Jurnal Pembelajaran Matematika
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EKSPERIMENTASI MODEL PEMBELAJARAN TIPE PROBLEM POSING DAN MODEL PEMBELAJARAN TIPE PROBLEM SOLVING DITINJAU DARI GAYA BELAJAR SISWA SMP NEGERI KELAS VIII KOTA SURAKARTA
Get PDFAbstract: The objectives of this research were to investigate: (1) which learning model of the Problem Posing, Problem Solving, and Direct Instruction results in a better learning achievement in Mathematics; (2) which students of those with the visual learning style, those with the auditorial learning style, and those with the kinesthetic learning style have a better learning achievement in Mathematics; (3) in each learning model, which learning style of the visual learning style, the auditory learning style, and the kinesthetic learning style results in a better learning achievement in Mathematics; (4) in each learning style, which learning model of the the Problem Posing, the Problem Solvingand the Direct Instruction results in a better learning achievement in Mathematics.This research used the quasi experimental research with the factorial design of 3 x 3. The population of the research was all of the students in Grade VIII of State Junior Secondary Schools in Surakarta in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of three schools, namely: State Primary School 3, State Primary School of Surakarta, State Primary School 10 of Surakarta, and State Primary School21 of Surakarta. The proposed hypotheses of the research were tested by using the two-way analysis of variance (ANAVA) with unbalanced cells with the factorial design of 3 x 3. The results of the research are as follows: (1) the students instructed with the Problem Solving model have a better learning achievement in Mathematics than those instructed with the Problem Posing type learning model and those instructed with the Direct Instruction, and the students instructed with the Problem Posing type learning model have a better learning achievement in Mathematics than those instructed with the Direct Instruction; (2) the students with the visual learning style have a better learning achievement in Mathematics than those with the auditory learning style and those with the kinesthetic learning style, and the students with the auditory learning style have a better learning achievement in Mathematics than those with the kinesthetic learning style; (3a) in the Problem-Posing type learning model, the learning achievement in Mathematics of the students with the visual learning style is the same as that of the students with the auditory learning style, and the learning achievement in Mathematics of the students with the auditory learning style is the same as that of the students with the kinesthetic learning style, but the learning achievement in Mathematics of the students with the visual learning style is better than that of the students with the kinesthetic learning style, (3b) in the Problem Solving type learning model, the learning achievement in Mathematics of the students with the visual learning style is the same as that of the students with the auditory learning style, the learning achievement in Mathematics of the students with the auditory learning style is the same as that of the students with the kinesthetic learning style, but the learning achievement in Mathematics of the students with the visual learning style is better than that of the students with the kinesthetic learning style, and (3c) in the Direct Instruction, the learning achievement in Mathematics of the students with the visual learning style is the same as that of the students with the auditory learning style and that of the students with the kinesthetic learning style; and (4a) in the students with visual learning style, the learning achievement in Mathematics of the students exposed to the problem possing type learning model is the same as that of the students exposed to the problem solving type learning model, the learning achievement in Mathematics of the students exposed to problem possing type learning model is better than that of the students exposed to the direct instruction, and the learning achievement in Mathematics of the students exposed to the problem solving is better than that of the students exposed to direct instruction, (4b) in the students with the auditory learning style, the learning achievement in Mathematics of the students exposed to the problem posing type learning model is the same as that of the students exposed to the problem solving type learning model and that of the students exposed to the direct instruction, and (4c) in the students with the kinesthetic learning style, the learning achievement in Mathematics of the students exposed to the problem possing type learning model is the same as that of the students exposed to the problem solving type learning model, and that of the students exposed to the learning instruction.Keywords: Problem Posing, Problem Solving, Direct Instruction, learning styles, and learning achievement in Mathematics
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PETA KONSEP PADA MATERI PERSAMAAN KUADRAT DITINJAU DARI SIKAP ILMIAH PESERTA DIDIK KELAS X SMA DI KABUPATEN KUDUS TAHUN PELAJARAN 2013/2014
Get PDFAbstract: The purpose of this study was to determine the effect of cooperative learning model Jigsaw with the concept map, cooperative learning model Jigsaw without a concept map, and the direct instruction model with a review of the scientific attitude of students towards learning achievement. This type of research was a quasi-experimental research with 3x3 factorial designs. This research was implemented in the month of September 2013 to November 2013. The X grade students of Senior High School in Kudus Regency with 2013/2014 academic year was the population of this research. The instrument used to collect the data were UAN, scientific attitude questionnaire, and mathematics achievement tests with the topic of quadratic equation in the form of multiple choice. Test requirements include test data analysis used Lilliefors test for normality and homogeneity test used the Bartlett test. Analysis of the data used two-way variance with unbalanced cells. The conclusion of this study were: (1) cooperative learning model Jigsaw with the concept map has better mathematics learning achievement than the cooperative learning model Jigsaw without a concept map and the direct instruction model, the cooperative learning model Jigsaw without a concept map has mathematics learning achievement as good as the direct instruction model; (2) the high scientific attitude students have better mathematics learning achievement than the medium and low scientific attitude students, the medium scientific attitude student have mathematics learning achievement as good as the low scientific attitude students; (3) there is no interaction between learning model to the level of scientific attitude of students towards mathematics learning achievement; (4) there is no difference between the learning achievement of students in each level of the scientific attitude for each learning model.Keywords: cooperative learning model , Jigsaw , concept maps , scientific attitud
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN ASSESSMENT FOR LEARNING (AfL) PADA MATERI BANGUN RUANG DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SMP NEGERI DI KABUPATEN KARANGANYAR
Get PDFAbstract: The objective of this research was to investigate the effect of learning model toward learning achievement in mathematics viewed from the spatial ability. The learning models of this research were cooperative learning model of the TAI type with AfL, the cooperative learning model of the TAI type, and the direct learning model. 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 VIII of State Junior Secondary Schools of Karanganyar. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 284 students. The instruments used to gather the data were test of learning achievement in Mathematics and test of spatial ability. 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 students instructed TAI with AfL had a better learning achievement in Mathematics than those instructed TAI and those instructed with the direct learning model. Furthermore, the students instructed with TAI had the same learning achievement in Mathematics as those instructed with the direct learning model. 2) The learning achievement in Mathematics of the students with the high spatial ability was better than that of the students with the moderate spatial ability and that of the students with the low spatial ability. In addition, the learning achievement in Mathematics of the students with the moderate spatial ability was better than that of the students with the low spatial ability. 3) In each learning model of the TAI with AfL, TAI, and the direct learning model, the students with the high spatial ability had a better learning achievement in Mathematics than those with the moderate spatial ability and those with the low spatial ability. Moreover, the students with the moderate spatial ability had a better learning achievement in Mathematicsthan those with the low spatial ability. 4) In each of the students with the high, moderate, and low spatial abilities, TAI with AfL results in a better learning achievement in Mathematics than TAI and the direct learning model. Furthermore, TAI results in the same learning achievement in Mathematics as the direct learning model.Keywords: Team Assisted Individualization (TAI), Assessment for Learning (AfL), and spatial ability
REPRESENTASI MATEMATIS SISWA KELAS VII DI SMP N 9 YOGYAKARTA DALAM MEMBANGUN KONSEP SISTEM PERSAMAAN LINEAR DUA VARIABEL
Get PDFAbstract: The purpose of this study was to describe the preference of using of mathematical representations form of the seventh grade students of SMP 9 Yogyakarta who have high ability in developing the concept of a Systems of Linear Equations in Two Variables (SLETV) and describing the characteristics of the use of such mathematical representations form. This research was categorized as a qualitative case study approach. The subjects of this study were 6 (six) students of seventh grade of SMP Negeri 9 Yogyakarta who have high ability. Data in this study were the use of mathematical representation forms in developing concepts of SLETV that obtained from observation and interview-based tasks. The data were analyzed into three categories of SLETV developing concepts: 1) stating SLETV definition and SLETV’s solution definition; 2) using the concept SLETV in everyday life; and 3) solving the problem of SLETV. The use of students’ mathematical representation that includes a symbolic representation, a verbal representation, and a visual representation were be seen by each category. The validity of the data being used in this study was triangulation time, through the first observational data and task-based interview, and the second observational data and task-based interviews. The same consistent data were categorized as valid data that illustrate the use of students’ mathematical representation in developing concepts of SLETV. The results of this study are as follows. 1) The preference of the use of students’ representation forms in stating SLETV definition and solution sets by using verbal representation. Characteristics of using this representation are by mentioning SLETV’ characteristics (for SLETV definition), and by mentioning the characteristics SLETV solution (for solution sets); 2) Preference of the use of students representation forms in using SLETV concept in the daily life is by using symbolic representation. The characteristics of the use of representation are: a) by changing the description of the conditions that are known to be an equation form; b) by making a conjecture to find the right answer; c) by clarifying the rightness of the conjecture that has been made to determine the correct answer; d) by performing algebra arithmetic operations, and arithmetic operations to determine the right answer. 3) The preference of the use of students’ representation forms in finishing SLETV problem is by using symbolic representation. The characteristics of using this representation are: a) by changing the shape that was known as an equation form; b) by manipulating the form of the equations that have been made to get the right answer easier; c) by making a conjecture to find the right answer; d) by clarifying the rightness of the conjecture that has been made to determine the correct answer; e) by doing algebra arithmetic operations and arithmetic operations to determine the right answer.Keywords : Developing of concepts, Systems of Linear Equations in Two Variables (SLETV), mathematical representation
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS PENEMUAN TERBIMBING (GUIDED DISCOVERY) DENGAN PENDEKATAN SOMATIC, AUDITORY, VISUAL, INTELLECTUAL (SAVI) PADA MATERI POKOK PELUANG KELAS IX SMP TAHUN PELAJARAN 2013/2014
Get PDFAbstract : The purposes of this study were to: (1) develop a valid learning device based on guided discovery with Somatic, Auditory, Visual, Intellectual (SAVI) especially on Probability, and (2) know the effectiveness of learning device which was developed based on guided discovery with Somatic, Auditory, Visual, Intellectual (SAVI). The study was an educational research and development used 4D model with the steps of model: (1) defining, that consists of: starting and ending analysis, student analysis, learning analysis, task analysis, and learning objectives specification; (2) designing; (3) developing; and (4) disseminating. Test for knowing the effectiveness of the learning device was conducted with the population of this study was all students in grade IX of SMP Negeri 6 Surakarta. Before carrying out the study, balanced test was performed using t – test on two groups of populations. The data analysis technique which was used to test the hypothesis was t – test. Pre-requisite test was performed with Lilliefors method to test the normality and Bartlett methods to test the homogeneity. The results of this study were as follows. (1) A valid learning device based on guided discovery with Somatic, Auditory, Visual, Intellectual (SAVI) have been developed that consists of (a) Lesson Plan, (b) Student’s Worksheet, (c) Student’s Book, (d) Teacher’s Handbook, and (e) Test of Learning Result; (2) The result of the effectiveness test showed that the mathematics learning result of the students who attended on guided discovery learning with Somatic, Auditory, Visual, Intellectual (SAVI) by using the learning device was better than that of students who attended on learning by method which was usually used by the teacher.Keywords : Development, Learning Device, Guided Discovery, Somatic, Auditory, Visual, Intellectual (SAVI)
EKSPERIMENTASI MODEL PEMBELAJARAN NESTED DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN KONTEKSTUAL PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA SISWA KELAS VIII MTs PONOROGO TAHUN PELAJARAN 2013/2014
Get PDFAbstract: The objectives of this study were to know: (1) which one gave students a better learning achievement, Nested learning model and Think Pair Share with Contextual, or Direct Instruction, (2) which one has better learning achievement in mathematics, students who have the level of low anxiety, medium one, or high one. (3) which level of anxiety in learning mathematics gave better learning achievements using Nested learning model and Think Pair Share with Contextual approach, or Direct Instruction, (4) which learning model (Nested and Think Pair Share with Contextual approach, or Direct Instruction) gave better learning achievement in mathematics toward students with high, medium or low anxiety. It was a quasi-experimental study using two independent variables (model of learning and the anxiety of learning mathematics) and one dependent variable (learning achievement of mathematics). The instruments used to collect the data were documentation, testing, and questionnaires. Two-way ANOVA with unequal cell was used to analyze the data. The sample-taking was done using Stratified Cluster Random Sampling. The results of the research were: (1) the learning achievement in Nested learning model is better than learning achievement in Think Pair Share learning model and Direct Instruction, the learning achievement in Think Pair Share learning model is better than Direct Instruction one, (2) students with low anxiety have better learning achievement in mathematics than students with medium and high anxiety, and the ones having medium anxiety have better learning achievement in mathematics than the ones with high anxiety, (3) in Nested, Think Pair Share, and Direct Instruction learning model, the learning achievement in mathematics toward low anxiety students is better than medium and high anxiety students and medium anxiety students learning is better than high anxiety, and (4) in low, medium, and high anxiety students, the learning achievement in Nested learning model is better than Think Pair Share model and Direct Instruction, Think Pair Share model is better than Direct Instruction one.Keywords: Nested, Think Pair Share, Direct Instruction, Anxiety.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE (TPS), TIPE MAKE A MATCH (MAM) DAN TIPE GUIDE NOTE TAKING (GNT) DITINJAU DARI GAYA KOGNITIF SISWA SMA MUHAMMADIYAH KOTA SURAKARTA
Get PDFAbstract: The purposes of this research were to know: (1) which of learning model gives a better learning mathematics achievement, learning model of TPS, learning model of MAM or learning model of GNT on logarithm, (2) which has better learning mathematics achievement, students with cognitive style FD or FI cognitive style, (3) in each learning model (TPS, MAM, GNT), which cognitive style that give a better learning mathematics achievement, the cognitive style of FD or cognitive styles of FI. (4) in each cognitive style (field dependent (FD) and field independent (FI)), which of the learning model give a better learning mathematics result, learning model of TPS, MAM or GNT. This research was a quasi-experimental research with a 3 x 2 factorial design. The population in this research was senior high school students of grade X in Surakarta. The sample was taken by using the cluster random sampling technique. The study samples of this research were the students of SMA Muhammadiyah 1, SMA Muhammadiyah 2, and SMA Muhammadiyah 3. The instruments that was used to collect the data were cognitive test styles and the learning mathematics achievement test of logarithms. Testing of hypothesis used two-way analysis of variance with unbalanced cells using significance level a = 0.05. Based on hypothesis testing, it can be concluded that: (1) the learning achievement in mathematics on topic of discussion of logarithm resulting from the learning model of the TPS model is as good as that of the MAM model and that of the GNT model, (2) the students with the FI cognitive styles have a better learning achievement in mathematics on the topic of logarithm than those with the FD cognitive style, (3) in each of the learning models (TPS, MAM, GNT) the FI cognitive style results in a better learning achievement in mathematics on the topic of logarithm than the FD cognitive style, (4) in FD cognitif style, the learning models of TPS, learning models of MAM, learning models of GNT give the same learning achievement, whereas in FI cognitive style, the learning models of GNT gives a better learning mathematics achievement than learning models of MAM and learning models of TPS.Keywords: TPS, MAM, GNT, Cognitive Styles, Learning Mathematics achievemen
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE PAIR CHECKS (PC) DAN TIPE TEAMS ASSISTED INDIVIDUALIZATION (TAI) PADA MATERI PELUANG DITINJAU DARI GAYA BELAJAR SISWA KELAS XI IPS SMA DI KOTA SURAKARTA TAHUN PELAJARAN 2013 / 2014
No full textAbstract: The objective of research was to find out: (1) which learning model influenced better student learning achievement among Pair Checks (PC), Teams Assisted Individualization (TAI) or Student Teams Achievement Divisions (STAD), (3) which students had better mathematics learning achievement among those with auditory, visual, or kinesthetic mathematics learning style, (3) in each learning style (auditory, visual, or kinesthetic), which one influenced better mathematics learning achievement in Teams Assisted Individualization (TAI) or Student Teams Achievement Divisions (STAD), (4) in each learning model (Teams Assisted Individualization [TAI] and Student Teams Achievement Divisions [STAD]), which one influenced better mathematics learning achievement towards the students with auditory, visual, or kinesthetic learning style. This study was a quasi experimental research using 2 independent variables (learning model and students’ learning style) and 1 dependent variable (mathematics learning achievement). The data collection was conducted using documentation, test, and questionnaire. Technique of analyzing data used was a 3x3 two-way ANAVA with unbalanced cells. The samples of the research were taken by using the combination of stratified random and cluster random sampling techniques. The result of research showed that: (1) the students given PC learning model had better learning achievement than those given TAI model, those given PC had better learning achievement than those given STAD, while those given TAI and STAD models had equal good learning achievement; (2) the students with auditory and visual learning styles had equal good learning achievement, those with auditory had better learning achievement than those with kinesthetic, and those with visual had better learning achievement than those with kinesthetic; (3) in each learning model, the students with auditory and visual learning styles had equal good learning achievement, those with auditory had better learning achievement than those with kinesthetic, and those with visual had better learning achievement than those with kinesthetic, (4) in each learning style, the students given PC learning model had better learning achievement than those given TAI model, those given PC had better learning achievement than those given STAD, while those given TAI and STAD models had equal good learning achievement.Keywords: Pair Checks, Team Assisted Individualization, and Student Teams Achievement Division
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA BERORIENTASI MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) PADA MATERI TURUNAN UNTUK SISWA KELAS IX IPA PROGRAM AKSELERASI
Get PDFAbstract: The purposes of this study were: (1) to develop a valid mathematics learning set which is oriented to Creative Problem Solving (CPS) learning model in the topic of derivative on XI Acceleration grade, and (2) to determine which learning model produces better learning achievement, the developing CPS or the conventional model in the topic of derivative on XI Acceleration grade. The development of learning set in this study were observed from five aspects, they are: (1) the expert's validity, (2) the students' activity, (3) the teacher's capability in managing teaching and learning process, (4) the students' response to the learning process, and (5) the students' mathematics learning achievement. This study was a development study of learning set done by applying a modified 4-D Thiagarajan model. There were three phases involved in this study; i.e. defining, designing, and developing. The subjects of the study were the students of SMA N 1 Pati grade XI acceleration year 2013/2014 as the experiment class and the students of SMA 1 Kudus grade XI acceleration year 2013/2014 as the control class. The data was collected by using validation sheet of learning set, observation sheet of teacher's capability in managing teaching and learning process, observation sheet of students' activity, students'response questionnaire, and test of students' learning achievement. Data analysis was done by descriptive and inferential statistics. The learning set produced is valid, because it has been validated with high score, that is 4.41 and after finishing the experiment, the results fulfill the pre-requirements, defined as follows: it leads to productive students' activity with average score of 4,25 having a positive effect, teacher's capability in managing teaching and learning process is very good with the score above 4,20, students' response toward the teaching and learning process is positive with the precentage above 80%, and learning achievement test is proven to be valid, reliable. Moreover, the teaching and learning process with CPS model with developing learning set is effective, because the experiment showed that the average score of learning achievement of the student is better than the conventional model.Keywords : Creative Problem Solving (CPS), The learning se
EKSPERIMENTASI MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT (MMP) DAN MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) DISERTAI ASSESSMENT FOR LEARNING MELALUI TEMAN SEJAWAT DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS X SMA DI KABUPATEN
Get PDFAbstract. The purposes of this study were to determine: (1) which has better learning achievement, students are given MMP learning model with AfL through peers, STAD with the AfL through peers, or students who were given direct learning model, (2) which has better learning achievement, students with learning independence of high, moderate or low, (3) on each learning model, which one has the better learning achievement, students with learning independence of high, moderate or low, (4) in each learning independence category, which has better learning achievement, students are given MMP learning model with AfL through peers, STAD with AfL through peers or students who given direct learning model. This study was a quasi-experimental study with a 3 x 3 factorial design. The study populations were all of grade X students of Senior High School in Bantul. Sampling was done by stratified cluster random sampling. The samples in this study amounted to 214 students with the details of 72 students for experiment 1 and 70 for experiments 2 and 72 for the control class. The data collected instrument used mathematics achievement tests and a questionnaire of student’s learning independence. Based on the hypothesis testing, it can be concluded as follows. (1) Students’ learning achievement treated by MMP learning model with the AfL better than students treated by STAD models with AfL and direct learning model. In addition, students’ learning achievement treated by STAD model with AfL through peers better than students treated by direct learning model. (2) Students’ learning achievement which has high learning independence better than students who have moderate and low independence. In addition, students who have moderate learning independence better than students who have low learning independence. (3) In the MMP learning model with the AfL through peers, STAD with AfL through peers and direct learning model, the students’ learning achievement who have high learning independence better than moderate and low learning independence, in addition the students’ learning achievement who have moderate learning independence better than students who have low learning independence. (4) In the learning independence category of high, moderate and low, the students’ learning achievement treated by MMP with the AfL through peers better than students treated by STAD with AfL through peers and direct learning model. In addition, students’ learning achievement treated by STAD with AFL through peers better than students treated by direct learning model.Keywords: Missouri Mathematics Project (MMP), Student Teams Achievement Divisions (STAD), Assessment for Learning (AfL), Peers, Student’s Learning Independenc