Articles

Found 8 Documents
Search
Journal : Journal of Mathematics and Mathematics Education

ANALISIS PROSES PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) MATEMATIKA DENGAN PENDEKATAN ILMIAH (SCIENTIFIC APPROACH ) DI SMA NEGERI 1 JOGOROGO KELAS X TAHUN PELAJARAN 2013 / 2014 KABUPATEN NGAWI

Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Original Source | Check in Google Scholar | Full PDF (297.388 KB)

Abstract

Abstract: The purpose of this research was to describe the planning, implementation process of learning undertaken by teachers of mathematics and constraints experienced during the process of mathematical problem-based learning with a scientific approach in class X SMAN 1 Jogorogo. This research was a qualitative study. These subject are taken using purposive sampling. The subjects of this study were the teacher math in class X. Data collection techniques in this study were documentation, interviews and observations. Techniques to validate that the data source triangulation and triangulation time. The data analysis technique used was the concept of Miles and Huberman consists of data reduction, data display, and conclusion. The results showed that the planning process of mathematical problem-based learning with a scientific approach was not maximal yet, seen in the preparation of lesson plans which teachers only see examples of other schools and only see a reference to the syllabus. Implementation of the learning process is done the math teacher in class X SMAN 1 Jogorogo was not maximal yet. Visible in the indicator 5M on core activities are observing, asking, gather information, and communicate their associates have not done all. In observing the activities of students had no difficulty, however, go into the next phase indicator and students are still difficulties in doing so. In the event of  problem making students ask questions, lack of motivation and imagination. Collect information on the activities of students also have difficulty in learning resources are used only for math books grade students associate X. At this stage also looks still difficulty in processing information, although sometimes the teacher has given direction that the students tried to process the information that has been obtained. At that last stage  quite well in communicating the results, good enough student responses revealed the results even though the teacher had to call one of the students without first. Overcoming the problems found in the process of mathematical problem-based learning with a scientific approach to teacher always gives motivation at any stage of learning and trying to develop a problem-based learning with a scientific approach. Keywords: PBL, Scientific Approach

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PROBLEM POSING PADA POKOK BAHASAN PELUANG DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS XI SMK DI KABUPATEN BOYOLALI TAHUN AJARAN 2013/2014

Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Original Source | Check in Google Scholar | Full PDF (435.783 KB)

Abstract

Abstract: This research aimed to find out: (1) which one gives better in mathematics learning achievement, learning model of Think Pair Share (TPS) with Problem Posing, Think Pair Share (TPS) or conventional, (2) which one have better in mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (3) in each learning model, which one have better mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (4) in each student’s level of Adversity Quotient which one gives better in mathematics learning achievement, learning model of TPS with Problem Posing, TPS or conventional. This research was a quasi-experimental research with 3 x 3 factorial design. The population of the research was all students class XI majors group technology, health and agriculture of SMK in Boyolali. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the documentation of mathematics achievement, questionnaire of Adversity Quotient and test of mathematics achievement. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed as follows: (1) learning model of TPS with Problem Posing provided better learning achievement than model of TPS and conventional, learning model of TPS provided better learning achievement than conventional, (2) the students having climbers and campers had same achievement, and the students having climbers and campers had better  achievement than those having quitters, (3) in each learning model, the students having climbers and campers had the same achievement, and the students having climbers and campers had better achievement than those having quitters, (4) in each Adversity Quotient, learning model of TPS with Problem Posing provided better learning achievement than TPS and conventional, learning model of TPS provided better learning achievement than conventional.Key words: Think Pair Share (TPS), Problem Posing, and Adversity Quotient (AQ)

KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DITINJAU DARI INTELLIGENCE QUOTIENT (IQ) PADA SISWA SMA NEGERI 6 SURAKARTA

Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Original Source | Check in Google Scholar | Full PDF (293.621 KB)

Abstract

Abstract: This study aims to analyze the ability of mathematical communication at students with a high, medium, and low IQ in grade XI MIA of State Senior High School 6 Surakarta in answering math questions. The subjects were 6 students that two students with high IQ, 2 students with medium IQ, and 2 students with low IQ. Techniques of data collection used documents and archives, a written test and an interview. Data analysis techniques used are data reduction, data presentation, and conclusion. The results of research showed that: (1) students with high IQ: in the mathematical written communication skills, students were able to create situations and proper solutions using the diagram, the students were also able to translate the ideas contained in the diagram with their own words in the form of detailed and structured information, and able to express ideas and opinions with good reason. In the mathematical verbal communication skills, the students were able to provide some information and the situation in the form of their own language, students were also able to express the right opinions to answer and respond questions in the form of a convincing argument and be able to make correct conclusions with emphatic pronunciation; (2) students with medium IQ: in the mathematical written communication skills, students were able to create situations and proper solutions to depict diagrams and adding several full details, students were also able to translate the ideas contained in the diagram with their own words which arranged in structured by providing some information, ideas and information, but students gave a brief opinion in giving reasons about diagram. In the mathematical verbal communication skills, the students were able to provide some information and situation into their own language forms in detail, complete, and structured, students were also able to give an opinion clearly and convincingly, in addition the student also gave some suggestions, and able to respond to questions in the form convincing argument and students were able to make the right conclusions but short explicitly; (3) students with medium IQ: in the mathematical written communication skills, students were able to create situations and appropriate solutions to describe the diagram and added some description, students were also able to translate the information contained in the diagram with their own sentences with ideas and information relating to the matter. In the mathematical verbal communication skills, students were able to give some brief information in the form of their own language, students were able to express opinions and suggestions but there is still less precise answer, the student was not able to properly respond to questions when giving an answer, but the students were able to make some conclusions short with a convincing argument.Keywords: Mathematical Communication, Math Questions, Intelligence Quotient

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE (TTW) DAN THINK PAIR SHARE (TPS) DENGAN STRATEGI TALKING STICK DITINJAU DARI KECERDASAN MAJEMUK SISWA KELAS VII SMPN KOTA SURAKARTA

Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Original Source | Check in Google Scholar | Full PDF (365.139 KB)

Abstract

Abstract: The objectives of research were to find out: 1) which one providing better mathematics learning achievement, TTW by using talking stick model, TPS by using talking stick model or classical learning model, 2) which one providing better mathematics learning achievement, linguistic intelligence, mathematics logic intelligence or interpersonal intelligence, 3) in each multiple intelligence level, which one providing better mathematics learning achievement, TTW by using talking stick model, TPS by using talking stick model or classical learning model, and 4) in each learning models, which one providing better mathematics learning achievement, linguistic intelligence, mathematicslogic intelligence or interpersonal intelligence. This research used the quasi experimental research method. The design of the research was  3 × 3 factorial. The population was the students of the seven class of Junior High School in Surakarta City on academic year 2014/2015. The tecnique of sampling was stratified cluster random sampling. The proposed hypothesis of the research were tested by using the unbalanced two-way analysis of variance.The conclusions of this research were as follows: 1) TTW by using talking stick model provided better mathematics achievement than TPS by using talking stick model and classical learning model. 2) the mathematics logic intelligence students had mathematics achievement better than linguistic intelligence, the mathematics achievement of linguistic intelligence is the same as interpersonal intelligence, and the mathematics logic intelligence students had mathematics achievement better than interpersonal intelligence. 3) in each of multiple intelligence categories, students mathematics learning achievement is in constancy with result of learning models.4) in each learning models, the students mathematics learning achievement is in constancy with  result of multiple intelligence categories.Keywords: TTW, TPS, classical learning, multiple intelligence, talking stick, achievement of learning.

PROSES BERPIKIR REFLEKTIF SISWA KELAS X MAN NGAWI DALAM PEMECAHAN MASALAH BERDASARKAN LANGKAH KRULIK DAN RUDNICK DITINJAU DARI KEMAMPUAN AWAL MATEMATIKA

Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Original Source | Check in Google Scholar | Full PDF (338.424 KB)

Abstract

 Abstract: The aim of this research was to describe reflective thinking process of 10th grade MAN Ngawi students with different initial mathematics capability (high, normal, low) in solving problems based on Krulik and Rudnick steps. This research was a kind of qualitative research on a case study. The collecting data in this study used task-based on interview method. The analyzed of the data in this study did with reducing the data, presenting the data, and conclusing the data. The results of this research were: 1) on reading and thinking step, students with normal and low initial mathematics capability convince what they read and thought correctly by reading repeatedly. Students with high initial mathematics capability did it by reading and understanding each question sentences repeatedly; 2) on exploring and planing step, selecting and considering information, both students with high and normal initial mathematics capability did these steps by information identification and analysis of main problems and conditions; to convince that initial problem solving planning was right, they did it by organizing problem and deciding the initial steps planned; 3) on selecting a strategy step, to consider confidently the problem solving step based on information obtained, students with high initial mathematics capability did the step by exploring initial problem solving strategy and using representation result by trial-error and guessing test, concerning problem solving pattern, and recheck every step done. Students with normal initial capability did it by exploring initial problem solving strategy and using representation result by trial-error step, making proper initial plan by question stimulation. 4) on finding an answer step, to understand each steps based on selected problem solving strategy, both students with high and normal initial mathematics capability did it by (a) ascertain formula that used for the area of that shapes, triangle area if known two sides which flank an angle, and comparing trigonometry on special angle correctly (students with normal capability used question stimuly); (b) trying repeatedly using selected patterns and recheck every step and calculation done; and (c) aware of each mistakes (computation, formula, way, and writing) and fixed them (students with normal capability needed question stimuly and wrong answering strategy). Student with high initial capability combined the process by paying attention and rechecking every steps and calculation by step back process. 5) on reflecting and extending step, to considering results and problems, students with high initial mathematics capability did it by reflection to get solution and rechecking by verification process. Students with normal capability did it by rechecking and looking back the problem and result obtained. In every steps, students with high initial mathematics capability always used intuition and self-questioning to convince the step done. 10th grade MAN Ngawi students with low initial mathematics capability did not use reflective thinking in problem solving based on Krulik and Rudnick.Keywords: Process, reflective thinking, problem solving, and initial mathematics capability.

EKSPERIMENTASI MODEL PROJECT BASED LEARNING (PjBL) DAN COOPERATIVE LEARNING TIPE GROUP INVESTIGATION (GI) PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VIII SMP NEGERI SE-KOTA METRO LAMPUNG

Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Original Source | Check in Google Scholar | Full PDF (388.136 KB)

Abstract

Abstract: The objective of research was to investigate the effect of learning models on Mathematics learning achievements viewed from students’ emotional intelligence. The learning models compared were PjBL, GI and direct learning model. This study was a quasi experimental research with a 3 x 3 factorial design. The population of research was all of the VIII graders of Junior High Schools in Metro City. The sample was taken using stratified cluster random sampling. The sample of research consisted of 238 students with details 80 students for the experiment 1, 80 students for experiment 2 and 78 students for control classes. The instruments used for collecting data were mathematics learning achievement test and student EI questionnaires. The results of this research were as follows: (1) the use of the PjBL model couldresult better learning achievement than both GIandthe direct learning. The use of GI could result better learning achievement than the direct learning model, (2) Students with high EI, resulting better learning achievement than students with moderate or low EI, and students with moderate EI hadbetter learning achievement than students with low EI, (3) For those students with high and moderate EI, the PjBL modelresulted better learning achievement than direct learning model, while the PjBL models gave the same learning achievement asGI, and the GIgavethe same learning achievement as the direct learning model. For students with low EI, PjBL, GIand direct learning model gave the same learning achievement, (4) In learning using PjBL model, students with high EI had better learning achievement than students with low EI, and students with moderate EI had better learning achievement than students with low EI, while students with high EI had the same learning achievement as students with moderate EI. On learning using GImodel, students with a high EI had better learning achievement than thosewith low EI, while students with high EI had the same learning achievement as students with moderate EI and students with moderate EI had the same learning achievement as students with a low EI. Direct learning model gave the same effect on learning outcomes among students who had high, moderate and low EI.Keywords: Project Based Learning (PjBL), Group Investigation (GI), Direct learning andEmotional Intelligence (EI).

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DENGAN SCAFFOLDING BERBASIS MODUL PADA MATERI GEOMETRIDIMENSI TIGA DITINJAUDARI KEMANDIRIAN BELAJAR SISWA SMK KELAS XI DI KABUPATEN SRAGEN

Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Original Source | Check in Google Scholar | Full PDF (520.233 KB)

Abstract

Abstract: The purposes of this research were to investigate: (1) which learning models of  Team Assisted Individualization learning model  with scaffolding based on  module (TAI-S), Team Assisted Individualization learning model (TAI), or direct learning model (DL) results in a better learning achievement in the material of three-dimensional geometry; (2) which independence category of student learning, high, medium or low results in a better learning achievement on the material of three-dimensional geometry;  (3) in each category of student learning independence, which  learning models of the TAI-S, TAI, or DL model results in better  learning achievement  on the material of  three-dimensional geometry. This research used the quasi experimental method with the factorial design of 3x3. Its population was all the students in Grade XI of 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 gathered through documentation, questionnaire, and test. The documentation was employed to investigate the scores of semester test in Mathematics of the students in Semester 1, Academic Year 2012/2013, and was used for balance test among the classes exposed to the TAI-S, TAI, and DL models. The questionnaire was used to find out the independence category of student learning. The test was used to know the students learning achievement in Mathematics with material of three-dimensional geometry. 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 TAI-S learning model result in a better learning achievement than both the TAI and DL models. There are no any differences in the learning achievement of the students with the TAI learning  model and DL model. (2) the students with the high independence category result in better learning achievement than students with medium and low independence category. The students with medium independence category result in better learning achievement than students in low independence category (3) in each category of student learning independence, based on  the material of  three-dimensional geometry, the TAI-S learning model, TAI learning  model and DL  model do not have correlation between one and another.Keywords : TAI-S learning model, TAI learning model,     DL    learning.   Three Dimensional Geometry, Learning  Independence.

Fungsional Aditif Ortogonal pada W0(E) di dalam Rn

Journal of Mathematics and Mathematics Education Vol 1, No 2 (2011): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Original Source | Check in Google Scholar | Full PDF (854.075 KB)

Abstract

AbstractThis paper discusses about a representation theorem of an orthogonally additive functional on W0(E)Ì M(E), that is a collection of all McShane integrable functions on a cell E= in Euclidean space Rn, which satisfies some certain properties. This result is a generalization of Chew result.Key words : orthogonally additive functional, McShane integrable, Euclidean space Rn.

Co-Authors Abdul Aziz Hidayat Abdul Razak Abi Fadila Adeyanto, Rizki Ahmad Ahmad Aji Permana Putra Alhabsyi, Fadhel Abdullah Ali Fakhrudin, Ali Anasiru, R.H. Andriawan Nurcahyo, Andriawan Anita Dewi Utami, Anita Dewi Anna Setyowati Ardiantoro, Gigih Ardiyani, Shila Majid Ari Suningsih Arief, Sigit S. Arifa Apriliana, Arifa Arinta Rara Kirana Ariska Yuliana Putri Armansyah, Yanuar Arsa’ad Kurniadi Arum Dwi Rahmawati Dwi Rahmawati, Arum Dwi Rahmawati Dwi Arum Dwi Rahmawati, Arum Dwi Asih Miatun, Asih Asy’ari Asy’ari Atmojo, I.R. Widianto Aulia Musla Mustika Budi Usodo Budiyono Budiyono Burhan Mustaqim Devi Larasati Dewantara, Rizky Yudhi Dewi Kurniasari, Dewi Dewi Retno Sari Saputro Dewi, Lenny Puspita Dewi, Yasinta Putri Djumaliningsih, Nosa Putri Dwi Yuni Pramugarini Dwiani Listya Kartika, Dwiani Listya E.P.U, Moertiningsih Edi Irawan Eka Nur Azizah Endah Asmarawati, Endah Endah Wulantina, Endah Endang Siti Astuti Endang Sri Handayani Ersam Mahendrawan Farah Heniati Santosa, Farah Heniati Farouk, Umar Firmansyah, I.U. Fitri Andika Nurussafa’at, Fitri Andika Fitriani, Nur Syarifah Gatut Iswahyudi Gunarhadi Gunarhadi, Gunarhadi Guritno Ari Wibowo Hanafiah, Anis Hartono Hartono Hasyim, Fatchun Herlambang, Mustika Hidayat Bahktiar, Hidayat Hidayat, Edisut Taufik Hidayatulloh Hidayatulloh Imam Sujadi Irma Ayuwanti, Irma Irnistisia, Firna Isnaeni Umi Machromah, Isnaeni Umi Iwan Hermawan Jeany Maria Fatima, Jeany Maria Juitaning Mustika, Juitaning Kertahadi Kertahadi Kuncara, Adi Wahyu Latif, Ikhsan Abdul Lina Utami, Lina Luthfiana Mirati, Luthfiana Maghfiroh Yanuarti Mania Roswitha Mardiyana Mardiyana Mariyati, Yuni Miftachudin Miftachudin, Miftachudin Muhammad Aqil Muhammad Gazali Mulyadi Mulyadi Mulyaningrum Lestari, Mulyaningrum Nina Nurmasari Nok Yeni Heryaningsih, Nok Yeni Noor Hidayati Nuraini Muhassanah Nurul Amalia K W Nyoto Nyoto, Nyoto Panglipur Yekti, Sherly Mayfana Patrisius Afrisno Udil, Patrisius Afrisno Permatasari, Berti Dyah Priatmoko, Digky Bima Puji Ayuni Putra, Wahyu Dwi Rachmanti, Aulia Rany Widyastuti Rima Aksen Cahdriyana Rina Kurniawati Sajidan Sajidan Sigit Pamungkas Sigit Rimbatmojo, Sigit Siti Komsatun Siti Mutmainah Sofia Hapsari, Alfonsa Maria Sri Hartati Ningsih Sri Marmoah Sri Subanti Sri, Yamtinah Sugihardjo Sugihardjo Suharmanto Suharmanto, Suharmanto Sulaiman Sulaiman Sumanah Sumanah Susilawati, Dyah T A Kusmayadi, T A Tanti Listiani, Tanti Tarmo, Tarmo Titik Yuniarti Tri Atmojo Kusmayadi Tri Silaningsih Triyanto Triyanto Tunggu Biyarti Twiningsih, Anik Ulfa Masamah, Ulfa Ummi Rosyidah, Ummi V Kartikaningtyas, V Via Yustitia, Via Vivi Fenty Anggraeny Wahyu Prihatiningrum Wahyumiarti Wahyumiarti, Wahyumiarti Wardi, Musfiatul Widodo Widodo Yekti Putri Kusumaningtyas Yulianti Yulianti Zara Mertiana RZ