Jurnal Pembelajaran Matematika
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EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER DAN JIGSAW DENGAN PENDEKATAN KONTEKSTUAL TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KECERDASAN MAJEMUK SISWA SMP NEGERI KOTA MADIUN
Get PDFAbstract: This research aims to find out: (1) which one provides better mathematics learning achievement: conventional, Numbered Heads Together, or Jigsaw with contextual approach learning model, (2) which one provides better mathematics learning achievement: the students with linguistic, logical-mathematics, or interpersonal intelligence, (3) in each multiple intelligence, which one provides better mathematics learning achievement: conventional, Numbered Heads Together, or Jigsaw with contextual approach learning model, and in each learning model, which one provides better mathematics learning achievement: the students with linguistic, logical-mathematics, or interpersonal intelligence. This study was a quasi-experimental research with 3x3 factorial design. The population of this research was the seventh-year-students of State Junior High Schools of Madiun Municipality in the school year of 2012/2013 with the students of SMPN 4 Madiun, SMPN 6 Madiun, and SMPN 10 Madiun as the sample. The research instrument used was mathematics learning achievement test and questionnaire of multiple intelligence. The hypothesis test used was unbalanced two way analysis of variances. The test on the hypothesis revealed that: (1) learning model of Jigsaw with contextual approach provided better mathematics learning achievement than conventional and Numbered Heads Together learning model, while learning model of Numbered Heads Together provided better mathematics learning achievement than conventional learning model, (2) there was no difference in mathematics learning achievement between students with linguistic, logical-mathematics and interpersonal intelligence, (3) in each multiple intelligence, learning model of Jigsaw type with contextual approach provided better mathematics learning achievement than conventional and Numbered Heads Together learning model, while learning model of Numbered Heads Together provided better mathematics learning achievement than conventional learning model, and in each learning model, there was no difference in mathematics learning achievement between students with linguistic, logical-mathematics and interpersonal intelligence. Keywords: Learning Model, Jigsaw, Contextual Approach, Numbered Heads Together, Multiple Intelligence
PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN DESAIN DIDAKTIK UNTUK MENGURANGI HAMBATAN BELAJAR SISWA PADA TOPIK SEGIEMPAT DALAM PEMBELAJARAN MATEMATIKA SMP
Get PDFAbstract: The purpose of this study were to: (1) describe the student’s learning obstacle and related topics quadrilateral learning device that could reduce the learning obstacle, especially on quadrilateral, (2) develop the prototype of learning devices with didactical design on the topic quadrilateral, and (3) test the effectiveness of learning device which were developed in didactical design on the topic quadrilateral.The research method used was Research and Development with the steps of research: (1) preliminary research, (2) product design, (3) product validation, (4) revised product, (5) preliminary field testing, (6) main product revision; (7) main field testing; (8) revised product, and (9) effectiveness test. The results of the research were as follows.(1) Type of learning obstaclerelated to quadrilateral were: (a) learning obstaclerelated to the context information on the variation of matter; (b) learning obstaclerelated to the concept image of the base, height and other components of quadrilateral;(c) learningobstacle related to the relationship between the perimeter and area among the type of?aquadrilateral; (d) learning obstacle related to students' ability to solve the problems about quadrilateral which should be constructed in advance; and (e) learning obstacle related to the connection among the perimeter and area of??a quadrilateral without her mathematical concepts. Based on the learning obstacles, drafted a learning device that consists of a lesson plans, work sheets and response prediction and didactical antisipation. (2) Identification of learning obstacle used as a reference to develop learning device. Learning device then validated and revised for a preliminary field testing. In the preliminary field testing, there were still many students who made mistakes in solving the given problems. It was pointed out as learning obstacle. Analysis based on observation sheets, questionnaires, tests and interviews indicated that the device was too difficult for the students.. However, after the revision tested in the main field testing, the students began to decrease learning obstacles. (4) Test showed that the achievement of students who used the didactical learning devise better than student achievement with conventional learning. Keywords: development, learning obstacle, didacticdesign, quadrilateral
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN PENDIDIKAN MATEMATIKA REALISTIK DAN PROBLEM BASED LEARNING PADA OPERASI BILANGAN BULAT DITINJAU DARI GAYA BELAJAR SISWA
Get PDFABSTRACTThe objectives of this research are to investigate: (1) which learning approach among realistic mathematics learning, problem-based learning, and conventional learning result in the students’ better learning achievement; (2) which learning style among visual, auditory, and kinesthetic learning styles results in the students’ better achievement; (3)In each learning approach, which learning achievement is better among the students with the visual, auditory and kinesthetic learning styles, and (4)In each learning style, which learning achievement is better among the students with realistic mathematics learning, problem-based learning, and conventional learning.This research used the quasi-experimental research method. The population of the research was all of the students in Grade V of State Primary Schools in Dander sub-district, Bojonegoro regency in Academic Year 2012/2013. The samples of the research were taken by using the stratified random sampling technique.The hypotheses of the research were tested by using the unbalanced two-way analysis of variance.The results of the research are as follows: 1) The realistic mathematics learning results in the same learning achievement as the problem-based learning does, but both the realistic mathematics learning and the problem-based learning result in a better learning achievement than the conventional one does. 2) The students with the auditory learning style have a better learning achievement than those either with the visual learning style or with the kinesthetic learning style, but the students with the visual learning style have the same learning achievement as those with the kinesthetic learning style. 3)In the realistic mathematics learning, the students with the visual learning style have a better learning achievement than those with the kinesthetic learning style, but the students with the auditory learning style have the same learning achievement as those with the kinesthetic style. In the problem-based learning, the student with the auditory learning style have a better learning achievement than those with the kinesthetic learning style, but the students with the visual learning style have the same learning achievement as those with the kinesthetic learning style. In the conventional learning, the learning achievements of the students with the auditory, visual, and kinesthetic learning styles are similar. 4) In the group of students with the visual learning style, the students instructed with the three learning approaches have the same learning achievement. In the group of students with the auditory learning style, learning achievements of the students instructed with the realistic mathematics, the problem-based learning, and the conventional one are similar, but the students instructed with the problem-based learning have a better learning achievement than those instructed with the conventional one. In the kinesthetic learning style, the learning achievements of the students instructed with the auditory, visual, and kinesthetic learning styles are simila
EFEKTIFITAS PEMBELAJARAN DENGAN PENDEKATAN KONTEKSTUALvDAN PENDEKATAN PEMECAHAN MASALAH DITINJAU DARI GAYA BELAJAR PADA SISWA SEKOLAH MENENGAH PERTAMA DI KABUPATEN BOJONEGORO
Get PDFAbstract: The objective in the research is to find out: (1) the learning approach giving better learning achievement, whether learning with contextual approach with problem solving approach or with direct learning; (2) the student learning style providing better learning achievement, whether visual, auditory, or kinesthetic learning styles; (3) in each learning approach, who having learning achievement better, the students with visual, auditory or kinesthetic learning style; and (4) in each learning style, which one providing better learning achievement, the learning with contextual approach with problem solving approach or with direct learning. The population of research was all IX (ninth) graders of Junior High School in Bojonegoro Regency consisting of 55 school. The sample was taken using stratified cluster random sampling. The sample of research consisted 305 students divided into experiment I, experiment II, and control groups.The conclusion of research was: (1) the learning with contextual approach giving better mathematics learning achievement than the problem solving approach and direct learning. (2) The students with visual learning style had learning achievement better than those with auditory one. But, there was no difference of learning achievement between the students with visual and those with kinesthetic learning style and there was no difference of learning achievement between the students with auditory and those with kinesthetic learning style. (3) In learning with contextual approach, all learning styles had the same learning achievement, while in the learning with problem solving approach, the students with visual learning styles had different learning achievement, the students with visual learning style had the same learning achievment with the students with kinestetic learning styleand the students with auditory learning style had the same learning achievment with the students with kinestetic learning style. Indirect learning, there was no difference of learning achievement between the students with visual, auditory and kinesthetic learning styles. (4) In the students with visual,auditory and kinesthetic learning style, there was no difference of learning achievement between the students with contextual approach,problem solving approach and direct learning.Keywords: contextual, problem solving, learning style
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) DAN FAN-N-PICK PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KECEMASAN PADA MATEMATIKA SISWA SMP NEGERI DI KABUPATEN MAGELANG
Get PDFAbstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student’s mathematics anxiety. The learning model compared were Teams Games Tournament of cooperative learning model, Fan-N-Pick of coopeartive learning model, and direct instruction model The method which was applied in this research was quasi-experimental with 3×3 factorial design done in class VIII second semester of Junior High School (SMP) In Magelang Regency Academic Year 2012/2013. Sampling technique using stratified cluster random sampling. The research concludes as follows. 1) Fan-N-Pick of cooperative learning model gave better mathematics learning achievement than TGT of cooperative learning model and direct instructional model. While, TGT of cooperative learning model gave better mathematics learning achievement than direct instructional model. 2) The students with low levels of mathematics anxiety had mathematics learning achievement is better than students with medium and high of mathematics anxiety. While students with medium levels of mathematics anxiety had mathematics learning achievement is better than students with high levels of mathematics anxiety. 3) In the TGT of cooperative learning model, students with high and medium levels of mathematics anxiety had similar good mathematics achievement. So also students with medium and low levels of mathematics anxiety had similar good mathematics achievement. However, the TGT of cooperative learning model, students with low levels of mathematics anxiety had mathematics learning achievement is better than students with high levels of mathematics anxiety. In the Fan-N-Pick of cooperative learning model, students with low, medium and high levels of mathematics anxiety had similar good mathematics achievement. In the direct instructional model, students with low levels of mathematics anxiety had mathematics learning achievement is better than students with medium and high of mathematics anxiety. 4) On students with low levels of mathematics anxiety by using TGT and Fan-N-Pick of cooperative learning model and direct instructional model had similar good mathematics achievement. Students with medium and high levels of mathematics anxiety, mathematics achievement had equally well if given a model of learning through direct instruction model and TGT of cooperative learning model. Likewise if given learning with TGT and Fan-N-Pick of cooperative learning model had similar good mathematics achievement. However, students with medium and high levels of mathematics anxiety had better mathematics achievement through Fan-N-Pick of cooperative learning model rather than through direct instructional model. Key words: Teams Games Tournament (TGT), Fan-N-Pick, Mathematics Anxiet
PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN TEKNIK PEMBELAJARAN MAKE A MATCH DAN NUMBERED HEADS TOGETHER TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KECERDASAN GANDA SISWA
Get PDFABSTRACTThe objectives of this research are to investigate: (1) which learning model of the J-MAM, J-NHT, and conventional learning results in a better learning achievement in Mathematics; (2) which multiple intelligence of the Logical-Mathematical, Visual-Spatial, and Interpersonal types results in a better learning achievement in Mathematics; (3) in each multiple intelligence, which learning model of the J-MAM, J-NHT, and conventional learning results in a better learning achievement in Mathematics; and (4) in each learning model, which multiple intelligence of the Logical-Mathematical, Visual-Spatial, and interpersonal types results in a better learning achievement in Mathematics. 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 XI of State Vocational High Schools in Sragen regency. The samples of the research were taken by using the stratified random sampling technique. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the significance level of 5%. The results of the research are as follows: 1) The J-MAM and J-NHT learning models result in the same good learning achievement in Mathematics, but both result in a better learning achievement in Mathematics than the conventional learning model, 2) There are no any differences in the learning achievement in Mathematics of the students with the Logical-Mathematical, Visual-Spatial, and Interpersonal types, 3) In each multiple intelligence type, the J-MAM and J-NHT learning models result in the same good learning achievement in Mathematics, but both result in a better learning achievement in Mathematics than the conventional learning model, 4) In each learning model, the students with Logical-Mathematical, Visual-Spatial, and Interpersonal types have the same learning achievement in Mathematics.Keywords: Jigsaw learning model, conventional learning model, multiple intelligence, learning achievement in Mathematics
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN TPS DENGAN PENDEKATAN SAVI TERHADAP PRESTASI DAN MOTIVASI BELAJAR DITINJAU DARI GAYA BELAJAR SISWA
Get PDFAbstract: The objective of this research is to determine the effect of the learning models on the learning achievement and motivation viewed from the learning styles of students. The learning models which were compared were the cooperative learning model of the STAD type with SAVI approach, the cooperative learning model of the TPS type with SAVI approach, and the conventional learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VII of State Junior Secondary Schools in Batang regency in Academic Year 2012/2013. The samples of the research consisted of 300 students and were divided into three groups, namely: 100 students in control group, 102 students in experimental group 1, and 98 students in experimental group 2. The instruments of the research were questionnaire of learning style, questionnaire of learning motivation, and test of learning achievement. The data of the research were processed by using the multivariate analysis of variance with unbalanced cells. The results of the research are as follows: (1) both the cooperative learning model of the STAD type with SAVI approach and the cooperative learning model of the TPS type with SAVI approach, by and large, result in the best learning achievement, and the cooperative learning model of the STAD type with SAVI approach results in the best learning motivation; (2) in general, the best learning achievement is reached by the students with the auditory learning style, which is followed by those with the visual learning style and those with the kinesthetic learning style respectively, but on the learning motivation aspect there is not any best learning style of the three learning styles, and for sure it is known that the students with the auditory learning style has a better learning motivation than those with the kinesthetic learning style; (3) in the conventional learning model and in the cooperative learning of the STAD type, the learning achievement 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, but the learning achievement of the students with the auditory learning style is better than that of the students with the kinesthetic learning style; in the cooperative learning model of the TPS type with SAVI approach, the learning achievement of the students with the visual learning style is the same as that of the students with the auditory learning style and that of with the kinesthetic learning style; and (4) in the visual and kinesthetic learning styles, the cooperative learning model of the STAD type with SAVI approach and that of the TPS type with SAVI approach result in a better learning achievement than the conventional learning model, and both the cooperative learning model of the STAD type with SAVI approach and that of the TPS type with SAVI approach result in the same learning achievement; in the auditory learning style, the cooperative learning model of the TPS type with SAVI approach results in the same learning achievement as that of the STAD type of SAVI approach and the conventional learning model, but the cooperative learning model of the STAD type with SAVI approach results in a better learning achievement than the conventional learning model. Keywords: STAD, TPS, SAVI, Learning Style, Learning Motivation
EFEKTIVITAS PENDEKATAN QUANTUM LEARNING DAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI POLA ASUH ORANG TUA SISWA SMP DI KABUPATEN MAGETAN TAHUN AJARAN 2012/2013
Get PDFABSTRACTThe objectives of the research are to investigate: (1) which learning approach of the quantum learning approach with discussion method, the contextual teaching and learning with discussion method, and the direct learning method results in a better learning achievement; (2) which students of those with authoritarian, democratic and permissive parenting patterns have a better learning achievement; (3) in each approach, which students of those with authoritarian, democratic, and permissive parenting have a better learning achievement; (4) in each type of parenting patterns, which learning approach of the quantum learning approach with discussion method, the contextual teaching and learning with discussion method, and the direct learning method results in a better learning achievement results in a better learning of achievement. This research used the quasi experimental research method with the factorial design of 3x3. The population of the research was the students in Grade VII of State Junior Secondary Schools in Magetan regency in Academic Year 2012/2013. The samples of the research were taken by using the stratified cluster random sampling technique. The data of the research were gathered through documentation method, questionnaire of parenting patterns, and test of learning achievement. The data of the research were analyzed by using unbalanced two-way analysis of variance. The results of the research are as follows. 1) The quantum learning approach results in a better learning achievement than those with the contextual teaching and learning approach or the direct learning approach, but the contextual teaching and learning approach results in a better learning achievement than the direct learning. 2) The students with the authoritarian parenting pattern have the same good learning achievement as those with the democratic parenting pattern or those with the permissive parenting pattern, but the students with the democratic parenting pattern have a better learning achievement than those with the permissive parenting pattern. 3) In each parenting pattern, the quantum learning approach with the discussion method results in a better learning achievement than the contextual teaching and learning with the discussion method or the direct learning method. 4) In each learning approach, the students with the authoritarian parenting pattern have the same good learning achievement in Mathematics as both those with the democratic parenting pattern and those with the permissive parenting one. Yet, the students with the democratic parenting pattern have a better learning achievement in Mathematics than those with the permissive one.Keywords: Quantum learning, contextual teaching and learning, parenting patterns, and learning achievement in Mathematic
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK (PMR) PADA POKOK BAHASAN SEGIEMPAT DITINJAU DARI GAYA BELAJAR SISWA SMP NEGERI DI KOTA SALATIGA TAHUN AJARAN 2012/2013
Get PDFABSTRACT: The aims of the research were to determine the effect of learning models on learning achievement viewed from students’ learning styles. The learning models compared were cooperative learning model Numbered Heads Together (NHT) with Realistic Mathematics Education (RME) approach, Numbered Heads Together (NHT) and conventional. This research was a quasi-experimental research using factorial design of 3x3. The population of the research were all students of the Public Junior High Schools (SMP Negeri) in Salatiga City. The samples of the research were seven grade students of SMP Negeri 2, SMP Negeri 5 and SMP Negeri 7 in Salatiga City (85 students for for first experimental class, 83 students for second experimental class, and 86 students for control class). The samples were chosen by using stratified cluster random sampling. In collecting the data, the instruments used were multiple-choice test of learning achievement in mathematics and student learning style questionnaire. The technique of analyzing the data was unbalanced two-ways Anova. The results of the research are as follows: (1) the cooperative learning model NHT with RME approach and cooperative learning model NHT result in the same good learning achievement in mathematics, and both result in a better learning achievement in mathematics than the conventional learning model; (2) there are no any differences in the learning achievement in mathematics of the students with the visual, auditory, and kinesthetic learning styles; (3) in each learning style, the cooperative learning model NHT with RME approach and cooperative learning model NHT result in the same good learning achievement in mathematics, and both result in a better learning achievement in Mathematics than the conventional learning model; (4) in each learning model, the students with the visual, auditory, and kinesthetic learning styles have the same learning achievement in mathematics. Keywords: cooperative learning, NHT, RME, learning style, learning achievement in mathematics
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DAN MOOD UNDERSTAND RECALL DETECT ELABORATE REVIEW (MURDER) PADA MATERI POKOK LOGARITMA DITINJAU DARI MINAT BELAJAR SISWA KELAS X SMK SE KABUPATEN KARANGANYAR
Get PDFAbstract: This research aims at knowing (1) the effectiveness of TPS, MURDER and Direct Instruction model to the students' achievement on mathematics, (2) which learning model TPS, MURDER and Direct Instruction, having better achievement on mathematics viewed from students’ interest, (3) students’ achievement viewed from students’ interest on each learning model. This research is experimental research using factorial design 3x3. The population is students of SMK on technique program in Karanganyar. Sampling is stratified cluster random sampling. The sample is 300 students, 100 is first experimental class, 100 is second experimental class and 100 is control class. Collecting data has been done through multiple choice test to know students’ achievement and questionnaire to know students interest in learning. Instrument test and questionnaire were tested before it is used to take data. Instrument validities test and questionnaire were carried out by validator, reliability test was tested by formula KR-20 and reliability questionnaire was tested with formula Cronbach Alpha while its data analysis technique uses two-way analysis of variance with unequal cells. From the result was concluded that: (1) Students who are taught using cooperative learning model, MURDER, have better achievement than TPS and Direct Instruction. Those taught by using TPS have better achievement than Direct Instruction. (2) Viewed from students’ interest, high, mid, and low, taught by using learning MURDER have better achievement than TPS and those taught by using TPS have better achievement than Direct Instruction. (3) Viewed from learning model MURDER, TPS, and Direct Instruction, students having high interest have better achievement than those students having mid interest and students having mid interest have better achievement than those students having low interest.Keywords: MURDER, TPS, Interests Learning, Students Achievement on mathematics