Jurnal Pembelajaran Matematika
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EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIRSHARE MODIFIKASI PENEMUAN TERBIMBING BERBANTUAN MICROSOFT POWER POINT PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI KEDISIPLINAN BELAJAR
Get PDFAbstract: The objective of this research was to investigate: (1) which of the Modified TPS learning model, the TPS learning model, and the conventional learning model results in a better mathematics learning achievement; (2) which of the students with high, mediun, and low learning disciplines have a better mathematics learning achievement; and (3) which of the Modified TPS, TPS and conventional learning models result in a better learning achievement for each level of learning discipline of the students; and (4) which of the high, medium, and learning disciplines of the students result in a better learning achievement for each learning models.This research used the quasi-experimental method. The population of this research was all students of the junior secondary schools in Ngawi regency in the academic year of 2012/2013. The samples of this research consisted of 284 students who were divided into three experiment groups. The three groups consisted of group 1, group 2, and group 3. Both of group 1 and group 2 consisted of 190 students whereas group 3 consisted of 94 students. The data of this research were gathered from test of learning achievement in Mathematics, questionnaire, and documentation. The data were then analyzed by using umbalanced Two-way Analysis of Variance.The result of the research are as follows: (1) the learning model of Modified TPS is better than that of the TPS and conventional learning models while the learning model of TPS is better than the conventional learning model; (2) the students with high learning discipline have a better learning achievement than those with medium and low learning discipline while the students with medium learning discipline is better than the low learning discipline; (3) in high and medium learning discipline of the students,the learning achievement achieved through the learning model of Modified TPS is better than that achieved through the TPS and conventional learning models while the learning achievement achieved through the TPS learning model is better than that achieved through the conventional learning model. However, in the low learning discipline of the students,the learning achievement achieved through the learning model of Modified TPS is better than that achieved through the TPS,andthe Modified TPS learning model is as good as the conventional learning model and the TPS learning model is as good as the conventional learning model; and (4) in Modified TPS and TPS of the learning models, the high learning discipline of the students results in a better learning achievement than the medium and low learning disciplines while the medium learning discipline results in a better learning achievement than the low learning discipline. However, in the conventional learning model the high learning discipline of the students results in a better learning achievement than the medium learning model, andthe medium learning discipline of the students are giving the same mathematics learning achievement with the low learning discipline.Keyword : Modified TPS learning model, TPS learning model, conventional learning model, learning discipline and learning achievement
EKSPERIMENTASI METODE PEMBELAJARAN PROBLEM POSING DENGAN PENDEKATAN CTL PADA MATERI BANGUN DATAR DITINJAU DARI TINGKAT INTELEGENSI SISWA KELAS VII SMP NEGERI SE-KABUPATEN PURWOREJO TAHUN PELAJARAN 2012/2013
Get PDFAbstract: The aim of the research was to determine the effect of learning methods on mathematics achievement viewed from the student intelligence level. The learning methods compared were problem posing with CTL approach, problem posing and conventional. The type of the research was quasi experimental research. The population was all of students in the seventh grade of Junior High School in Purworejo in the academic year of 2012/2013. The sample of this research was taken by using stratified cluster random sampling. The sample was consisted of 177 students with 90 students in the first experiment class, 95 students in the second experiment class, and 92 students in the control class. The data of the research were gathered through documentation and test. The result of research showed that: (1) students’ learning achivement by using problem posing learning method with CTL approach was better than students’ learning achivement by using problem posing method and conventional learning, and students’ learning achivement by problem posing learning method was same as conventional learning method, (2) mathematics achievement of students with high intelligence level was better than that of students with medium and low intelligence level, and mathematics achievement of students with medium intelligence level was better than that of students with low intelligence level, (3) in learning by using problem posing learning method with CTL approach, the level of intelligence had the same effect in students’ learning achievement, in learning by using problem posing method, students with high intelligence level had performance as good as the students with medium intelligence level and were better than the students with low intelligence level, in learning by using conventional learning, students with high intelligence level had better learning achivement than students with medium intelligence level and low intelligence level, and learning achievement of students with medium intelligence level was the same as students with low intelligence level, (4) at the level of students’ intelligence with high, medium and low, problem posing learning method with CTL approach, problem posing learning method and conventional method produced the same effect in learning achievement. Keywords: problem posing with CTL aproach, problem posing, learning achievement, intelligence level
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN OPEN-ENDED PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENTS (AQ) SISWA SMA NEGERI DI KOTA MATARAM
Get PDFAbstract:The objectives of this research are to investigate: (1) which of the cooperative learning model of NHT type with open-ended approach, the cooperative learning models of NHTtype, and the model of conventional results in a better learning achievement in mathematics of the students; (2) which of the types of climbers, the campers, and the quittersresults in a better learning achievement in mathematics; (3) for each category of AQ of the students, which one results in better achievement in mathematics, cooperative learning model of NHT type with open-ended approach, the cooperative learning model of NHTtype, and the model of conventional; and (4) for each learning model, which one results in better achievement in mathematics, students who have climbers type, campers, or quitters.The type of this research was a quasi-experimental with research design which used factorial 3 x 3.The population of this research was the first grade (Class Ten) of Senior High Schools in Mataram. The sample of this research was 9 classes consisted of 3 experimental classes I, 3 experimental classes II, and 3 control classes. This research used stratified cluster random sampling technique.The results of the research are as follows: (1) the cooperative learning models of NHT type with open-ended approach results in a better students’ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better students’ mathematics learning achievement than the model of conventional; (2) students’ mathematics learning achievementwith the climbers type of learning gives the same mathematics achievement as the campers type, students’ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and students’ mathematics learning achievement with the climbers type of learning results in a better achievement than the learning achievement of the students with the quitters type; (3) for each category of AQ of the students (climbers, campers, and quitters), cooperative learning model of NHT type with open-ended approach results in a better students’ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better students’ mathematics learning achievement than conventional type; (4) for each learning model (NHT type with open-ended approach, NHT type, and conventional), students’ mathematics learning achievement with the climbers type of learning gives the same mathematics achievement as the campers type, and students’ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and students’ mathematics learning achievement with the climbers type of learning results in a better achievement than students’ mathematics learning achievement with the quitters type.Keywords: Learning model,NHT, open-ended approach, conventional, mathematic’s learning achievement
EKSPERIMENTASI PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING DITINJAU DARI KEAKTIFAN BELAJAR PESERTA DIDIK SMP NEGERI DI KABUPATEN KARANGANYAR TAHUN PELAJARAN 2012/2013
Get PDFABSTRACT: This research aimed to reveal which have a better mathematics achievement of students taught by cooperative learning model of TAI type using CTL, those taught by cooperative learning model of TAI type, or those taught by conventional learning model based on the students’ learning activeness. This research was a quasi-experimental research with the 3x3 factorial design. The population was all the 7rd grader studens of SMP Negeri in Karanganyar regency on academic year 2011/2012. The techniques of data collection were documentation, questionnaires and test method. Prior to balance test, a pre-requisite tests analysis (normality and homogenity test). The proposed hypotheses of the research were tested by using the unbalanced two ways analysis of variance and multiple comparative test with the Sceffe’s test. The result indicates: (1) the mathematics achievement of students taught by cooperative learning model of TAI type using CTL was better than that of students taught by cooperative learning model of TAI type and that of students taught by conventional learning model, and the mathematics achievement of students taught by cooperative learning model of TAI type was better than that of students taught by conventional learning model, (2) the mathematics achievement of the students wth high learning activeness was better than that of students with middle and low learning activeness, and the mathematics achievement of the students wth middle learning activeness was better than that of students with low learning activeness, (3) in the TAI using CTL, the mathematics achievement of the students with high learning activeness was as good as that of the students with the middle learning activeness or the low learning activeness, and in the TAI and in the conventional learning model, the mathematics achievement of the students with the high learning activeness was better than that of the students with the low learning activeness, but was the same that of the students with the middle learning activeness, meanwhile, the mathematics achievement of the students with the middle learning activeness was the same that of the students with the low learning activeness, and (4) in the high learning activeness, the students taught by cooperative learning of the TAI type using CTL, those taught by cooperative learning of the TAI type, and those taught by conventional learning model have the same mathematics achievement, meanwhile, in the middle learning activeness and in the low learning activeness, the mathematics achievement of the students taught by cooperative learning model of TAI type using CTL was better than that of the students taught by conventional learning model, but was the same that of the students taught by cooperative learning model of the TAI type, and the mathematics achievement of the students taught by cooperative learning model of TAI type was the same that of the students taught by conventional learning model. Keywords: TAI using CTL, TAI, Conventional, Learning Activeness, Learning Achievement of Mathematics.
POLA INTERAKSI GURU DAN SISWA TUNANETRA DALAM PEMBELAJARAN MATEMATIKA DI SMPLB A YKAB SURAKARTA (Studi Kasus Pada Siswa Kelas IX SMPLB A YKAB Surakarta Semester Ganjil Tahun Pelajaran 2012/2013)
Get PDFwith visual impairment in mathematics teaching learning on a conceptual and procedural knowledge in class IX SMPLB A YKAB Surakarta. This research was a qualitative case study, investigating deeply about the interaction of the teacher and the students in order that the interaction pattern can be described in the mathematics teaching learning. The subjects of this research were a mathematics teacher and all students of class IX SMPLB A YKAB Surakarta. The data in this study were in the form of teacher and students interactions obtained from transcriptions of the teaching learning recordings during twice observations. The transcription results were the teacher and the students’ conversations that are further reduced in order to obtain certain conversation related to the teaching learning of conceptual and procedural knowledge. Furthermore, labeling speech act and speech interaction was conducted in the conversation of conceptual and procedural teaching learning. Based on the labeling, speech interaction were categorized into three, namely: 1) speech interaction that was begun with speech act of giving information (BIn), 2) speech interaction that was begun with speech act of performing information (UIn), and 3) speech interaction that was begun with speech act of stimulating information (TIn). Each of the categories was analyzed so that the subjects that are interacting can be examined. The result of the analysis became the data of teacher and students interaction. The technique used to validate the data was time triangulation done by matching the data of the teacher and the students’ interaction taken from the first observation and the data of the teacher and the students’ interaction taken from the second observation.The results of the matching process were used to describe the interaction pattern. The findings of this research were: 1) the interaction pattern of the teacher and the students with visual impairment in mathematics teaching learning on a conceptual knowledge in class IX SMPLB A YKAB Surakarta was a two-way interaction pattern with inter-students interactions.Two-way interactionwith studentteachersis dominatedby theactivities ofthe teacherto giving information (BIN) and the performing information (TIN) to the students. While theinteractionbetween studentsis dominatedbythe activities ofthe studentsto performanceinformation(UIN). 2) the interaction pattern of the teacher and the students with visual impairment in mathematics teaching learning on a procedural knowledge in class IX SMPLB A YKAB Surakarta was a multiple-way interaction pattern (optimal result). Teacherinteractionwith studentsis dominatedby theactivities ofthe teacherto giving information(BIN), andstimulating information(TIN) to the students. Whilestudent interactionwith studentsspreadis dominated bythe performanceof information(UIN).Keywords:interactionpattern, conceptual knowledge, procedural knowledge, mathematics teachinglearning, students with visual impairmen
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF THINK PAIR SHARE DAN TEAM ASSISTED INDIVIDUALIZATION PADA MATERI TRIGONOMETRI DITINJAU DARI MINAT BELAJAR MATEMATIKA SISWA SMK DI KABUPATEN PONOROGO TAHUN PELAJARAN 2011/2012
Get PDFAbstract: The objectives of this research are to investigate: (1) wich learning model of Think Pair Share (TPS), Team Assisted Individualization (TAI), or conventional learning model results in a better learning achievement in Mathematics, (2) which learning interest of the high learning interest, the moderate learning interest, and the low learning interest results in a better learning achievement in Mathematics,(3) in the students with the high, moderate, and low learning interests, wich learning model of Think Pair Share (TPS), Team Assisted Individualization (TAI), and conventional learning model results in a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3x3. The population of the research were the students of Vocational High School (SMK) in Ponorogo regency on Academic Year 2011/2012. The samples of the research were taken by using the stratified cluster random sampling technique. It was conducted at SMK 1 of Ponorogo, SMK Bakti of Ponorogo, and SMK Sore 1 of Ponorogo. The samples included two experimental classes and one control class of each of the schools. The size of the sample was 275 students consisted of 84 students in the first experimental class, 105 sudents in the second experimental class and 86 students in control class. The data of the research were gathered through mathematics achievement tes and quetionary of learning interest. The data was analyzed by using two-way analysis of variance with.The results of the reseach are as follows: (1) both TPS and TAI result in the same good learning achievement in Mathematics, and result in a better learning achievement than the conventional one does; (2) the students with the higher learning interest have a better learning achievement in Mathematics than those with the moderate learning interest and the low learning interest, but the students with the moderat learning interest have the same learning achievement in Mathematics those with the low learning interest; (3) in the students with the high, moderat, and low learning interest, both TPS and TAI result in the same good learning achievement in Mathematics, and result in a better learning achievement than the conventional one does.Key words: Think Pair Share, Team Assisted Individualization, Conventional, Learning Interes
EKSPERIMENTASI PEMBELAJARAN STAD DENGAN MEDIA POWER POINT DAN MODEL BANGUN RUANG MATERI BANGUN RUANG SISI LENGKUNG DITINJAU DARI GAYA BELAJAR
Get PDFAbstract: The objective of this research are to investigate: (1) which one that is more effective in teaching geometry, the STAD type of cooperative learning model with Power Point media or that with Geometrical Model media or that with Conventional media, (2) which learning style results in a better learning achievement and (3) which media used in the STAD learning model results in a better learning achievement in each learning style of the students.This research used the quasi-experimental method. The population of this research was the 9th-grade students of the state junior secondary schools in Ngawi regency in the academic year of 2012/2013. The samples of this research consisted of 250 students who were divided into 85 students of the first experiment class, 83 students of the second experiment class, and 82 students of the control class. The samples were taken by using stratified cluster random sampling. The data of this research were gathered through documentation, test, and questionnaire. The hypothesis of this research were tested by using unbalanced Two-way Analysis of Variance. Conclusions drawn are as follows: (1) the STAD learning model with the Power Point media is better than the STAD learning models with the Geometrical Model and the Conventional media whereas the STAD learning model with the Geometrical Model media is equal to the STAD learning model with the Conventional media; (2) the students with the kinesthetic learning style have a better learning achievement than those with the visual and auditory learning styles whereas the students with the visual learning style have an equal learning achievement to those with the auditory learning style; (3) the STAD learning model with the Power Point media results in a better learning achievement than that with the Conventional media whereas the STAD learning model with the Power Point media results in an equal learning achievement to that with the Geometrical Model media and the STAD learning model with the Power Point media results in an equal learning achievement to that with the Conventional media in the visual learning style; (4) the STAD learning model with the all of the three types of media results in an equal learning achievement in the auditory learning style; and (5) the STAD learning model with the Geometrical Model media results in a better learning achievement than that with the Conventional media whereas the STAD learning model with the Power Point media results in an equal learning achievement to that with the Geometrical Model media and the STAD learning model with the Power Point media results in an equal learning achievement to that with the Conventional media in the kinesthetic learning style.Keywords: STAD, Power Point media, Geometrical Model media and learning style
PERBANDINGAN PRESTASI BELAJAR MATEMATIKA SISWA DENGAN PENDEKATAN CTL ANTARA MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN NHT PADA POKOK BAHASAN SISTEM PERSAMAAN LINIER DUA VARIABEL DITINJAU DARI KEPERCAYAAN DIRI SISWA KELAS VIII SMP NEGERI DI KABUPATEN MAD
Get PDFAbstract: The objectives of research are to find out, in mathematics learning for two-variable linear equation system subject matter: (1) which one providing better achievement, the CTL learning model with STAD, that with NHT or the direct learning model, (2) which one providing better achievement, high, medium or low self-confidence, and (3) in high, medium or low self-confidence, which one providing better achievement, CTL approach with STAD or NHT type or direct learning model.The population of research was the students of Junior High Schools throughout Madiun Regency in the first semester of VIII grade in the school year of 2011/2012. The sampling technique used was stratified cluster random sampling with the students of SMP Negeri 2 Dolopo, SMP Negeri 2 Kebonsari and SMP Negeri 2 Geger as the sample. The instruments used to collect the data included test to obtain the data of mathematic learning achievement and questionnaire for the on of student’s self-confidence. Technique of analyzing data used was 3x3 two-way variance analysis. From the result of analysis, it could be concluded that: (1) The mathematics learning achievement of students using STAD type of cooperative learning model with CTL approach was better than that using NHT type, that using STAD type with CTL approach was better than that using direct learning model, and that using NHT type with CTL approach was better than that using direct learning model. (2) The mathematics learning achievement with high self-confidence was better than that with medium one; that with high self-confidence was better than that with low one; and that with medium self-confidence was better than that with low one. (3) Viewed from self-confidence level, the mathematics learning achievement of the students using STAD type of cooperative learning with CTL approach was better than that using NHT type, that using STAD type of cooperative learning with CTL approach was better than that using direct learning model, and that using NHT type of cooperative learning with CTL approach was better than that using direct learning model.Keywords: Learning model, CTL approach STAD, NHT, , direct learning, self confidence
PROSES BERPIKIR SISWA KELAS VII SEKOLAH MENENGAH PERTAMA DALAM MEMECAHKAN MASALAH MATEMATIKA MATERI POKOK BANGUN DATAR BERDASARKAN PERSPEKTIF GENDER
Get PDFAbstract: This research aimed to find out the thinking process VII Graders of Junior High School in mathematics problem solving in plane geometry. This study was a descriptive qualitative research. The subject of research was the VII graders of SMP (Junior High School) Muhammadiyah 1 Surakarta consisting of four students. The subject was selected based on gender, mathematics ability and either spoken or written communication fluency. The data collection was conducted using think aloud technique. Data analysis was conducted based think aloud protocol. Then, time triangulation was conducted between the first and the second problems, and then method triangulation was done to obtain valid research subject data.This research finally provide the student’s thinking process as follows. The male students: 1) understand and analyze the problem by mentioning what they know and what asked, the thinking process used is the process of establishing cognition, 2) design and plan solution, used the thinking process of opinion establishment, 3) look for solution to problem solving, used thinking process of decision making and conclusion drawing, 4) examine the solution, could estimate mentally by writing nothing he did, the thinking process in this step was decision making thinking process. Female students: 1) understand the problem using thinking process of establishing cognition, to mention easily and correctly what they know in the problem and to mention what asked, 2) design and plan the solution using thinking process of opinion establishment and cognition establishment. could link the what known and what asked, 3) look for solution to problem using thinking process of decision making and conclusion drawing, 4) examine the solution, it is consistent with the students that can examine and investigate the prepared solution.Keywords: thinking process, mathematics problem solving, gender
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TGT BERBASIS ASSESMENT FOR LEARNING (AfL) DITINJAU DARI GAYA KOGNITIF SISWA
Get PDFAbstract: The aims of this research were to investigate: (1) which learning model of the cooperative learning model of the AfL-based TGT type, that of TGT, and the conventional learning model results in a better learning achievement; (2) which cognitive style type of the field dependent and the field independent results in a better learning achievement; (3) in each learning model (the cooperative learning model of the AfL-based TGT type, that of TGT, and the conventional learning model) which cognitive style results in a better learning achievement; and (4) in each cognitive style type (the field independent and the field dependent), which learning model results in a better learning achievement. This research used the quasi experimental research method. The samples of the research consisted of 302 students. The instruments consisted of the test of learning achievement and cognitive style. The data was analyzed using the unbalanced two- way analysis of variance. The results of the research were as follows: (1) the cooperative learning model of the AfL-based TGT type results in a better learning achievement than that of the TGT type or the conventional learning model, and the cooperative learning model of the TGT type results in a better learning achievement than the conventional learning model; (2) the students with the cognitive style of the field independent has a better learning achievement than those with the cognitive style of the field dependent; (3) in that each learning model, the students with the cognitive style of the field independent have a better learning achievement than those with the cognitive style of the field dependent; and (4) in that each cognitive style, the cooperative learning model of the AfL-based TGT results in a better learning achievement than that of the TGT type or the conventional learning model, and the conventional learning of the TGT type results in a better learning achievement than the conventional learning model. Key words: TGT, AfL, Cognitive Style, and Learning Achievement