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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION GUIDE NOTE TAKING (TAI GNT) DITINJAU DARI KEMANDIRIAN BELAJAR SISWA
Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
Publisher : Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on mathematics learning achievement viewed from students independence learning. The learning models compared were cooperative learning model of TAI GNT, cooperative learning model of TAI, and conventional model. The type of the research was a quasiexperimental research. The population was the tenth grade students of senior high school at East Lombok in the first semester of the academic year 2012/2013. The size of the sample was 104 students is given the cooperative learning model of TAI GNT type, 106 students is given the cooperative learning model of TAI type, 105 students is given model of conventional type. The instruments used were documentation, questionnaire, and test methods. The data was analyzed using two way analysis of variance. The results of this research are as follows. (1) The TAI GNT model gives better mathematics learning achievement than TAI and conventional model, besides, TAI model gives better mathematics learning achievement than conventional model. (2) The students with high independence learning have better mathematic learning achievement than students with medium and low independence learning, and the students with medium independence learning have the same mathematics learning achievement as the students with low independence learning. (3) In each level of independence learning (high, medium, and low), TAI GNT model gives better mathematics learning achievement than TAI and conventional model, besides, TAI model gives better mathematic learning achievement than conventional model. (4) In each learning models (TAI GNT, TAI and conventional), the students with high independence learning have better mathematics learning achievement than the students with medium and low independence learning, and the students with medium independence learning have the same mathematics learning achievement as the students with low independence learning.Keywords: cooperative learning, team assisted individualization, guide note taking, independence learning.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR AND SHARE (TPS) DIMODIFIKASI CONTEXTUAL TEACHING AND LEARNING (CTL), THINK PAIR AND SHARE (TPS) DAN KONVENSIONAL PADA BAB BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR PESERTA DIDIK
Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
Publisher : Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) which learning model of the TPS modified with CTL, the TPS, and the conventional learning; (2) which students of those with the visual, auditory, and kinesthetic learning styles have a better learning achievement in Mathematics; (3) in each learning style, which learning model of the TPS modified with CTL, the TPS, and the conventional learning results in a better learning achievement in Mathematics; and (4) in each learning model, which learning style of the visual, auditory, and kinesthetic learning styles results in a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. The population of the research was the students of Islamic Junior Secondary Schools in Tulungagung regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisten of 294 students; 95 students belonged to experiment class one, 93 students belonged to experiment class two, and 106 students belonged to control class. The data of the research were gathered through multiple choice test of learning achievement and questionnaire of learning style. The data of the research were analyzed by using the unbalanced twoway analysis of variance. The results of the research are as follows. 1) The students instructed with TPS modified with CTL have the same learning achievement in Mathematics as those instructed with the TPS. Both the TPS modified with CTL and TPS have a better learning achievement than those instructed with the conventional learning. 2) The students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics. 3) In each learning style, the students instructed with TPS modified with CTL have the same learning achievement in Mathematics as those instructed with the TPS. Both the TPS modified with CTL and TPS have a better learning achievement than those instructed with the conventional learning. 4) In each category of the learning models, the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics.Keywords: Learning style, think pair and share, contextual teaching and learning.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR AND SHARE (TPS) DIMODIFIKASI CONTEXTUAL TEACHING AND LEARNING (CTL), THINK PAIR AND SHARE (TPS) DAN KONVENSIONAL PADA BAB BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR PESERTA DIDIK
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) which learning model of the TPS modified with CTL, the TPS, and the conventional learning; (2) which students of those with the visual, auditory, and kinesthetic learning styles have a better learning achievement in Mathematics; (3) in each learning style, which learning model of the TPS modified with CTL, the TPS, and the conventional learning results in a better learning achievement in Mathematics; and (4) in each learning model, which learning style of the visual, auditory, and kinesthetic learning styles results in a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. The population of the research was the students of Islamic Junior Secondary Schools in Tulungagung regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisten of 294 students; 95 students belonged to experiment class one, 93 students belonged to experiment class two, and 106 students belonged to control class. The data of the research were gathered through multiple choice test of learning achievement and questionnaire of learning style. The data of the research were analyzed by using the unbalanced twoway analysis of variance. The results of the research are as follows. 1) The students instructed with TPS modified with CTL have the same learning achievement in Mathematics as those instructed with the TPS. Both the TPS modified with CTL and TPS have a better learning achievement than those instructed with the conventional learning. 2) The students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics. 3) In each learning style, the students instructed with TPS modified with CTL have the same learning achievement in Mathematics as those instructed with the TPS. Both the TPS modified with CTL and TPS have a better learning achievement than those instructed with the conventional learning. 4) In each category of the learning models, the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics.Keywords: Learning style, think pair and share, contextual teaching and learning.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION GUIDE NOTE TAKING (TAI GNT) DITINJAU DARI KEMANDIRIAN BELAJAR SISWA
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika
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Original Source

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Abstract: The aim of the research was to determine the effect of learning models on mathematics learning achievement viewed from students independence learning. The learning models compared were cooperative learning model of TAI GNT, cooperative learning model of TAI, and conventional model. The type of the research was a quasiexperimental research. The population was the tenth grade students of senior high school at East Lombok in the first semester of the academic year 2012/2013. The size of the sample was 104 students is given the cooperative learning model of TAI GNT type, 106 students is given the cooperative learning model of TAI type, 105 students is given model of conventional type. The instruments used were documentation, questionnaire, and test methods. The data was analyzed using two way analysis of variance. The results of this research are as follows. (1) The TAI GNT model gives better mathematics learning achievement than TAI and conventional model, besides, TAI model gives better mathematics learning achievement than conventional model. (2) The students with high independence learning have better mathematic learning achievement than students with medium and low independence learning, and the students with medium independence learning have the same mathematics learning achievement as the students with low independence learning. (3) In each level of independence learning (high, medium, and low), TAI GNT model gives better mathematics learning achievement than TAI and conventional model, besides, TAI model gives better mathematic learning achievement than conventional model. (4) In each learning models (TAI GNT, TAI and conventional), the students with high independence learning have better mathematics learning achievement than the students with medium and low independence learning, and the students with medium independence learning have the same mathematics learning achievement as the students with low independence learning.Keywords: cooperative learning, team assisted individualization, guide note taking, independence learning.
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA MENGGUNAKAN MODEL KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) DAN THINKPAIRSHARE (TPS) PADA MATERI POKOK PERSAMAAN GARIS LURUS DITINJAU DARI KREATIVITAS SISWA
Jurnal Penelitian Pendidikan Vol 4, No 1 (2012): Jurnal Penelitian Pendidikan
Publisher : STKIP PGRI PACITAN
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This research aims to know the difference of influlence in learning models, creativity, and its interaction toward studentâs learning achievement on the subject matter: equations of a straight line. This research is a quasi experimental research with factorial design of 3x3. The population is eight grade students of Junior high School in Madiun. The samples are taken using stratified cluster random technic. Sample of the research is 283 students. The collecting data instruments is a questionnaire on creativity and learning mathematics achievement test. The trial test of instrument of the questionnaire includes the content validity, the internal consistency, and realibility. The trial test on the achievement of learning on mathematics includes the content validity, the difficulty level, the discrimination power, and realibility coefficient. The Data analysis technique used consists of: balance, precondition analysis (Normality and Homogenity). Hypothesis analysis test uses twoways variant analysis with different cells.The results of the research are: (1) The students who are learning with cooperative model of STAD have better achievement than the students who are given conventional learning, and the students who are given cooperative model of STAD have the same achievement with the students who are given cooperative model of TPS; (2) The students with high creativity have better achievement than the students who have lower creativity (middle and low), the students with middle creativity Â have the same achievement with the students who have low creativity, (3) On students with high creativity, implementation learning modelsÂ of STAD, TPS, and conventional give the same effect; On students with middle creativity, implementation of cooperative learning with STAD model gives the same effect as good as the TPS model, implementation of cooperative learning with STAD models provides a better effect than conventional learning, and implementation of cooperative learning with TPS model gives a better effect than conventional learning; On students with low creativity, implementation of cooperative learning with STAD and TPS models give the same effect, implementation of cooperative learning with STAD model and conventional learning also provide the same effect, and implementation of cooperative learning with TPS model gives a better effect than conventional learning.Â Key words: Â Â Learning Models, Student Teams Achievement Divisions, ThinkPairShare, Conventional, Creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF STAD DENGAN AUTOGRAPH DITINJAU DARI SIKAP PERCAYA DIRI DAN KREATIVITAS SISWA KELAS VIII SMP DI KABUPATEN MAGETAN TAHUN AJARAN 2013/2014
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika
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Abstract: The aim of this study was to determine and compare cooperative learning model of STAD by AutoGraph and STAD viewed ofÂ selfconfidence and creativity. This study was a quasi experimental research with 2x2x2 factorial design. The population of this study was all students of junior high school in Magetan Regency in academic year 2012/2013. Sampling was done by stratified cluster random technique. The total of sample was 172 students, with details of 86 students for first experiment class Â and 86 students for second experiment class. The instruments used to collect data were test of prior knowledge in mathematics, selfconfidence questionnaire, creativity questionnaire and mathematics achievement test. The balance test of students prior knowledge in mathematics data used ttest and concluded that two of experimental classes have balance prior knowledge in mathematics. The testing of hypothesis used threeway analysis of variance with unballanced cell. The testing of hypothesis concluded as follows. (1) The students who taught by cooperative learning model of STAD by AutoGraph type have same mathematics achievement than students who taught by cooperative learning model of STAD type. (2) The students who have high selfconfidence have better mathematics achievement than students who have low selfconfidence. (3) Students who have high creativity have better mathematics achievement than students who have low creativity. (4) There was an interaction between learning model and selfconfidence toward mathematics achievement. The students taught by cooperative learning model of STAD by AutoGraph type and who have high selfconfidence have better Â mathematics achievement than the students who have low selfconfidence. Â (5) There was no an interaction between learning model and creativity toward mathematics achievement. (6) There was no an interaction between selfconfidence and creativity toward mathematics achievement. (7) There was an interaction between learning model, selfconfidence and creativity toward mathematics achievement. The students taught by cooperative learning model of STAD type and who have low selfconfidence and high creativity have better mathematics achievement than the students who have low creativity.Keyword: STAD by Autograph, STAD, SelfConfidence, Creativity, MathematicsÂ Achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION GUIDE NOTE TAKING (TAI GNT) DITINJAU DARI KEMANDIRIAN BELAJAR SISWA
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika
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Abstract: The aim of the research was to determine the effect of learning models on mathematics learning achievement viewed from students independence learning. The learning models compared were cooperative learning model of TAI GNT, cooperative learning model of TAI, and conventional model. The type of the research was a quasiexperimental research. The population was the tenth grade students of senior high school at East Lombok in the first semester of the academic year 2012/2013. The size of the sample was 104 students is given the cooperative learning model of TAI GNT type, 106 students is given the cooperative learning model of TAI type, 105 students is given model of conventional type. The instruments used were documentation, questionnaire, and test methods. The data was analyzed using two way analysis of variance. The results of this research are as follows. (1) The TAI GNT model gives better mathematics learning achievement than TAI and conventional model, besides, TAI model gives better mathematics learning achievement than conventional model. (2) The students with high independence learning have better mathematic learning achievement than students with medium and low independence learning, and the students with medium independence learning have the same mathematics learning achievement as the students with low independence learning. (3) In each level of independence learning (high, medium, and low), TAI GNT model gives better mathematics learning achievement than TAI and conventional model, besides, TAI model gives better mathematic learning achievement than conventional model. (4) In each learning models (TAI GNT, TAI and conventional), the students with high independence learning have better mathematics learning achievement than the students with medium and low independence learning, and the students with medium independence learning have the same mathematics learning achievement as the students with low independence learning.Keywords: cooperative learning, team assisted individualization, guide note taking, independence learning.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR AND SHARE (TPS) DIMODIFIKASI CONTEXTUAL TEACHING AND LEARNING (CTL), THINK PAIR AND SHARE (TPS) DAN KONVENSIONAL PADA BAB BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR PESERTA DIDIK
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) which learning model of the TPS modified with CTL, the TPS, and the conventional learning; (2) which students of those with the visual, auditory, and kinesthetic learning styles have a better learning achievement in Mathematics; (3) in each learning style, which learning model of the TPS modified with CTL, the TPS, and the conventional learning results in a better learning achievement in Mathematics; and (4) in each learning model, which learning style of the visual, auditory, and kinesthetic learning styles results in a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. The population of the research was the students of Islamic Junior Secondary Schools in Tulungagung regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisten of 294 students; 95 students belonged to experiment class one, 93 students belonged to experiment class two, and 106 students belonged to control class. The data of the research were gathered through multiple choice test of learning achievement and questionnaire of learning style. The data of the research were analyzed by using the unbalanced twoway analysis of variance. The results of the research are as follows. 1) The students instructed with TPS modified with CTL have the same learning achievement in Mathematics as those instructed with the TPS. Both the TPS modified with CTL and TPS have a better learning achievement than those instructed with the conventional learning. 2) The students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics. 3) In each learning style, the students instructed with TPS modified with CTL have the same learning achievement in Mathematics as those instructed with the TPS. Both the TPS modified with CTL and TPS have a better learning achievement than those instructed with the conventional learning. 4) In each category of the learning models, the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics.Keywords: Learning style, think pair and share, contextual teaching and learning.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF STAD DENGAN AUTOGRAPH DITINJAU DARI SIKAP PERCAYA DIRI DAN KREATIVITAS SISWA KELAS VIII SMP DI KABUPATEN MAGETAN TAHUN AJARAN 2013/2014
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika
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Abstract: The aim of this study was to determine and compare cooperative learning model of STAD by AutoGraph and STAD viewed ofÂ selfconfidence and creativity. This study was a quasi experimental research with 2x2x2 factorial design. The population of this study was all students of junior high school in Magetan Regency in academic year 2012/2013. Sampling was done by stratified cluster random technique. The total of sample was 172 students, with details of 86 students for first experiment class Â and 86 students for second experiment class. The instruments used to collect data were test of prior knowledge in mathematics, selfconfidence questionnaire, creativity questionnaire and mathematics achievement test. The balance test of students prior knowledge in mathematics data used ttest and concluded that two of experimental classes have balance prior knowledge in mathematics. The testing of hypothesis used threeway analysis of variance with unballanced cell. The testing of hypothesis concluded as follows. (1) The students who taught by cooperative learning model of STAD by AutoGraph type have same mathematics achievement than students who taught by cooperative learning model of STAD type. (2) The students who have high selfconfidence have better mathematics achievement than students who have low selfconfidence. (3) Students who have high creativity have better mathematics achievement than students who have low creativity. (4) There was an interaction between learning model and selfconfidence toward mathematics achievement. The students taught by cooperative learning model of STAD by AutoGraph type and who have high selfconfidence have better Â mathematics achievement than the students who have low selfconfidence. Â (5) There was no an interaction between learning model and creativity toward mathematics achievement. (6) There was no an interaction between selfconfidence and creativity toward mathematics achievement. (7) There was an interaction between learning model, selfconfidence and creativity toward mathematics achievement. The students taught by cooperative learning model of STAD type and who have low selfconfidence and high creativity have better mathematics achievement than the students who have low creativity.Keyword: STAD by Autograph, STAD, SelfConfidence, Creativity, MathematicsÂ Achievement.