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Journal : Pembelajaran Matematika

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS (SNH) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN MATEMATIKA REALISTIK PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA Jannah, Raodatul; Budiyono, Budiyono; Subanti, Sri
Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
Publisher : Pembelajaran Matematika

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models of SNH type, NHT type with realistic Mathematics approach, and conventional type results in a better learning achievement in Mathematics of the students; (2) which of the high, the medium, and the low independence of learning of the students results in a better learning achievement in Mathematics; (3) for each category of independence of learning of the students, which one results in better achievement in Mathematics, cooperative learning model of SNH type, NHT type with realistic Mathematics approach, and conventional type; and (4) for each learning model, which one results in better achievement in Mathematics, students who have high, middle, or low independence of learning. This research used quasi-experimental research method. The population of this research was the eleventh (8th) grade students of the state junior high schools in Mataram in the first semester of the academic year of 2012/2013. This research used stratified cluster random sampling technique. The sample of this research consisted of the students of SMP Negeri 15 Mataram, SMP Negeri 8 Mataram, SMP Negeri 9 Mataram. The data of the research were collected through documentation, questionnaire, and test. The data were then analyzed by using the unbalanced Two-Way Analysis of Variance at the significance level of 0.05. The results of the research are as follows: (1) the SNH type results in a better learning achievement in Mathematics of the students than cooperative learning model of NHT type and conventional type, and the cooperative learning model of NHT type results in a better learning achievement in Mathematics of the students than conventional type; (2) the learning achievement of the students with the high independence of learning results in a better achievement than the learning achievement of the students with the middle and low independence of learning and the learning achievement of the students with the middle independence of learning give the same mathematics achievement as the low independence of learning; (3) for each category of independence of learning of the students, cooperative learning model of SNH type results in better achievement in Mathematics than cooperative model NHT type and conventional type, and cooperative learning model NHT type results in a better learning achievement in Mathematics of the students than conventional type; and (4) for each learning model, the learning achievement of the students with the high independence of learning results in a better achievement than the learning achievement of the students with the middle and low independence of learning and the learning achievement of the students with the middle independence of learning results as good as in the low independence of learning.Keywords: Cooperative learning model of SNH type, NHT type, realistic Mathematics approach, and independence of learning of the students
EKSPERIMENTASI PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN PROBLEM SOLVING DAN REALISTIC MATHEMATICS EDUCATION (RME) DENGAN PROBLEM POSING DITINJAU DARI KREATIVITAS SISWA KELAS VIII SMP NEGERI DI KOTA SURAKARTA TAHUN PELAJARAN 2012/2013 Sudarman, Satrio Wicaksono; Budiyono, Budiyono; Subanti, Sri
Pembelajaran Matematika Vol 1, No 4 (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 achievement viewed from the student creativity. The learning model compared were RME with problem solving, RME with problem posing on conventional. The type of the research was a quasi-experimental research. The population was the students of Junior High School in Surakarta on academic year 2012/2013. The samples of this research were taken by using the stratified cluster random sampling technique. The samples consisted of 269 students who were divided into 90 students in the first experiment class, 90 students in the second experiment class, and 89 students in the control class. The result of research showed that: (1) RME with problem solving provided better learning achievement than RME with problem posing and the conventional model. The RME learning model with problem posing provided better learning achievement than conventional one, (2) the students having high creativity had better learning achievement than those having medium and low creativity. The students having medium creativity had better learning achievement than did those having low creativity, (3) students taught by using RME with problem solving having high creativity level had better learning achievement than those having medium and low creativity level and students having medium creativity level had learning achievement as good as the low creativity level. Students taught by using RME with problem posing and conventional model had equal learning achievement in each level of creativity, and (4) students having high creativity level taught by using RME with problem solving had better learning achievement than those taught by using RME with problem posing and conventional model. Students having high creativity taught by using RME with problem posing and conventional model had equally good learning achievement. Students having medium and low creativity level had equal learning achievement in each learning model.Keywords: RME with problem solving, RME with problem posing, learning achievement,creativity.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER (NHT) DITINJAU DARI KEMANDIRIAN BELAJAR PADA PRESTASI BELAJAR MATEMATIKA PESERTA DIDIK SMA SE – KAB. MAGELANG TAHUN PELAJARAN 2012/2013 Pratiwi, Katherine Her; Budiyono, Budiyono; Subanti, Sri
Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
Publisher : Pembelajaran Matematika

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ABSTRACT: The objectives of this research are to investigate: 1) which of the cooperative learning model of the Jigsaw type, the cooperative learning model of the Numbered Heads Together (NHT), and the direct learning  results in a better learning achievement in mathematics, 2) which of  the students with the high self-regulated learning, the students with the medium self-regulated learning, and the students with the low self-regulated learning have a better learning achievement in mathematics, 3) in each of the learning models which of the students with the high self-regulated learning, the students with the medium self-regulated learning, and the students with the low self-regulated learning have a better learning achievement in mathematics, 4) in each of the self-regulated learning, which on the cooperative learning model of the Jigsaw type, the cooperative learning model of the NHT type, and the direct learning model results in a better learning achievement in mathematics. The research used the experimental quasi research method with the factorial design of 3x3. The population of the research was all of the students in Grade XI of Senior High School  in Magelang regency in academic year 2012/2013. The samples of research were taken by using the stratified cluster random sampling. The samples of the research were the students of Taruna Nusantara senior high school, state senior high school 1 of Bandongan, and state senior high school 1 of Dukun. The hypotheses of the research were analyzed by using the two-way analysis of variance with unbalanced cells at the significance level of a = 0,05. The results of the research are as follows: 1) Jigsaw better than NHT and direct learning, whereas NHT equal to direct learning in mathematics achievement, 2) the high self-regulated learning better than medium  and low, whereas the medium better than low in mathematics achievement, 3) Jigsaw with the high self-regulated learning better than the medium and low, whereas the medium better than the low in mathematics achievement. NHT with the high self-regulated learning better than the medium and low, whereas the medium equal to the low in mathematics achievement. Direct learning with the high self-regulated learning better than the medium and low, whereas the medium equal to the low in mathematics achievement. 4) The high self-regulated learning with the cooperative learning model of NHT type better than Jigsaw and direct learning, whereas Jigsaw better than direct learning. The medium self-regulated learning with the cooperative learning model of Jigsaw type better than NHT and direct learning, whereas NHT equal to direct learning. The Low self-regulated learning with NHT better than Jigsaw and direct learning in mathematics achievement. Keywords : Jigsaw, NHT, and self-regulated learning.
EFEKTIVITAS MODEL KOOPERATIF TIPE NHT DENGAN PMR DAN MODEL KOOPERATIF TIPE GI DENGAN PMR TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KREATIVITAS SISWA Ardiawan, Yadi; Budiyono, Budiyono; Subanti, Sri
Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: The aims of this research are to know: (1) which one gives better students’ mathematics achievement, cooperative model of NHT type with RME, cooperative model of GI type with RME or conventional model, (2) which one has better students’ mathematics achievement, student having high creativity, medium or low, and (3) for any level of creativities, which one gives better students’ mathematics achievement, cooperative model of NHT type with RME, cooperative model of GI type with RME or conventional model and for any kind of models which one has better students’ mathematics achievement, student having high creativity, medium or low. The type of this research was a quasi experimental by 3x3 factorial design.The population in this research was the seventh grade students of junior high school in Pontianak in the academic year 2012/2013. Sampling was done by stratified cluster random sampling. The instrument of research using mathematics achievement test and verbal creativity test. The conclusions of the research were as follows. (1) There is an influence of the learning model toward students’ mathematics achievement. Cooperative model of NHT type with RME provides  students’ mathematics achievement better than the cooperative model of GI type with RME and conventional model. Cooperative model of GI type with RME provides students’ mathematics achievement better than the conventional model. (2) There is an influence of the student’s creativity level toward students’ mathematics achievement. Students having high creativity have better mathematics achievement than students having medium and low creativity. Students having medium creativity have better mathematics achievement than students with low creativity. (3) For any level of creativities that the cooperative model of NHT type with RME gives better student’s mathematics achievement than cooperative model of GI type with RME and conventional model, and cooperative model of GI type with RME gives better students’ mathematics achievement than conventional model. For any kind of models, students having high creativity have better mathematics achievement than students having medium and low creativity, and students having medium have better mathematics achievement than students having low creativity. Keywords: Cooperative Model of NHT (Numbered Heads Together) type, Cooperative Model of GI (Group Investigation) type, RME (Realistic Mathematics Education) Approach, Student’s Creativity
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
Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
Publisher : Pembelajaran Matematika

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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 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 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