Jurnal Pembelajaran Matematika
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EKSPERIMENTASI MODEL PEMBELAJARAN MATEMATIKA PROBLEM POSING DENGAN TEKNIK LEARNING CELL PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI GAYA KOGNITIF SISWA PADA SISWA SMP KELAS VIII DI KABUPATEN SUKOHARJO
Get PDFAbstract: This research was aimed at searching and finding: 1) the most effective mathematics learning model among three models, including problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model, 2) more effective student’s cognitive style of field independent and field dependent, 3) more effective student’s cognitive style of field independent and field dependent on each model, and 4) the most effective mathematical learning model among three models, including problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model on each student’s cognitive style. This type of the research was a quasy-experimental research. The population was all students of grade VIII of state junior high school in Sukoharjo regency in 2013/2014. The size of the samples was 302 students consisted of 102 students in the first experimental group, 101 students in the second experimental group, and 99 students in control group. The data instruments used were documents of student’s early achievement, cognitive style questionnaire, and mathematics achievement test. The data was analyzed using analysis of variance. The conclusions of the research were as follows. (1) Problem posing mathematics learning model with learning cell technique is more effective than problem posing model without learning cell technique; problem posing mathematics learning model with learning cell technique is more effective than direct learning model; and problem posing learning model without learning cell technique is more effective than direct learning model, (2) Students having field independent cognitive style have greater achievement than those having field dependent cognitive style, (3) Dealing with problem posing model with learning cell technique, students having field independent cognitive style and field dependent cognitive style have the same achievement; dealing with problem posing learning model without learning cell technique, students having field independent cognitive style have greater achievement than those having field dependent cognitive style; and dealing with direct learning model, students having field independent cognitive style have greater achievement than those having field dependent cognitive style, and (4) To students having field independent cognitive style, problem posing model with learning cell technique, problem posing model without learning cell technique, and direct learning model give the same student’s achievement; to students having field dependent cognitive style, problem posing model with learning cell technique gives higher student’s achievement than problem posing model without learning cell technique and direct learning model, and problem posing model without learning cell technique gives higher student’s achievement than direct learning model.Key Words: problem posing, learning cell, cognitive style, achievemen
EKSPERIMENTASI MODEL NUMBERED HEADS TOGETHER DENGAN MAKE A MATCH (NHT MM) DAN NUMBERED HEADS TOGETHER DENGAN BAMBOO DANCING (NHT BD) DITINJAU DARI KECERDASAN INTERPERSONAL
Get PDFAbstract: The purposes of this research were to determine: (1) which students mathematics achievement would be better, student given NHT MM, NHT BD, or direct learning model, (2) which students mathematics achievement would be better, student with interpersonal intelligence of high, medium or low, (3) which students mathematics achievement would be better, student with interpersonal intelligence of high, medium, or low on each learning model, (4) which student mathematics achievement would be better, student given NHT MM, NHT BD, or direct learning model in each interpersonal intelligence. The instruments were used mathematics achievement test and questionnaire of student’s interpersonal intelligence. The data was analyzed using two ANOVA ways then followed by multiple comparisson tests with using Scheffe’ method. Concluded that: (1) NHT MM model has better mathematics achievement than NHT BD model and direct learning model, while NHT BD model has better mathematics achievement than direct learning model, (2) the students with high interpersonal intelligence has better mathematics achievement than the medium and low interpersonal intelligence students, while the student with medium interpersonal intelligence has better mathematics achievement than the low interpersonal intelligence students, (3) for NHT MM, mathematics achievement of students with high interpersonal intelligence was as good as medium and low interpersonal intelligence, however the mathematics achievement of the students with high interpersonal intelligence were better than the students with low interpersonal intelligence; for NHTBD, the mathematics achievement of students with high intelligence were better than medium and low intelligence, and the mathematics achievement of students with medium intelligence was good as low intelligence; for direct learning, the mathematics achievement of students with high intelligence was better than medium and low intelligence, and the mathematics achievement of students with medium intelligence was good as low intelligence, (4) the students with high, medium, and low interpersonal intelligence have the same achievement of mathematics for the models of NHTMM, NHTBD, and direct learning; for medium and low interpersonal intelligence, the students mathematics achievement treated by NHTMM was better than students treated by NHTBD and direct learning model.Keywords: Numbered Heads Together, Make a Match, Bamboo Dancing, interpersonal intelligence, mathematics achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TTW DAN TPS PADA PERSAMAAN GARIS LURUS DITINJAU DARI KARAKTERISTIK CARA BERPIKIR SISWA SMP NEGERI SE-KABUPATEN PRINGSEWU
Get PDFAbstract: The purposes of the research were to determine the effect of learning models on mathematics achievement viewed from students mind style. The learning model compared were TTW (Think Talk Write), TPS (Think Pair Share) and conventional. The kind of research was a quasi experimental research. The population was the students of Junior high school in Pringsewu regency on academic year 2013/2014. The size of the sample was 286 students, consisted of 98 students in the first experimental group, 105 students in second experimental group and 84 students in control group. The instruments used were mathematics achievement test and questionnaire. Hypothesis analysis test used two ways analysis of variance with unbalanced cells. The conclusions were as follow. (1) TTW model gave the same effect as TPS, but TTW model was better than conventional and TPS model gave the same effect as conventional. (2) For all types of students mind style gave the same effect for mathematics learning achievement of students. (3) In each model of learning, students with mind style types concrete sequential, abstract sequential, concrete random, or abstract random have the same effect for mathematics learning achievement. (4) In each mind style, TTW model gave the same effect as TPS, but TTW model was better than conventional and TPS model gave the same effect as conventional.Keywords: TTW, TPS, Conventional, Mind Style, Mathematics Learning Achievement
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL KOOPERATIF TIPE NHT DAN TPS TERHADAP PRESTASI BELAJAR DAN MOTIVASI BERPRESTASI SISWA DITINJAU DARI KECERDASAN EMOSIONAL POKOK MATERI PERSAMAAN LINEAR SATU VARIABEL PADA SISWA SMP NEGERI DI KOTA SURAKARTA
No full textAbstract: This research was aimed to know: (1) which gave achievement and motivation to do better, students who were subjected to cooperative models of NHT, TPS, or Conventional and students with high, medium, or low emotional intelligence; (2) on each model of learning and at each category of emotional intelligence which provided achievement and motivation to do better. The population was all the students of VII grade of Junior High Schools in Surakarta year of 2013/2014 and obtained a sample of 266 students. The instruments used was achievement test, motivation, and emotional intelligence questionnaire. Test requirements analysis included a multivariate normality and the variance-covariance homogeneity test. Balance test used a unbalanced one way multivariate and hypothesis testing used unbalanced two way multivariate. The results of research were: (1a) students subjected to NHT gave as good as the achievement of TPS but better than Conventional, and TPS provided a better achievement than Conventional. As well students subjected to NHT, TPS, and Conventional gave the same motivation, (1b) students with high emotional intelligence provided as good learning achievement as the students with moderate and low emotional intelligence. As well students who have high emotional intelligence gave better motivation than medium or low emotional intelligence but students with medium emotional intelligence provided as good motivation as the students with low emotional intelligence; (2ai) in each learning model, students with high, medium, and low emotional intelligence gave the same achievement, (2aii) in NHT model, students with high emotional intelligence gave as good as the motivation of students with medium emotional intelligence. As well students with high and medium emotional intelligence gave motivation better than low emotional intelligence, (2aiii) in TPS model, students with high emotional intelligence gave motivation better than medium and low emotional intelligence but students with medium emotional intelligence gave as good motivation as students with low emotional intelligence, (2aiv) in Conventional model, students with high, medium, and low emotional intelligence gave the same motivation, (2bi) in each category of emotional intelligence, NHT gave as good as the achievement of TPS, but NHT and TPS gave better achievement than Conventional, (2bii) at high emotional intelligence, students subjected to NHT gave as good as the motivation of TPS, but NHT and TPS better than Conventional, (2biii) at medium and low emotional intelligence, students subjected to NHT, TPS, and Conventional gave the same motivation.Keywords: NHT, TPS, emotional intelligence, learning achievement and achievement motivatio
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION, INKUIRI TERBIMBING DAN KONVENSIONAL PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI KREATIVITAS SISWA SMP NEGERI SE-KABUPATEN BLORA
Get PDFAbstract: This research aims to find out: (1) which learning model providing better learning achievement, PBI, Guided Inquiry or Conventional learning, (2) which students having better learning achievement, those with high, medium or low creativity, and (3) in each creativity level, which one providing better learning achievement, PBI, Guided Inquiry or Conventional learning model. In each learning model which students having better learning achievement, those with high, medium or low creativity. The population of research was all students of Junior High Schools throughout Blora Regency. The sample was taken using stratified cluster random sampling. The sample of research consisted of 272 students: 92 in the first experiment class, 91 in the second experiment class, and 89 in the third experiment class. The result of research showed that: (1) PBI model provided better learning achievement than the guided inquiry model did, but provided learning achievement equally good to the Conventional learning model did and Conventional learning model provided better learning achievement than the guided inquiry model did; (2) the students with high creativity had learning achievement better than those with both medium and low creativity had, and the students with medium creativity had learning achievement equally good to those with low creativity had. (3) In PBI and guided inquiry learning models, the students with high creativity had learning achievement better than those with low creativity had, the students with high creativity had learning achievement equally good to those with medium creativity had, and the students with medium creativity had learning achievement equally good to those with low creativity had. In conventional learning, the students with high creativity had learning achievement equally good to those with both medium and low creativity. At high and medium creativity level, PBI, Guided Inquiry and Conventional Model provided the equally good learning achievement. Meanwhile, at low creativity level, PBI learning model provided learning achievement equally good to the conventional learning model did, and Conventional learning model provided learning achievement better than the Guided Inquiry learning model did.Keywords: PBI, Guided Inquiry, Conventional, Creativit
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF GROUP INVESTIGATION(GI) DAN THINK-PAIR-SHARE (TPS) PADA MATERI DIMENSI TIGA DENGAN PENDEKATAN PMRI DITINJAU DARI KREATIVITAS SISWA
Get PDFAbstract:The purpose of this research are to know: 1) which one gives better achievement in mathematics, learning model of GI with IRME approach, learning model of TPS with IRME approach, or conventional learning model, 2) which one gives better achievement in mathematics, student who was high creativity, middle creativity, or low creativity, 3) for each category of student’s creativity (high, middle, and low), which one produces better achievement in mathematics, learning model of GI with IRME approach, learning model of TPS with IRME approach or conventional learning model. This research is quasi-experimental research with the research plan using factorial 3´3. The population of this research was all students in class X in SMA/MA Surakarta academic year 2012/2013. The sample-taking was done using stratified cluster random sampling. The instrument which was applied to obtain the data of the research was test, questionnaires, and documentation. The test instrument was used to know the mathematics achievement on three- dimensional material. Hence, questionnaires instrument was used to know the student’s creativity. The questionnaires instrument includes content validity, internal consistency and reliability. The test instrument includes content validity, level of difficulty, different power and reliability. The results of the research are (1) GI type of cooperative learning model with IRME approach provides better learning achievement than the TPS type with IRME approach, conventional learning in mathematic learning in three dimension material. The TPS type of cooperative learning provides the learning achievement as good as the conventional learning did in three dimension material of mathematic learning, (2) the students with high creativity level have mathematic learning achievement as good as those with medium creativity level, the students with medium creativity level have mathematic learning achievement as good as those with low creativity level, and the students with high creativity level have mathematic learning achievement better than those with low creativity level, (3) at each creativity level, the GI type of cooperative learning model application with IRME provided learning achievement better than both TPS type with IRME and conventional learning did. The TPS type of learning model with IRME approach provided learning achievement as good as the conventional learning did in three dimension material of mathematic learning. Keywords:GIlearning model, TPS, IRME, creativity
EKSPERIMENTASI PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN PROBLEM SOLVING DAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN PROBLEM POSING DITINJAU DARI KREATIVITAS SISWA KELAS VIII SMP NEGERI DI KOTA SURAKARTA TAHUN PELAJARAN 2012/2013
No full textAbstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student creativity. The learning model compared were RME with problem solving, RME with problem posing on conventional. The type of the research was a quasi-experimental research. The population was the students of Junior High School in Surakarta on academic year 2012/2013. The samples of this research were taken by using the stratified cluster random sampling technique. The samples consisted of 269 students who were divided into 90 students in the first experiment class, 90 students in the second experiment class, and 89 students in the control class. The result of research showed that: (1) RME with problem solving provided better learning achievement than RME with problem posing and the conventional model. The RME learning model with problem posing provided better learning achievement than conventional one, (2) the students having high creativity had better learning achievement than those having medium and low creativity. The students having medium creativity had better learning achievement than did those having low creativity, (3) students taught by using RME with problem solving having high creativity level had better learning achievement than those having medium and low creativity level and students having medium creativity level had learning achievement as good as the low creativity level. Students taught by using RME with problem posing and conventional model had equal learning achievement in each level of creativity, and (4) students having high creativity level taught by using RME with problem solving had better learning achievement than those taught by using RME with problem posing and conventional model. Students having high creativity taught by using RME with problem posing and conventional model had equally good learning achievement. Students having medium and low creativity level had equal learning achievement in each learning model.Keywords: RME with problem solving, RME with problem posing, learning achievement,creativity
KARAKTERISTIK PENALARAN SISWA KELAS XI SEKOLAH MENENGAH ATAS TENTANG SAMPEL
Get PDFAbstract: This research aims to describe how the reasoning characteristics of the 11th students of Senior High School about samples. This study was a descriptive qualitative research. The subject of research was the 11th students of SMA Negeri 1 Purwodadi consisting of two students for each level of mathematics competency. The subject selection criteria were based on student mathematics competency and opinion expressing competency, either in spoken and written form. The data was collected using written test and interview technique. The data analysis was done based on the data on written test and interview results. Then the method triangulation was run to produce a valid data from the research subject. The result of research showed that the students with low mathematics competency were at level 1 with the following characteristics: the students can give example of sample, can describe term of sample, approve the small number of sample selection in the research, do not recommend appropriate selection in sample taking. The students with medium mathematics competency were at level 2 with the following characteristics: the students can give example about the sample, can describe term of sample, combine small size with appropriate selection methods or large sample size with inappropriate selection methods. Some students with high mathematics competency were at level 2 and some other were at level 3 with the following characteristics: the students can give example about sample, can describe term of sample, recommend of the larger size sampling from the population, recommend the selection through random sampling technique and can explain the procedures randomly, and can identify the potentially biased sampling in a research.Keywords: Reasoning, Reasoning about Sample, Sample Concept, Reasoning Characteristics about Sample
PROSES BERPIKIR SISWA SMA DALAM PENYELESAIAN MASALAH APLIKASI TURUNAN FUNGSI DITINJAU DARI TIPE KEPRIBADIAN TIPOLOGI HIPPOCRATES-GALENUS
Get PDFAbstract:The aims of the research is to describe the thinking process at senior high school students in solving the application problems of the derivative function viewed from personality type choleric, sanguine, melancholies, and phlegmatic. The research was a descriptive qualitative. The subjects of the research was students of class XII Senior High School 1 Surakarta consist of one student for each personality types. The prosedure of selecting the subjects used purposive sampling. The data of the research was collected by using think aloud method. The validity of the data used was triangulation. Technique analyzing of the data were: (1) classifying the data into three categories: (a) understanding the information, (b) solving the problems, (c) convincing the answer, and then reducing the data, (2) presenting the data, and (3) concluding the data in each categories. The results of the research showed that thinking process for, (1) choleric student: (a) reading and creating an image, understanding information and question, (b) devising solution, connecting the first equation with the planned solution, solving the problem and only using one way solution, (c) substituting the answers into the first equation and determining maximum value of the function, (2) sanguine student: (a) reading and looking, then creating an image, understanding information although having difficulties and understanding question, (b) devising solution, connecting the first equation with the planned solution, solving the problem although having difficulties and using the other solution, (c) substituting the answers into the first equation and adjusting the answers with the problem in question, (3) melancholies student: (a) reading repeatedly, then creating an image, understanding information although having difficulties and understanding question, (b) devising solution, connecting the first equation with the planned solution although having difficulties, solving the problem and using the other solution (c) determining maximum value of the function, (4) phlegmatic student: (a) looking and then creating an image, understanding information and question, (b) devising solution, connecting the first equation with the planned solution although having difficulties, solving the problem and only using one way solution, (c) looking back at the anwers and adjusting with the actual event.Keywords: thinking process, problem solving, personality type Typology Hippocrates-Galenu
PROFIL POSES BERPIKIR KRITIS SISWA DALAM PEMECAHAN MASALAH MATEMATIKA KONTEKSTUAL DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT-INDEPENDENT DAN GENDER
Get PDFAbstract: This research was a qualitative descriptive that aims to describe the critical thinking process of male and female senior high school students with dependent and independent cognitive style in solving contextual mathematics problems using Polya steps. Classification of students cognitive styles used group embedded figures test (GEFT). The subjects of this research were 4 students of XI year of SMA Negeri 1 Kartasura selected by purposive sampling. Validity of the data used time triangulation and the technique of data analysis were done by: (1) classifying the data into four problem solving steps: (a) understand the problem, (b) make a plan, (c) carry out the plan, and (d) look back at the completed solution, (2) presenting the data in narrative text, and (3) concluding the thinking process of students in each problem solving steps. The results show as follows: (1) Male students with a field dependent cognitive style in understanding: students are able to organize and analyze information or aspects of a problem. In making a plan: students are able to identify the material that is needed in formulating steps or solutions. In carrying out the plan: students are able in the rational thinking and be able to make a valid conclusions. In looking back: students are able to think rationally. (2) Male students with field independent cognitive styles in understanding: students are able to organize and analyze information or aspect of a problem, capable of conceptualizing, understanding an attitude and thinking rationally. In making a plan: the students were able to identify the material that is needed in formulating steps or solutions. In carrying out the plan: students are able to think rationally, to make a valid conclusions, reflective thinking and understanding an attitude. In looking back: students are able to think reflectively. (3) Female students with a field dependent cognitive style in understanding: students are able to organize and analyze information or aspect of a problem. In making a plan: students are able to identify the material that is needed in formulating steps or solutions. In carrying out the plan: students are able in the rational thinking and be able to make a valid conclusions. In looking back: students are able to think rationally. (4) Female students with field independent cognitive styles in understanding: students are able to organize and analyze information or aspect of a problem, capable of conceptualizing, understanding an attitude and thinking rationally. In making a plan: the students are able to identify the material that is needed in formulating or solutions. In carrying out the plan: students are able to think rationally, to make a valid conclusions, reflective thinking and understanding an attitude. In looking back: students are able to think reflectively and rationally. Keywords: Critical thinking Process, Problem Solving, Cognitive Style, Gende