Jurnal Pembelajaran Matematika
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ANALISIS PROSES BERPIKIR KREATIF SISWA SEKOLAH MENENGAH KEJURURUAN (SMK) DALAM PEMECAHAN DAN PENGAJUAN MASALAH MATEMATIKA PADA MATERI PERSAMAAN KUADRAT
Get PDFAbstract : This research was aimed at identifying and describing students creativity level, creative thinking process and the factors which cause the students became not creative in solving and posing mathematics problems. This study was a descriptive qualitative research, which used case study method. Identifying the students’ creativity level and the steps of creative thinking were conducted by problem-solving and problem-posing tasks (TPPM). The creativity levels divided into three levels, namely creative, less creative and not creative. The creativity criteria were based on the fluency, flexibility and originality. The stages of creative thinking process were refered to creative thinking model developed by Wallas which has some stages. They are preparation, incubation, illumination, and verification. The data analysis was conducted using Miles and Huberman model. At the preparation stage, less creative students were able to gather relevant information to solve the problem. At the incubation stage, less creative and not creative students were need time to recall what they have learned previously. Not creative students tended to stop and did not find any idea to solve the problem. At the illumination stage, less creative students were able to find ideas, but only give a single solution and did not give another solution. At the verification stage, less creative students and not creative students re-checked their work. The factors which cause the students became not creative in solving and posing the problem were: students failed in finding ideas to complete the task, which had never been done before. Students were trapped in using only a way in solving and posing problems. They weren’t able to use various ideas in solving and posing the problems.Keywords : creativity, problem-solving, problem-posing, creative thingking processes
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) DENGAN PENDEKATAN PROBLEM SOLVING DITINJAU DARI AKTIVITAS BELAJAR SISWA
Get PDFAbstract: The aim of the research was to determine the effect of learning models on learning achievement viewed from the student learning activity. The learning models compared were cooperative learning STAD with problem solving approach, cooperative learning STAD and conventional learning. The type of the research was a quasi-experimental research. The population was the students of high school in Merauke regency on academic year 2012/2013. The size of the sample was 291 students consisted of 98 students in the first experimental group, 100 students in the second experimental group and 93 students in the control group. The instruments used were questionnaire, and learning achievement test. The data was analyzed using analysis of variance. The conclusions of the research were as follows. (1) STAD with problem solving approach gives better learning achievement than STAD and conventional, and STAD gives better learning achievement than conventional. (2) The students with high learning activity have better learning achievement than the students with middle and low learning activity, and the students with middle learning activity have better learning achievement than the students with low learning activity. (3) For students with high learning activity, both STAD with problem solving approach and STAD, STAD and conventional give the same effectiveness, but STAD with problem solving approach is better than conventional. In the meantime, for students with middle and low learning activity, all learning models give the same effectiveness. (4) For using of STAD with problem solving approach and conventional, both the students with high and middle learning activity, the students with middle and low learning activity have the same learning achievement, but the students with high learning activity have better learning achievement than the students with low learning activity. In the meantime, for using of STAD, all students learning activities have the same learning achievement.Key words: Student Teams Achievement Divisions (STAD), problem solving approach, student learning activity, learning achievement
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN PROBLEM BASED LEARNING (PBL) PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI MULTIPLE INTELLIGENCES SISWA SMP KABUPATEN LAMPUNG TIMUR TAHUN PELAJARAN 2012/2013
Get PDFAbstract: The aims of the research were to determine the effect of learning models on learning achievement viewed from students’ multiple intelligences. The learning models compared were cooperative learning model Teams Assisted Individualization (TAI), Problem Based Learning (PBL) and conventional. This research was a quasi-experimental research using factorial design. The populations of the research were all students of Junior High School (SMP) on Lampung Timur Regency. The samples of the research were the eight grade students of SMP Negeri 1 Pekalongan, SMP Negeri 2 Pekalongan, and SMP Negeri 3 Batanghari containing 282 students (94 students for first experimental class, 93 students for second experimental class, and 95 students for control class). The samples were chosen by using stratified cluster random sampling. In collecting the data, the instruments used were test and questionnaire. Test was used to get the students’ learning achievement data and questionnaire was used to get multiple intelligences data. The technique of analyzing the data was unbalanced two-ways Anova. The result of the research are as follows (1) Cooperative learning model TAI provides better mathematics achievement than the conventional model of learning and PBL, PBL learning model produces better performance over the conventional learning. (2) Multiple intelligences with mathematics logic types provide better math achievement than other types of multiple intelligences linguistic and interpersonal, the type of multiple intelligences linguistic providing academic achievement as well as the type of multiple intelligences interpersonal. (3) The students with LI multiple intelligences type, cooperative learning model TAI has the same mathematics achievement with the PBL model, PBL model has better performance than conventional models, and cooperative learning model TAI has the same mathematics achievement with conventional learning models. The students with multiple intelligences mathematics logic type, TAI cooperative learning model provides a better learning achievement than learning model PBL, PBL learning model provides academic achievement as well as conventional learning models, cooperative learning model TAI provide significantly better learning achievement than with conventional learning models. The students with multiple intelligences type interpersonal, TAI cooperative learning model, PBL and conventional provide similar good performance. (4) The students use cooperative learning model TAI, the type of multiple intelligences linguistic provide better learning achievement than the interpersonal category of multiple intelligences, linguistic multiple intelligences category provides academic achievement as well as multiple intelligences mathematics logic category, the category of multiple intelligences significantly provide that mathematic logic achievement as well as multiple intelligences interpersonal category. The students use PBL and conventional learning models, the type of linguistic multiple intelligences, the mathematics logic type of multiple intelligences and type the interpersonal produces similar good performance. Keywords: TAI, PBL, multiple intelligences
PROSES BERPIKIR SISWA SMP DALAM MENYELESAIKAN MASALAH MATEMATIKA BERDASARKAN LANGKAH-LANGKAH POLYA DITINJAU DARIADVERSITY QUOTIENT
Get PDFAbstract: The aims of this research are to describe the thinking process of junior high school students with type of climber, camper, and quitter in solving mathematics problems based on Polya’s rule. This was a qualitative descriptive research. The subjects of this research were taken by using a combined technique of stratified sampling and purposive sampling. The subjects of this research were three 9th grade student of SMP Negeri 1 Jaten Karanganyar regency, which consists of astudent with climber’s type, a student with camper’s type, and a student with quitter’s type. The data collection in this research was conducted through questionnaires and task-based interview technique whichwereused in the subject matter of two variable linear equation system.Thedata validationtechnique used triangulationof time andreferences. The data was analyzed by usingMiles and Huberman’s concept, that was data’s reduction, data’s presentation, and conclusion. The result of this research showed that (1) climber’s student used assimilation thinking process in understanding the problem, devising a plan, carrying out the plan, and looking back the answer, (2) camper’s student used assimilation thinking process in understanding the problem, carrying out the plan, and looking back the answer, student used assimilation and accomodation thinking process in devising a plan, and (3) quitter’s student used imperfection assimilation and accomodation thinking process in understanding the problem, student didn’t use assimilation and accomodation thinking process in devising a plan, carrying out the plan, and looking back the answer.Keywords: thinking process, problem solving, Polya’s rule, Adversity Quotient (AQ
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR SHARE DENGAN PENDEKATAN KONTEKSTUAL PADA MATERI LOGARITMA DITINJAU DARI KECERDASAN MATEMATIS LOGIS SISWA KELAS X PADA SEKOLAH MENENGAH ATAS DI KABUPATEN CILACAP TAHUN PELAJARAN 2012/2013
Get PDFAbstract : The purpose of this research were to know: (1) which of learning model gave a better learning mathematics result, learning model Think Pair Share (TPS), Think Pair Share with contextual approachment (TPSPK) or direct learning; (2) for each level of student’s logical mathematical intellegence, which of learning model gave a better learning mathematics result, learning model TPS, TPSPK or direct learning (PL). This research was quasi experimental research with 3 x 3 factorial design. The population in this research was senior high school students grade X in Cilacap. Sample was taken using stratified cluster random sampling technique. Study sample were the students of SMA Negeri 1 Binangun, SMA Negeri 1 Kroya and SMA Negeri Adipala. Instruments used to gather data were logical mathematical intellegence test and mathematics learning result test on the subject of logarithm. Both instruments were tested first before they were used. The test method included content validity, power, difficulty level and reliability. Testing of hypothesis used unbalanced two-ways analysis of variance using significance level of. Before doing the hypothesis test, the pre-condition test for variance analysis was done. The pre-condition test included population normality test using Lillieforce method and population variance homogeneity test using Bartlett method. Balance test toward mathematics initial ability data using unbalanced one-way analysis of variance. Based on hypothesis test, the conclusion were as follows: (1) learning models of TPS and TPSPK gave equally good results in learning mathematics, but learning model of TPS gave learning mathematics result better than direct learning one, while learning models of TPSPK and direct learning one gave equally good results in learning mathematics; (2) for each level of student’s logical mathematical intellegence, the three learning models, TPS, TPSPK and direct learning one gave equally good results in learning mathematics.Keyword: TPS, Contextual Approachment, Logical Mathematical Intellegence, Learning Mathematics Result
PROFIL RESPONS SISWA DALAM MEMECAHKAN MASALAH ALJABAR BERDASARKAN TAKSONOMI SOLO DITINJAU DARI MINAT BELAJAR MATEMATIKA
Get PDFAbstract: The objective of this research is to investigate the profile of response in solving SOLO taxonomy-based algebra problems of the students in Grade VIII with the high, medium, and low Mathematics learning interests. Structure of Observed Learning Outcome (SOLO) taxonomy is a framework to classify the students’ response comprising 4 levels. The subjects of the research consisted of six students in Grade VIII of MTA junior Secondary School of Gemolong, Sragen in academic year 2011/2012.The instrumen used were test instrument, and the interview guideline.the data analysis so as to find out the response in solving SOLO taxonomy-based algebra problems.The results of the research are as follows. The response levels in solving SOLO taxonomy-based algebra problems of two subjects with the high Mathematics learning interest belong to extended abstract level (level 4).The response levels of two subjects with the medium Mathematics learning interest in solving SOLO taxonomy-based algebra problems are different from one to the other; one of them has the relational level (level 3) while the other has the multi-structural level (level 2). For this case, the students with the same Mathematics learning interest category (medium level) have the have different response.The response levels of two subjects with the low Mathematics learning interest in solving SOLO taxonomy-based algebra problems are also different from one to the other; one of them has the multi-structural level (level 2) while the other has uni-structural level (level 1). For this case, the students with the same Mathematics learning interest category (low level) have the different response.Key words: Students’ response level, algebra problems, SOLO taxonomy, and Mathematics learning interes
PENGEMBANGAN MODEL ASSESSMENT FOR LEARNING (AfL) MELALUI PENILAIAN TEMAN SEJAWAT UNTUK PEMBELAJARAN MATEMATIKA PADA POKOK BAHASAN PERSAMAAN GARIS LURUS DI MADRASAH TSANAWIYAH PONDOK PESANTREN MODERN ISLAM ASSALAAM SUKOHARJO
Get PDFABSTRACT:The aims of this research were: (1) to determine whether the AFL with peer assessment on topics straight line equation can be applied in MTs PPMI Assalaam, (2) to know the influence of the application of the AFL with peer assessment in improving students’ achievement compare with direct instruction, (3) to know the influence of students ability to cooperate toward mathematics learning achievement of students in the subject of straight line equation, (4) to determine the effect of the application of the AFL with peer assessment in improving student achievement compare with direct instruction in terms of students' ability to cooperate on subject of a straight line equation. The research was divided into two phases, namely the determination of the model development stage and the AfL with peer assessment are included in research and development. In this stage, data collection, prototype planning model, Focus Group Disscusion (FGD) were implemented and manufacture of prototype model then be tested. Tests carried out by 4 learning cycles. The next stage was to test the effectiveness of a model that includes quasi-experimental research design research 2×3. The population was eighth grade students of MTs PPMI Assalaam Sukoharjo first semester of the school year 2012/2013. Samples were divided into two groups, experimental and control groups. The data analysis technique used in this study was two-way analysis of variance unbalanced. Based on the result of the analysis, we can conclude that: (1) the model of the AFL with peer assessment can be applied in MTs PPMI Assalaam, (2) students taught using AFL with peer assessment have mathematics achievement better than students taught using direct instruction, (3) students with high cooperate ability levels have higher mathematics achievement than students with medium and low of ability to cooperate. While students with a medium level of ability to cooperate have a better achievement than students with a low level of ability to cooperate, (4) at all levels of ability to cooperate, students with applied learning AFL with peer assessment have better mathematics achievement than students with direct learning.Key words : Assessment, Assesment for Learning (AfL), Peer Assessment, Ability to Cooperat
ANALISIS PROSES BERPIKIR SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EXTROVERT-INTROVERT DAN GENDER
Get PDFAbstract: This research aims to discribe the thinking process of male and female junior high school students with extrovert and introvert personality type in solving math problems using Polya steps. This research was a descriptive qualitative research. The subjects of this research were 10 junior high school students of 3 Depok Junior High School, consisting of 3 extrovert male students, 2 extrovert female students, 2 introvert male students, and 3 introvert female students. Subject selection procedure was done by purposive and snowball sampling methods. The data collection was conducted by categorizing students’ personality type, giving mathematics test to the research subjects, and interviewing the research subjects. In order to get valid data, the researcher used time triangulation. 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. Male students with extrovert personality type, in understanding problem using assimilation thinking process, make a plan using assimilation thinking process, in carrying out the plan using accommodation thinking process, and look back the completed solution using assimilation thinking process. Female students with extrovert personality type, in understanding problem, make a plan, carry out the plan, and look back the completed solution using assimilation thinking process. Male students with introvert personality type, in understanding problem, make a plan, carry out the plan, and look back the completed solution using assimilation thinking process. Female students with introvert personality type, in understanding problem, make a plan, and looking back the completed solution using assimilation thinking process, and then in carry out the plan using incomplete assimilation thinking process.Keywords: Thinking Process, Problem Solving, Extrovert and Introvert Personality,Gende
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) DAN TEAMS GAMES TOURNAMENT (TGT) PADA MATERI POKOK DIMENSI TIGA DITINJAU DARI AKTIVITAS BELAJAR SISWA SMA KELAS X DI KABUPATEN MAGETAN TAHUN PELAJARAN 2011/2012
Get PDFAbstract : The aims of this research were to know: (1) which one has a better learning achievement between cooperative learning STAD, TGT, and conventional learning, (2) which one has a better learning achievement; the students having high, medium, or low learning activity, (3) which one gives a better learning achievement based on their high, medium, and low learning activity between cooperative learning STAD, TGT and conventional learning. The population of the research was the whole students of tenth grade of senior high school in Magetan. The sampling technique was done withstratified cluster random sampling. Based on the result of data analysis, it can be concluded: (1) The cooperative learning STAD gave a better learning achievement than TGT, TGT gave a better achievement than conventional learning, and STAD gave a better learning than conventional learning. (2) The students with higher learning activity had a better learning achievement than the students with lower learning activity. (3) For studentshaving high learning activity, cooperative learning STAD had a better learning achievement than TGT and conventional learning, and cooperative learning TGT and conventional learning had the same learning achievement.For students having medium learning activity, cooperative learning STAD and TGT had the samelearning achievement and so didTGTand conventional learning, however, cooperative learning STAD had a better learning achievement than conventional learning. For students havinglow learning activity, cooperative learning STAD, TGT, and conventional learning had the same learning achievement.Keywords: Student Teams Achievement Division, Team Games Tournament,conventional , activity
EKSPERIMENTASI PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN GROUP INVESTIGATION TERHADAP PRESTASI BELAJAR PERSAMAAN GARIS LURUS DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VIII SMP DI KABUPATEN PONOROGO
Get PDFAbstractThis Research aims to find out: (1) which one is better, the learning use Expository, Jigsaw or Group Investigation models to effect mathematics achievement of straight line equation, (2) which one is better, the learning with linguistic intelligence, logical mathematical intelligence or visual spatial intelligence to effect mathematics achievement of straight line equation, (3) for students of multiple intelligences various, which one is better, the learning use Expository, Jigsaw or Group Investigation models to effect mathematics achievement of straight line equation. The research was desained by faktorial 3x3. The research population was VIII grade of Junior High School first semester of 2012/2013 at Ponorogo regency. The sample was taken by using Stratified Cluster Random Sampling, obtained some students of SMP Negeri 6 Kecamatan Ponorogo, SMP Negeri 5 Kecamatan Ponorogo dan SMP Negeri 2 Kecamatan Babadan ordered as high, medium and low groups. The data collection was taken by document, questionnaire dan test method. Document method was used for finding the report scores of VII grade second semester of 2011/2012 academic year, as balance test for GI, Jigsaw and Expository learning. Questionnaire method was used to know the dominance multiple intelligences of students. So, test method was used to know mathematics achievement of straight line equation. Technique of data analizing was used an unbalanced two way analysis of variance. The result of research were: (1) Group Investigation learning and Expository learning have the mathematics achievement of straight line equation better than Jigsaw learning, meanwhile Expository learning have the mathematics achievement of straight line equation same as Group Investigation learning, (2) among student with linguistic intelligence, logical mathematical intelligence or visual spatial intelligence have the same of mathematics achievement of straight line equation, (3) among the students of multiple intelligence, Group Investigation learning and Expository learning to effect mathematics achievement of straight line equation better than Jigsaw learning and Group Investigation learning to effect mathematics achievement the same as Expository learning.Keywords: Group Investigation, Jigsaw, Expository, Multiple Intelligence