Jurnal Pembelajaran Matematika
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PENGGUNAAN STRATEGI PENINGKATAN KEMAMPUAN BERPIKIR UNTUK MENGEMBANGKAN MODUL PEMBELAJARAN
Get PDFAbstract:This research is motivated by the existence of learning media that still unable to improve students' thinking skills. Learning media which is developed in this study are learning module. The learning module is expected to deepen students’ understanding of concepts and improve their ability to think critically. Module development uses one learning strategy that supports the research objectives. The strategy used is a strategy to improve thinking skill. Based on this background, the research questions are: (1) how is the development of learning module using thinking skill enhancement strategy? (2) How do students respond to the development of learning module using strategy for improving thinking skills? The development of learning module in this study uses ADDIE development model. This model has five stages of development, namely Analysis, Design, Development, Implementation, and Evaluation. The subjects in this study are seventh grade students of Private Junior High School (SMP) Wahidiyah Kediri. The instruments are in the form of learning module and students’ response questionnaires. The conclusions are: (1) The module is feasible and valid for students, and (2) Students’ response about the use of learning module is very good. Researchers’ suggestions for further development are: (1) learning module using thinking skill enhancement strategy needs to be completed in the form of content. concept, and design in order to create interesting and conducive learning atmosphere; (2) further development of other materials using thinking skill enhancement strategy is needed; and (3) further development refers to the latest curriculum used in educational institution, so that the learning module in line with the latest curriculum development..Keywords: Modules, Thinking Skill Enhancement Strategy
EFEKTIFITAS MODEL LEARNING CYCLE 5E BERBANTUAN MEDIA KOMIK DITINJAU DARI GAYA BELAJAR
Get PDFAbstract: LC 5E model is a learning model centered on students who direct students to learn gradually starting from engagement, exploration, explanation, elaboration, and evaluation. This study aims at testing: (1) the effects of the 5E LC model and LC 5E -assisted comic media towards students' learning outcomes. (2) the effects of students' learning styles on students' learning outcomes. (3) the effects of interaction of learning models and students' learning styles on students' learning outcomes. This is a quantitative research with the quasi-experimental design. The data collection techniques used in this study test, questionnaire, and documentation. The data were analyzed using analysis of variance of two different cells with α = 5%. Based on the data analysis, it can be concluded that: (1) there is an effect of the LC 5E model and LC 5E -assisted comic media towards students' learning outcomes. Were students' learning outcomes with LC 5E -assisted comic media are better than those who are treated by LC 5E, 2) there is an effect of students' learning styles towards students' learning outcomes. Based on the test results further of post anava, it can be concluded that students' with visual learning styles have better learning outcomes than those with auditory and kinesthetic learning styles. The learning outcomes of students' with auditory learning styles are as well as the learning outcomes of students' with kinesthetic learning styles, and (3) there are no effects of interaction of learning models and learning styles of students towards students' learning outcomes.Keywords: Comic, LC 5E, Learning Styles
MENINGKATKAN HASIL BELAJAR POLINOMIAL MELALUI METODE OUTDOOR DAN INDOOR BERSISTEM SEPUR SELAM
Get PDFAbstract: One of the successful indicators in mathematics learning is marked by achievement of optimal learning outcomes. However, students' mathematics learning outcomes in several districts in Indonesia are still low. This is proved by the decline of national examination average score in mathematics subjects. The average national exam results of Senior High School at Sukoharjo District decrease from 2016 to 2017, namely 12,92% from 56.59 into 49.28. One of the factors that cause the problem is students are less motivated in participating learning process because material presentation by teachers is less attractive. This study aims to improve students' mathematics learning outcomes after the application of combination between Out Door and In Door Learning method in Polynomial material using SEPUR SELAM system. This research is a Classroom Action Research (CAR) conducted in two cycles. The subjects in this study are students of class XI IPA 5 of State Senior High School (SMA) 1 Tawangsari in academic year of 2017/2018, consisting of 38 people. The instruments are observation, interviews, and tests. The results reveal that there is an increase in students' mathematics learning outcomes. The success can be obtained from pre-cycle data which shows the average students’ learning outcomes up to 79.026316. In the first cycle, the average of students’ learning outcomes is 84.947, and the second cycle is 90,296053. Based on the acquisition of learning outcomes tests in the second cycle, it is concluded that there is an increase in learning outcomes up to 14.261%. It means that the application of outdoor and indoor method using SEPUR SELAM system can improve mathematics learning outcomes of class XI IPA 5 of SMAN Tawangsari 1 in the academic year of 2017/2018.Keywords: Mathematics Learning Outcomes, SEPUR SELAM
POLA PIKIR (MINDSET) GURU DALAM MENERAPKAN PENDEKATAN SAINTIFIK PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI GENDER
Get PDFAbstract: The aims of this research were to describe the mindset of female and male teachers in implementing the scientific approach to the study of mathematics. It was a qualitative research. The subjects were taken by purposive sampling. The subjects of this research were mathmatics teachers of class X SMAN 3 Madiun. The subject of the research as much as 2 teachers consisted of 1 male teacher and 1 female teacher.Data collection techniques in this research were interviews and observation. Techniques to validate the data source triangulation and time triangulation. The data analysis technique used was the concept of Miles and Huberman consisted of data reduction, data display, and conclusion. The research findings are as follows (1) the female teacher do not always apply a scientific approach. During observation process, female teacher used abstract mathematic object. During question activity female teacher had obstacles. To solve this obstacle, female teacher usually persuades students with statements. During experiment activity, female teacher created guidance question. During mobilization activity, female teacher provide questions that provoke and leads to mathematics concepts. During communication activity, female teacher using presentation although it require long time. (2) during observation male teacher used approach from learned students. during question activity, the male teacher of dividing students became some group then provide opportunitie for students to ask on a friend in the group. During mobilization activity, teacher must have perfected mathematical concepts which belongs to the students. During communication activity, male teacher asked the students to present the result of that has accured. Keywords: Mindset, scientific approach, gender
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DENGAN WRITING ACTIVITIES DAN MODEL CREATIVE PROBLEM SOLVING (CPS) PADA MATERI BARISAN DAN DERET DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA KELAS X SMK SE-KOTA TEGAL TAHUN AJARAN 2014/2015
Get PDFAbstract: Problem solving ability was main objective in this mathematic’s learning. So this research intends to know the students’ achievement of mathematics which was better (1) students were taught by Problem Based Learning (PBL) with Writing Activities (WA), students were taught by Creative Problem Solving (CPS) or students were taught by Direct Learning, (2) students with high creativity, students with medium creativity, or srudents with low creativity, (3) in each category creativities, the students’ achievement of mathematics was better among the students were learnt by PBL with WA, CPS or direct learning models (4) in each model, the students’ achievement of mathematics was better among the students with high creativity, students with medium creativity, students with low creativity. This research used a quasi-experimental research with the population of tenth grade of High Schools in Tegal city in the Academic Year of 2014/2015. The sampling technique used stratified cluster random sampling and three schools were selected namely SMK N 1 Tegal, SMK N 2 Tegal, and SMK N 3 Tegal. Two-way variance’ analysis was used to test the hypothesis, followed by Scheffe’ technique. The results of analysis were as follows. (1) The students’ achievement by PBL with WA were better than by CPS and direct learning. The students’ achievement by CPS were better than by direct learning. (2) The students’ achievement with high creativities were better than with medium and low creativity. The students’ achievement with medium creativity were better than with low creativity. (3) In every category of creativities (high, medium and low), the students’ achievement by PBL with writing activities were better than CPS and direct learning. The students’ achievement by CPS were better than direct learning. (4) In every model of learnings (PBL with WA, CPS, and direct learning), the students’ achievement with high creativity were better than medium creativity and low creativity. The students’achievement with medium creativity were better than with low creativity.Keywords: Problem Based Learning with Writing Activities, Creative Problem Solving, Creativities, achievement of mathematics
PROSES BERPIKIR REFLEKTIF SISWA KELAS VII SMP NEGERI 3 POLANHARJO KLATEN DALAM PEMECAHAN MASALAH PECAHAN
Get PDFAbstract: The aims of this research was to describe the characteristics of reflective thinking process of the students in Grade VII of State Junior Secondary School 3 of Polanharjo Klaten who have the high, moderate, and low abilities in solving fractional problems. This research used qualitative case study approach. The data of research were gathered through task-based in-depth interview. The results of research were the characteristics of reflective thinking process of the students as follows: 1) The students with the high initial ability in Mathematics: (a) in the problem understanding phase, they were able to mention information of the problems and to explain what has been done; (b) in the problem-solving planning phase, they were able to identify the concept of the problems and to explain what has been done; (c) in the implementation of problem-solving plan phase, they were able to realize the mistakes and to fix them, to examine the truth of an argument, to employ the internal knowledge, to relate the information that they have known, and to communicate ideas with symbols instead of pictures or direct objects; and (d) in the reexamination phase, they were able to draw conclusions to return the answers back into the contexts and to explain what has been done. 2) The students with the moderate initial ability in Mathematics: (a) in the problem understanding phase, they were able to mention information of the problems and to explain what has been done; (b) in the problem-solving planning phase, they were able to identify the concept of the problems, to employ the internal knowledge, to relate the information that they have known, and to explain what has been done; (c) in the implementation of problem-solving plan phase, they were unable to do reflective thinking; (d) in the reexamination phase, they were able to draw conclusions to return the answers back into the contexts and to explain what has been done. 3) The students with the low initial ability in Mathematics were able to do reflective thinking merely on the problem understanding phase, with the following characteristics: they were able to mention information of the problems and to explain what has been done.Keywords: Characteristics of reflective thinking process, problem solving, and initial ability in Mathematics
TINGKAT RESPON BERDASARKAN TAKSONOMI SOLO SISWA KELAS VIII YANG MENGALAMI MISKONSEPSI PADA TOPIK FAKTORISASI SUKU ALJABAR DI SMP NEGERI 5 KARANGANYAR PADA TAHUN PELAJARAN 2013/2014
Get PDFAbstract: The objectives of this research were to identify and to describe about misconceptions, and to find out the levels of response of VIII grade students of SMP N 5 Karanganyar experiencing misconceptions about factorization of the tribe in algebra based on SOLO taxonomy. This research was categorized as a qualitative research using a case study design which was only focused on one selected and comprehended phenomenon deeply, and neglecting other phenomena. This particular phenomenon was the response level based on SOLO taxonomy of VIII grade students of SMP N 5 Karanganyar experiencing misconceptions about factorization of the tribe in algebra. The subject of this research were VIII grade students of SMP N 5 Karanganyar. The criteria to choose the main subject of the research were that the students had learnt a topic about factorization of the tribe in algebra and the main subject were taken based on test results by using CRI technique and the teacher’s recomendation. The data in this research were in the form of the students’ written answer results in finishing the problem solving test. The result of those written answers became the first data analysis of the researcher. Those first data analysis were in the form of description about misconceptions experienced by the subject and the levels of the subject’s response based on SOLO taxonomy in each problem. Those first data analysis were also used as a guide to do interviews. The interviews were both to clarify the subject’s written answers and to strengthen the data finding of the first data analysis. Then the results of the subject’s written answers and the results of the data analysis from the interview were drew conclusions. The triangulation technique was used as the validity of the data in the planning of the learning process by using problem solving test which was later clarified by the interview. The results of this research are follows. 1) The misconceptions experienced by the subject: the misconception in the use of the equal sign symbol (=), the subject were mistaken in interpreting the instruction order from left to right and the equals sign symbol (=) was wrongly interpreted as implication (⇒) to show the name which represented value and calculation with different results; the misconception of the substraction in algebra, it was a procedural misconception in the use of distributive rules by neglecting the minus sign; the misconception of the multiplication in algebra, it was a procedural misconception in the use of distributive rules by doing multiplication only in the first set when working with multiplication formula in algebra. 2) The levels of the subject’s response experiencing misconceptions were on the levels of multi-structural, uni-structural and pre-structural level.Keywords: Misconception, response level, SOLO taxonom
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER DAN THINK PAIR SHARE DENGAN QUANTUM LEARNING DITINJAU DARI KECERDASAN MATEMATIS LOGIS SISWA SMP SE-KABUPATEN MAGELANG TAHUN PELAJARAN 2014/2015
Get PDFAbstract: The purpose of this study was to determine the effect of learning models on learning achievement viewed from the logical mathematical intelligence of the students. The learning models compared were the cooperative learning model of the Numbered Heads Together (NHT) type modified with Quantum Learning and scientific approach, Think Pair Share (TPS) type with Quantum Learning and scientific approach, and classical model with scientific approach. The type of this study was a quasi-experimental research with a 3×3 factorial design. The population was all of students on grade VIII of Junior High Schools in Magelang Regency in academic year 2014/2015. The data was analyzed by using two way analysis of variance with unbalanced cells. Based on the hypothesis, the results of the study could be summarized as follows. (1) NHT-Quantum Learning gave better achievement than TPS-Quantum Learning and classical model, TPS-Quantum Learning had same achievement as classical model. (2) Students with high logical mathematical intelligence gave better achievement than middle and low logical mathematical intelligence, students who had middle logical mathematical intelligence gave better achievement than those who had low logical mathematical intelligence. (3) In each category of the logical mathematical intelligence, NHT-Quantum Learning gave better achievement than TPS-Quantum Learning and classical model, TPS-Quantum Learning had same achievement as classical model. (4) In each of the learning models, the students who had high logical mathematical intelligence got better achievement than middle and low logical mathematical intelligence, the students who had middle logical mathematical intelligence got better achievement than those who had low logical mathematical intelligence.Keywords: Numbered Heads Together, Think Pair Share, Classical, Quantum Learning, Logical Mathematical Intelligence
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS VII SMP NEGERI SE-KABUPATEN BOYOLALI
Get PDFAbstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from student’s AQ. The learning models compared were TPS with scientific approach, NHT with scientific approach, and classical with scientific approach. The type of the research was a quasi-experimental research. The population were all students of Junior High School in Boyolali. The samples are the students of SMPN 1 Boyolali, SMPN 1 Sawit and SMPN 3 Sawit, which taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and AQ questionnaire. The data was analyzed using unbalanced two-ways Anova. The conclusions were as follows. (1) TPS with scientific approach gives better mathematics achievement than NHT with scientific approach, and both gives better mathematics achievement than classical with scientific approach. (2) Climbers students have better mathematics achievement than campers and quitters students, campers students have better mathematics achievement than quitters students. (3) For TPS with scientific approach, climbers students have better mathematics achievement than campers and quitters students. Campers and quitters students have the same mathematics achievement. For NHT and classical with scientific approach, climbers students have better mathematics achievement than quitters students. Climbers and campers students have the same mathematics achievement. Campers and quitters students have the same mathematics achievement. (4) For climbers students, TPS with scientific approach and NHT with scientific approach give the same mathematics achievement. NHT with scientific approach and classical with scientific approach give the same mathematics achievement. TPS with scientific approach gives the better mathematics achievement than classical with scientific approach. For campers and quitters students, all learning models give the same mathematics achievement.Keywords: TGT, NHT, Classical, Scientific Approach, AQ
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN TWO STAY TWOSTRAY (TSTS) DENGAN PENDEKATAN SAINTIFIK 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 NHT, TSTS, and classical with scientific approach model. The type of the research was quasi-experimental research with 3x3 factorial design. The population of this research was the students in grade X senior high school in Mataram City on academic year of 2014/2015. The size of the sample was 279 students, which was taken by using stratified cluster random sampling technique. The instruments used for data collection were learning style questionnaire and mathematics achievement test. The hypothesis test used unbalance two ways analysis of variance. The results of the research were as follows. (1) NHT and TSTS with scientific approach learning models gave better achievement than classical with scientific learning model. NHT and TSTS with scientific approach learning models gave the same achievement. (2) The students with visual and auditory learning style had better achievement than the students with kinesthetic learning style. The students with visual and auditory learning style had the same achievement. (3) In NHT with scientific approach learning model, the students with visual and auditory learning style the same achievement, the students with auditory and visual learning style had better achievement than the students with kinesthetic learning style. In TSTS and Classical with scientific approach learning models, the students with visual, auditory, and kinesthetic learning style the same achievement. (4) At the students with visual learning style, NHT and TSTS with scientific approach learning models gave the same achievement. NHT with scientific approach learning model gave better achievement than classical with scientific learning model. TSTS and classical with scientific approach learning models gave the same achievement. At the students with auditory and kinesthetic learning style, NHT, TSTS, and classical with scientific approach learning models gave the same achievement.Keywords: Numbered Heads Together, Two Stay Two Stray, Classical learning model, Scientific Approach, Learning Style, Achievement