Articles

Found 55 Documents
Search
Journal : Jurnal Pembelajaran Matematika

KARAKTERISTIK BERPIKIR MATEMATIS SISWA SMP MAJELIS TAFSIR AL-QUR’AN (MTA) GEMOLONG DALAM MEMECAHKAN MASALAH MATEMATIKA PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV) DITINJAU DARI KEMAMPUAN PENALARAN SISWA DAN GENDER Supriyanto, Agus; Mardiyana, Mardiyana; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The aims of this research were to know and to describe mathematical thinking characteristic of grade VII students of SMP MTA Gemolong in solving mathematic  problems at linear equation of two variables (LETV) observed from the reasoning capability and gender. This research belonged to descriptive research with qualitative explorative approach. The sample was taken by using purposive sampling technique. There were six samples used in this research. The category of the sample based on this reasoning ability was taken by reasoning test and space field test. There were two types of instruments that were used in this research to collect the data. The first was solving problem test instrument, and the second was interview guidance. Validation test of the data that was used in this research was time triangulation test. The results of this research indicated as follows. (1) The characteristic of mathematical thinking of male and female students with high reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction and connection phase. Whereas in analysis phaseit was not completed. (2) The characteristic of mathematical thinking of male and female students with intermediate reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction and the connection phase.  Whereas in analysis phase, it was not completed. (3) The characteristic of mathematical thinking of male and female students with low reasoning ability in solving problems did not complete the phases of mathematical thinking, but it completed in the reproduction phase. Whereas in the connection and analysis phase, it was not completed.Keywords: mathematic thinking, solving problem, reasoning ability, gender
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) DENGAN PENDEKATAN ILMIAH (SCIENTIFIC APPROACH) PADA MATERI SEGITIGA KELAS VII SMP SE-KABUPATEN KARANGANYAR TAHUN PELAJARAN 2013/2014 Yuniarti, Titik; Riyadi, Riyadi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Absrtact: The aims of this research were: (1) to describe the Problem Based Learning process with using of  the valid and practical scientific approach to the main subject of  triangle for the VII degree of junior high school, (2) to describe the effectiveness of Problem Based Learning tools by using scientific approach which had been developed. This research run in two phases. The first phase was the process of the development of learning tools used 4-D model. This model consisted of four phases namely, (1) defined phase, (2) designed phase, (3) developed  phase, and (4) disseminated phase. The second phase was the test of the effectiveness of the learning tools that has been developed using experiment method. The population was the students of the VII degree of Tasikmadu junior high school. The sampling was conducted randomly, the one was as the experiment class and the other was as control class. The results of this research were as follows. (1) The development of the learning tools conducted was valid and practical because the equipment that was developed based on the strong rational theory, it had internal consistency, and the learning equipment implicated in the learning process, (2) This learning used Problem Based Learning process with the scientific approach was better than the direct learning. Keywords: Development of learning, problem based learning, scientific approach
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS VII SMP NEGERI SE-KABUPATEN BOYOLALI Adiningsih, Sri; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from student’s AQ. The learning models compared were TPS with scientific approach, NHT with scientific approach, and classical with scientific approach. The type of the research was a quasi-experimental research. The population were all students of Junior High School in Boyolali. The samples are the students of SMPN 1 Boyolali, SMPN 1 Sawit and SMPN 3 Sawit, which taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and AQ questionnaire. The data was analyzed using unbalanced two-ways Anova. The conclusions were as follows. (1) TPS with scientific approach gives better mathematics achievement than NHT with scientific approach, and both gives better mathematics achievement than classical with scientific approach. (2) Climbers students have better mathematics achievement than campers and quitters students,  campers students have better mathematics achievement than quitters students. (3) For TPS with scientific approach, climbers students have better mathematics achievement than campers and quitters students. Campers and quitters students have the same mathematics achievement. For NHT and classical with scientific approach, climbers students have better mathematics achievement than quitters students. Climbers and campers students have the same mathematics achievement. Campers and quitters students have the same mathematics achievement. (4) For climbers students, TPS with scientific approach and NHT with scientific approach give the same mathematics achievement. NHT with scientific approach and classical with scientific approach give the same mathematics achievement. TPS with scientific approach gives the better mathematics achievement than classical with scientific approach. For campers and quitters students, all learning models give the same mathematics achievement.Keywords: TGT, NHT, Classical, Scientific Approach, AQ.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE PAIR CHECKS (PC) DAN TIPE TEAMS ASSISTED INDIVIDUALIZATION (TAI) PADA MATERI PELUANG DITINJAU DARI GAYA BELAJAR SISWA KELAS XI IPS SMA DI KOTA SURAKARTA TAHUN PELAJARAN 2013 / 2014 Wigiyanti, Veronica Sri; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The objective of research was to find out: (1) which learning model influenced better student learning achievement among Pair Checks (PC), Teams Assisted Individualization (TAI) or Student Teams Achievement Divisions (STAD), (3) which students had better mathematics learning achievement among those with auditory, visual, or kinesthetic mathematics learning style, (3) in each learning style  (auditory, visual, or kinesthetic), which one influenced better mathematics learning achievement  in Teams Assisted Individualization (TAI) or Student Teams Achievement Divisions (STAD), (4) in each learning model (Teams Assisted Individualization [TAI] and Student Teams Achievement Divisions [STAD]), which one influenced better mathematics learning achievement towards the students with auditory, visual, or kinesthetic learning style. This study was a quasi experimental research using 2 independent variables (learning model and students’ learning style) and 1 dependent variable (mathematics learning achievement). The data collection was conducted using documentation, test, and questionnaire. Technique of analyzing data used was a 3x3 two-way ANAVA with unbalanced cells. The samples of the research were taken by using the combination of stratified random and cluster random sampling techniques. The result of research showed that: (1) the students given PC learning model had better learning achievement than those given TAI model, those given PC had better learning achievement than those given STAD, while those given TAI and STAD models had equal good learning achievement; (2) the students with auditory and visual learning styles had equal good learning achievement, those with auditory had better learning achievement  than those with kinesthetic, and those with visual had better learning achievement  than those with kinesthetic; (3) in each learning model, the students with auditory and visual learning styles had equal good learning achievement, those with auditory had better learning achievement  than those with kinesthetic, and those with visual had better learning achievement  than those with kinesthetic, (4) in each learning style, the students given PC learning model had better learning achievement than those given TAI model, those given PC had better learning achievement than those given STAD, while those given TAI and STAD models had equal good learning achievement.Keywords: Pair  Checks, Team  Assisted  Individualization,  and   Student Teams Achievement Divisions
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN MATEMATIKA REALISTIK (PMR) DITINJAU DARI KECERDASAN INTERPERSONAL SISWA SMP SE-KABUPATEN GROBOGAN TAHUN PELAJARAN 2012/2013 Nurrofiq, Achmad; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The aim of the research was to determine the effect of learning models on learning achievement viewed from students’ interpersonal intelligence. The learning models compared were cooperative learning model Numbered Heads Together (NHT) with Realistic Mathematics Approach (RMA) approach, Think Pair Share (TPS) with Realistic Mathematics Approach (RMA) and direct learning. This research was a quasi-experimental research using factorial design of 3x3. The population of the research was all students of the Junior High Schools in Grobogan regency. The samples of the research were seven grade students of SMP Negeri 2 Purwodadi, SMP Negeri 2 Grobogan and SMP Negeri 7 Purwodadi in Grobogan regency (88 students for for first experimental class, 96 students for second experimental class, and 92 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 interpersonal intelligence 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 RMA give better achievement in mathematics than cooperative learning model TPS with RMA, and both result in a better learning achievement in mathematics than the direct learning model; (2) there are no any differences in the learning achievement in mathematics of the students with high, medium or low interpersonal intelligence; (3) in each interpersonal intelligence, the cooperative learning model NHT with RMA give better achievement in mathematics than cooperative learning model TPS with RMA, and both result in a better learning achievement in Mathematics than the direct learning model; (4) in each learning model, the students with high, medium and low interpersonal intelligence have the same learning achievement in mathematics.Keywords:          NHT, TPS, RMA, interpersonal intelligence, learning achievement in mathematics
SPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) DAN STRUCTURED NUMBERED HEADS (SNH) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI SELF-EFFICACY Shalikhah, Maratu; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement and learning interest viewed from students self-efficacy. The learning model compared were NHT with scientific approach, SNH with scientific approach, and classical with scientific approach. The type of the research was a quasi-experimental research. The populations were all students of Junior High School in Bantul regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 1 Pleret, SMPN 2 Sewon, and SMPN 2 Imogiri. The instruments used were mathematics achievement tests and self-efficacy questionnaire. The data was analyzed using unbalanced two-ways Anova. The conclusion were as follows. (1) SNH with scientific approach gives better mathematics achievement than NHT with scientific approach, and both gives better mathematics achievement than classical with scientific approach. (2) Mathematics achievement of students who have high self-efficacy was better than students who have medium and low self-efficacy, and both (medium and low) have the same mathematics achievement. (3) For NHT with scientific approach, students who have high and medium self-efficacy have the same mathematics achievement. Mathematics achievement of students who have high self-efficacy was better than students who have low self-efficacy. Students who have medium and low self-efficacy have the same mathematics achievement. For SNH with scientific approach, mathematics achievement of students who have high self-efficacy was better than students who have medium and low self-efficacy, and both (medium and low) have the same mathematics achievement. For classical with scientific approach, students who have high, medium, and low self-efficacy have the same mathematics achievement. (4) For students who have high self-efficacy, SNH with scientific approach gives better mathematics achievement than NHT with scientific approach and classical with scientific approach. NHT with scientific approach and classical with scientific approach gives the same mathematics achievement. For students who have medium and low self-efficacy, all learning models gives the same mathematics achievement.Keywords: Numbered Heads Together (NHT), Structured Numbered Heads (SNH), classical, scientific approach, self-efficacy.
ANALISIS PROSES PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) MATEMATIKA DENGAN PENDEKATAN ILMIAH (SCIENTIFIC APPROACH ) DI SMA NEGERI 1 JOGOROGO KELAS X KABUPATEN NGAWI Rahmawati, Arum Dwi; Riyadi, Riyadi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

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 BERBASIS MASALAH (PBM) DAN PEMBELAJARAN BERBASIS MASALAH (PBM) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BANGUN RUANG DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SRAGEN Pramukti, Reka; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract : The aim of the research was to determine the effect of learning models on mathematics achievement viewed from mathematic communication ability. The learning model compared were direct, PBM with scientific approach, and PBM. This was quasi-experimental research with 3x3 factorial design. The population were all students of Junior High School in Sragen. The samples are the students of SMPN 2 Gemolong, SMPN 1 Kedawung, and SMPN 2 Masaran, which taken by using stratified cluster random sampling technique. The instruments used were mathematics achievement test and mathematic communication ability test. The data analysis technique was used unbalanced two ways anova. Based on the data analysis, it can be concluded as follows. (1) The students receiving PBM learning model with scientific approach and PBM learning model had better learning achievement than those receiving direct learning model. The students receiving PBM learning model with scientific approach had equal learning achievement to those receiving PBM learning model. (2) The students with high mathematic communication ability had better learning achievement than those with medium and low mathematic communication abilities. Those with medium mathematic communication ability had equal learning achievement to those with low one. (3) In each groups of student mathematic communication ability PBM learning model with scientific approach and PBM learning model provided better learning achievement than direct learning model, PBM learning model with scientific approach provided equal learning achievement to PBM learning model. (4) In each learning model, the students with high mathematic communication ability had better learning achievement than those with medium and low mathematic communication abilities. Those with medium mathematic communication ability had equal learning achievement to those with low one.Keywords: Direct  learning  model,  PBM  learning  model with scientific approach, PBM learning model, Mathematic Communication Ability.
ANALISIS KESALAHAN DALAM MENYELESAIKAN SOAL CERITA PADA MATERI LUAS PERMUKAAN BANGUN RUANG BERDASARKAN NEWMAN’S ERROR ANALYSIS (NEA) DITINJAU DARI KEMAMPUAN SPASIAL Mulyadi, Mulyadi; Riyadi, Riyadi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Newman’s Error Analysis (NEA) is a method to analyze the error occurring in the students. One of the main factors which causes the weakness of the students comprehension toward polyhedral material is spatial ability. This study aims at describing  error occurred in the students based on NEA viewed from spatial ability. The information of that error occurence can be used as a means of consideration in deciding the appropiate lesson plan. This study was a descriptive qualitative research with case study method. The subjects of research were the semester VIII  graders  of  SMPN  2  Kebonagung  in academic year of 2013/2014, there were 12 students who have hight spatial ability, 11 students who have medium spatial ability and 11 students who have low spatial ability. The sampling technique used was purposive sampling. The data were taken from the result of error diagnostic test which was followed by Certainly of Response Index (CRI) scores, spatial test and interview. The validity of data used triangulation techniques. The data was analyzed by using Miles and Huberman’s model. The result of research showed that based on NEA in the subject of hight spatial ability was 4,65% reading error, 13,95% comprehension error, 27,91% transformation error, 25,58% process skill error and 27,91% encoding  error. Medium spatial ability subjects obtain 2,94% reading error, 2,94% comprehension error, 32,35% transformation error, 29,41% process skill error and 32,35% encoding error. Subjects of low spatial ability obtain 3,03% reading error, 9,09% comprehension error, 30,30% transformation error, 27,27% process skill error and 30,30% encoding error. The errors are mainly made by the subjects because of the concept incomprehensibility, then misconception and the lowest one is the subjects comprehend the concept but they are careless in doing the assignment.Keyword: error, NEA, concept incomprehensibility, misconception, comprehend the concept 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TPS DENGAN PENDEKATAN CTL PADA PEMBELAJARAN MATERI BANGUN DATAR DITINJAU DARI GAYA BELAJAR SISWA KELAS VII MTs KABUPATEN KEDIRI TAHUN PELAJARAN 2012/2013 Arifin, Zainal; Usodo, Budi; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACT: The objectives of this research were to find out: (1) which learning model of the TPS with CTL approach, TPS or conventional learning results in a better learning achievement in mathematics; (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 with CTL approach, 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 3x3. Its population was all of the students in Grade VII of Islamic Junior Secondary Schools in Kediri regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisted of 269 students; 86 students belonged to experiment class one, 92 students belonged to experiment class two, and 91 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 two-way analysis of variance at the significance level of 5%. The results of the research are as follows: (1) the TPS with CTL approach and TPS 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) the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in mathematics; (3) in each learning style, the TPS with CTL approach and TPS 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 the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics.   Keywords: learning model, TPS with CTL approach, TPS, conventional, learning style  
Co-Authors Abdul Aziz Abdul Aziz Hidayat Achmad Nurrofiq Aflich Yusnita Fitrianna Agus Supriyanto Amalia Zulvia Widyaningrum Annisa Swastika, Annisa Anwar Ardani, Anwar Arif Rahman Hakim Arifa Apriliana, Arifa Ariska Yuliana Putri Arum Dwi Rahmawati Dwi Rahmawati, Arum Dwi Rahmawati Dwi Arum Dwi Rahmawati, Arum Dwi Brilliyanti, Fanny Budi Santosa Budi Usodo Budiyono Budiyono Danar Supriadi Desi Tri Utami, Desi Tri Dwi Ambarwati, Dwi Dwi Retnowati Endang Widiyastuti Etika, Erdyna Dwi Exacta, Annisa Prima Fitri Apriyani Pratiwi, Fitri Apriyani Fitri Era Sugesti, Fitri Era Fitriana Anggar Kusuma Giant Aprisetyani Imam Sujadi Intan Novia Sari Isnandar Slamet, Isnandar Karina Pramitasari, Karina Katherine Her Pratiwi Khafittulloh Viqriah, Khafittulloh Lina Muawanah, Lina Mahmudah Titi Muanifah Mahmudati, Rina Maratu Shalikhah, Maratu Mardiyana Mardiyana Mika Ambarawati, Mika Mulyadi Mulyadi Nopiana, Medi Nor Khoiriyah Purna Bayu Nugroho Putra Adi Wibowo Rahmita Ika Sari Raodatul Jannah Rara Sugiarti Ratih Kusumaningrum Reka Pramukti, Reka Retno Anggraheni Ria Wahyu Wijayanti, Ria Wahyu Riyadi Riyadi Riyanto, Nandyar Fisthi Sandhy Prasetyo Tito Kurniawan, Sandhy Prasetyo Satrio Wicaksono Sudarman Savitri, Maria Endah Septiana Wijayanti Sri Adiningsih Suryatama, Fajar Titik Yuniarti Umi Fadlilah, Umi Umi Supraptinah, Umi Veronica Sri Wigiyanti Very Hendra Saputra Wahyuni, Fina Tri Wahyuningtyas, Widyana Wardani, Endang Purwati Wihasti Imas Priyandani, Wihasti Imas Yadi Ardiawan Yusnita Rahmawati Zainal Arifin Zuhanisani, Virlina Zuhdha Basofi Nugroho, Zuhdha Basofi