Satrio Wicaksono Sudarman
Prodi Magister Pendidikan Matematika Program Pascasarjana UNS

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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

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 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
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

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 Pembelajaran RME dengan Problem Solving dan RME dengan Problem Posing Ditinjau dari Kreativitas Siswa Sudarman, Satrio Wicaksono
AKSIOMA (Jurnal Pendidikan Matematika) Vol 3, No 2 (2014): Juli-Desember (2014)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

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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 city 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.
PENGARUH PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA MTs Linuhung, Nego; Sudarman, Satrio Wicaksono
AKSIOMA (Jurnal Pendidikan Matematika) Vol 5, No 1 (2016): JANUARI-JUNI (2016)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

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The research was conducted to find out the influence of Group Investigation (GI) of Cooperative Learning methods toward the student’s ability of mathematical reasoning. The research design was quasi-experimental the nonequivalent posttest-only control group design consisting of one experimental class (Group Investigation of Cooperative Learning) and one control class. The research population was all the second-semester students of VIII grade of MTs Negeri 1 Lampung Timur in the academic year of 2015/2016. The research instruments used were mathematical reasoning ability test. Data Analyze mathematical reasoning ability was used independent sample t-test. The results showed that: (1) mathematical reasoning ability using Group Investigation of Cooperative Learning was higher than conventional learning.Keywords: Mathematical Reasoning Ability, Group Investigation (GI) of Cooperative Learning
PENERAPAN MODEL PEMBELAJARAN BERBALIK (RECIPROCAL TEACHING) DITINJAU DARI AKTIVITAS DAN HASIL BELAJAR SISWA Vahlia, Ira; Sudarman, Satrio Wicaksono
AKSIOMA Journal of Mathematics Education Vol 4, No 1 (2015): Januari-Juni (2015)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

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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 activity. Many factors influence the results of student learning, including learning system used in presenting the subject matter inappropriate, as well as the lack of students understand the concepts being taught. Based on the results of the pre-survey, retrieved the data value of the Mid Semester Even-Numbered Years Lessons 2014/2015 that of the 23 students there are 13 students who are learning or mastery of 56,52%. It takes the efforts of teachers to choose the model of learning material appropriate to each lesson. For the average activity of students obtained an increase in the activity of learning from 52,42% on cycle I became 64,2%5 in cycle II. As for the student learning outcomes there is also increased, the average results of the learn cycle I is 63,54, while on cycle II increased to 70,65 and success of the student learning at the end of the cycle reaches 81,09. It was concluded that the reciprocal teaching model, can improve the learning results of activity and grade VIII SMP Negeri 4 Metro.
UPAYA MENINGKATKAN AKTIVITAS, MOTIVASI DAN HASIL BELAJAR MATEMATIKA MENGGUNAKAN METODE DISKUSI KELOMPOK KECIL PADA SISWA KELAS XI IPA SMA NEGERI 2 METRO TAHUN PELAJARAN 2014/2015 Sudarman, Satrio Wicaksono
Delta-Pi: Jurnal Matematika dan Pendidikan Matematika Vol 4, No 1 (2015): Periode Bulan April
Publisher : Delta-Pi: Jurnal Matematika dan Pendidikan Matematika

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Abstract

Penelitian ini bertujuan untuk meningkatkan aktivitas, motivasi dan hasil belajar siswa mata pelajaran matematika materi peluang melalui metode diskusi kelompok kecil. Penelitian ini adalah penelitian tindakan kelas dengan adalah siswa kelas XI IPA SMA Negeri 2 Metro tahun pelajaran 2014/2015 yang berjumlah 36 siswa. Penelitian yang dilakukan adalah penelitian tindakan kelas (PTK). Penelitian ini berlangsung dalam dua siklus, dan setiap siklusnya dilakukan sebanyak dua pertemuan. Teknik pengumpulan data menggunakan pengamatan langsung, uji angket, uji soal kemampuan materi peluang. Berdasarkan hasil analisis data menunjukkan bahwa penggunaan metode diskusi kelompok kecil dapat meningkatkan aktivitas, motivasi, dan hasil belajar siswa dari siklus I ke siklus II. Untuk rata-rata aktivitas siswa diperoleh peningkatan aktivitas belajar dari 57,64% pada siklus I menjadi 69,98% pada siklus II. Sedangkan untuk rata-rata motivasi siswa diperoleh peningkatan motivasi belajar yang tergolong mempunyai motivasi tinggi yaitu dari 27,78% pada siklus I menjadi 63,89% pada siklus II. Rata-rata hasil belajar diperoleh peningkatan dari 54,03% pada Pra PTK menjadi 62% pada siklus I dan 72,78% pada siklus II. Untuk siswa yang tuntas belajar meningkat dari 41,67% pada Pra PTK menjadi 72,22% pada siklus II. Berdasarkan Hasil pembahasan diperoleh kesimpulan sebagai berikut: Pembelajaran dengan menggunakan metode diskusi kelompok kecil meningkatkan aktivitas belajar matematika pada siswa kelas XI IPA semester genap SMA Negeri 2 Metro tahun pelajaran 2014/2015. Peningkatan aktivitas belajar siswa sebesar 12,34% yaitu dari 57,64% pada siklus I menjadi 69,98% pada siklus II. Pembelajaran dengan menggunakan metode diskusi kelompok kecil meningkatkan Motivasi belajar matematika siswa pada kelas XI IPA semester genap SMA Negeri 2 Metro tahun pelajaran 2014/2015. Peningkatan Motivasi belajar siswa yang tergolong mempunyai motivasi tinggi sebesar 36,11%  yaitu dari 27,78% pada siklus I menjadi 63,89% pada siklus II. Pembelajaran dengan menggunakan metode diskusi kelompok kecil meningkatkan hasil belajar matematika pada siswa kelas XI IPA semester genap SMA Negeri 2 Metro tahun pelajaran 2014/2015. Peningkatan hasil belajar siswa pada pokok bahasan suku banyak yaitu sebesar 18,75% dari 54,03% pada Pra PTK menjadi 72,78% pada siklus II. Untuk siswa yang tuntas belajar meningkat sebesar 30,55% dari 41,67% pada Pra PTK menjadi 72,22% pada siklus II.
Efektifitas Penggunaan Metode Pembelajaran Quantum Learning terhadap Kemampuan Pemahaman Konsep Matematis Mahasiswa Sudarman, Satrio Wicaksono; Vahlia, Ira
Al-Jabar: Jurnal Pendidikan Matematika Vol 7, No 2 (2016): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Raden Intan State Islamic University of Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v7i2.42

Abstract

The purpose of this study was to determine the ability to understand mathematical concepts of students who obtained Quantum Learning and students who received conventional learning. This type of research is a quasi-experimental design that is Posttest-Only Design. The sample in this study were third semester students of Muhammadiyah Metro University. Data collection techniques use the ability to understand mathematical concepts and test hypotheses using the t-test. From the results of the hypothesis testing using the t test that is tcount = 3.035 and ttable = 2.012 which shows at a significant level a = 0.05 produces tcount> ttabel and states that H0 is rejected means the ability to understand mathematical concepts of students who get Quantum Learning is higher than students who get conventional learning. 
PENERAPAN MODEL PEMBELAJARAN BERBALIK (RECIPROCAL TEACHING) DITINJAU DARI AKTIVITAS DAN HASIL BELAJAR SISWA Vahlia, Ira; Sudarman, Satrio Wicaksono
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 4, No 1 (2015)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v4i1.94

Abstract

The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student activity. Many factors influence the results of student learning, including learning system used in presenting the subject matter inappropriate, as well as the lack of students understand the concepts being taught. Based on the results of the pre-survey, retrieved the data value of the Mid Semester Even-Numbered Years Lessons 2014/2015 that of the 23 students there are 13 students who are learning or mastery of 56,52%. It takes the efforts of teachers to choose the model of learning material appropriate to each lesson. For the average activity of students obtained an increase in the activity of learning from 52,42% on cycle I became 64,2%5 in cycle II. As for the student learning outcomes there is also increased, the average results of the learn cycle I is 63,54, while on cycle II increased to 70,65 and success of the student learning at the end of the cycle reaches 81,09. It was concluded that the reciprocal teaching model, can improve the learning results of activity and grade VIII SMP Negeri 4 Metro.
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
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): 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 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 Pembelajaran RME dengan Problem Solving dan RME dengan Problem Posing Ditinjau dari Kreativitas Siswa Sudarman, Satrio Wicaksono
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 3, No 2 (2014)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v3i2.33

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 city 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.