among TPS learning model with PMR, TPS learning model, and direct learning model towards student’s achievement on each level of spatial intelligence, and 4) the level of students having the highest achievement in every learning model. This was a quasy-experimental research with a 3x3 factorial design. The population was students of grade X of state senior high school in Surakarta in 2013/2014. Stratified random sampling and cluster random sampling techniques were applied. The samples in this research were: 1) experiment group 1, consisting of 91 students; 2) experiment group 2, consisting of 90 students; 3) control group, consisting of 99. The data collecting instruments were student’s spatial intelligence test and achievement test in the form of multiple choices. Balance test with unbalanced one-way anova test, analysis prerequisite tests (normality test with Liliefors test and homogenity test with Bartlett test) and hipothesis test (unbalanced two-way anova test) were conducted. It can be concluded that: 1) TPS model with PMR is more effective towards student’s achievement than TPS model and direct model, and TPS model is as effective as direct model towards student’s achievement; 2) students with high spatial intelligence gain higher achievement than those with average and low spatial intelligence, and students with average spatial intelligence gain higher achievement than those with low spatial intelligence; 3) to students with high and average spatial intelligence, TPS model with PMR, TPS model and direct model give the same achievement. For students with low spatial intelligence, TPS model with PMR and TPS model give the same achievement, but TPS model with PMR gain higher achievement than those with direct model, and TPS model and direct model give the same achievement; and 4) dealing with TPS model with PMR, students with high and average spatial intelligence gain the same of achievement, but students with high spatial intelligence gain higher achievement than those with low spatial intelligence, and students with average and low spatial intelligence gain the same of achievement, while dealing with with TPS model, students with high and average spatial intelligence gain the same of achievement but students with high spatial intelligence gain higher than those with low spatial intelligence, while students with average spatial intelligence gain higher achievement than those with low spatial intelligence, and dealing with direct model, students with high spatial intelligence gain higher achievement than those with average and low spatial intelligence, but students with average and low spatial intelligence gain the same of achievement.Key Words: learning model, TPS, PMR, spatial intelligence