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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN JIGSAW II PADA MATERI POKOK BANGUN RUANG DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SMP NEGERI SEKABUPATEN KARANGANYAR TAHUN PELAJARAN 2013/2014
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): 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 Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning model results in a better learning achievement, (2) which students among the students with the high, moderate, and low spatial abilities have a better learning achievement, (3) in each of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning which students among the students with the high, moderate, and low spatial abilities have a better learning achievement, and (4) in each of the high, moderate, and low spatial abilitiesÂ which learning model of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning model results in a better learning achievement. This research used the quasi experimental research method with the factorial design of . Its population was all of the students of State Junior Secondary Schools of Karanganyar regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 285 students, and they were divided into three classes, namely: 96 in Experimental Class I, 95 in Experimental Class II, and 94 in Control Class.Â The data of the research were gathered through test of spatial ability and test of learning achievement in Mathematics. The proposed hypotheses of the research were analyzed by using the twoway analysis of variance with unbalanced cells. The results of the research are as follows. 1) The cooperative learning model of the GI type results in a better learning achievement than the direct learning model, but results in the same good learning achievement in Mathematics as the Jigsaw II learning model, and the Jigsaw II learning model results in a better learning achievement than the direct learning model. 2). The students with the high spatial ability and those with the moderate spatial ability have a better learning achievement in Mathematics than those with the low spatial ability, but the students with the high spatial ability have the same good learning achievement in Mathematics as those with the moderate spatial ability. (3) in each of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning, students with the high spatial ability have the same good learning achievement in Mathematics as those with the moderate spatial ability, and both the students with the high spatial ability and those with the moderate spatial ability have a better learning achievement in Mathematics than those with the low spatial ability. 4) in each of the high, moderate, and low spatial abilities,Â the Cooperative learning model of the GI type and the Jigsaw II learning model result in a better learning achievement in Mathematics than the direct learning model, but the cooperative learning model of the GI type results in the same good learning achievement as the Jigsaw II learning model.Keywords: Group Investigation (GI), Jigsaw II, learning achievement, and spatial ability.
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN OPENENDED PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENTS (AQ) SISWA SMA NEGERI DI KOTA MATARAM
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract:The objectives of this research are to investigate: (1) which of the cooperative learning model of NHT type with openended approach, the cooperative learning models of NHTtype, and the model of conventional results in a better learning achievement in mathematics of the students; (2) which of the types of climbers, the campers, and the quittersresults in a better learning achievement in mathematics; (3) for each category of AQ of the students, which one results in better achievement in mathematics, cooperative learning model of NHT type with openended approach, the cooperative learning model of NHTtype, and the model of conventional; and (4) for each learning model, which one results in better achievement in mathematics, students who have climbers type, campers, or quitters.The type of this research was a quasiexperimental with research design which used factorial 3 x 3.The population of this research was the first grade (Class Ten) of Senior High Schools in Mataram. The sample of this research was 9 classes consisted of 3 experimental classes I, 3 experimental classes II, and 3 control classes. This research used stratified cluster random sampling technique.The results of the research are as follows: (1) the cooperative learning models of NHT type with openended approach results in a better studentsâ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better studentsâ mathematics learning achievement than the model of conventional; (2) studentsâ mathematics learning achievementwith the climbers type of learning gives the same mathematics achievement as the campers type, studentsâ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and studentsâ mathematics learning achievement with the climbers type of learning results in a better achievement than the learning achievement of the students with the quitters type; (3) for each category of AQ of the students (climbers, campers, and quitters), cooperative learning model of NHT type with openended approach results in a better studentsâ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better studentsâ mathematics learning achievement than conventional type; (4) for each learning model (NHT type with openended approach, NHT type, and conventional), studentsâ mathematics learning achievement with the climbers type of learning gives the same mathematics achievement as the campers type, and studentsâ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and studentsâ mathematics learning achievement with the climbers type of learning results in a better achievement than studentsâ mathematics learning achievement with the quitters type.Keywords: Learning model,NHT, openended approach, conventional, mathematicâs learning achievement.
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 SEKABUPATEN BOYOLALI
Jurnal Pembelajaran Matematika Vol 4, No 2 (2016): 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 achievement viewed from studentâs 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 quasiexperimental 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 twoways 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,Â 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 TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN GUIDED NOTE TAKING (GNT) PADA MATERI BANGUN RUANG DITINJAU DARI AKTIVITAS BELAJAR SISWA KELAS VIII SMP NEGERI SeKABUPATEN KLATEN TAHUN PELAJARAN 2013/2014
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika
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Â Abstrac: The objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from learning activities of the students. The learning models compared were the Team Assisted Individualization (TAI) with Guided Note Taking (GNT) learning model, the Team Assisted Individualization (TAI) learning model, and conventional learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VIII of state Junior SeconderyÂ School of the Klaten regency in Academic Year 2013/2014. Instruments used to collect data were mathematics achievement test and the learning activities questionnaire. The data were analyzed using unbalanced two ways ANOVA. The results of the research are as follows. 1) The cooperative learning model of TAI with GNT result in a better learning achievement in Mathematics than the Â cooperative learning model of TAI and the conventional learning model, whereas cooperative learning model of TAI result in the same good learning achievement in Mathematics as the learning model conventional. 2) The students with the high learning activities have the same good learning achievement in Mathematics as Â the moderate learning activities. The students with the high and moderate learning activitiy have a better learning achievement in Mathematics than those with low learning activities. 3) In the cooperative learning model of TAI with GNT and TAI, the students with the high learning activities have the same good learning achievement in Mathematics as those with the moderate activities and the students with high and moderate learning activities have a better learning achievement in Mathematics than those with the low learning activities. In the conventional learning model, the students with high learning activities have the same good learning achievement in Mathematics as those with the moderate learning activities, whereas the high and moderate learning activities have a better learning achievement in Mathematics than those with the low learning activities. 4) For the students with the high and moderate learning activities, the cooperative learning model of TAI with GNT result in the same good learning achievement in Mathematics as the cooperative learning model of TAI and the conventional learning model. The student with the low learning activities, the cooperative learning model of TAI with GNT result in the same good learning achievement in Mathematics as the cooperative learning model of TAI, whereas the cooperative learning model of TAI with GNT and TAI result a better learning achievement in Mathematics than those the conventional learning model.Keywords: Team Assisted Individualization (TAI), Guided Note Taking (GNT), conventional learning, Learning Activities, Learning Mathematics Achievement
PROSES BERPIKIR SISWA SMP DALAM MENYELESAIKAN MASALAH MATEMATIKA BERDASARKAN LANGKAHLANGKAH POLYA DITINJAU DARIADVERSITY QUOTIENT
Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
Publisher : Pembelajaran Matematika
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Abstract: The aims of this research are to describe the thinking process of junior high school students with type of climber, camper, and quitter in solving mathematics problems based on Polya’s rule. This was a qualitative descriptive research. The subjects of this research were taken by using a combined technique of stratified sampling and purposive sampling. The subjects of this research were three 9th grade student of SMP Negeri 1 Jaten Karanganyar regency, which consists of astudent with climber’s type, a student with camper’s type, and a student with quitter’s type. The data collection in this research was conducted through questionnaires and taskbased interview technique whichwereused in the subject matter of two variable linear equation system.Thedata validationtechnique used triangulationof time andreferences. The data was analyzed by usingMiles and Huberman’s concept, that was data’s reduction, data’s presentation, and conclusion. The result of this research showed that (1) climber’s student used assimilation thinking process in understanding the problem, devising a plan, carrying out the plan, and looking back the answer, (2) camper’s student used assimilation thinking process in understanding the problem, carrying out the plan, and looking back the answer, student used assimilation and accomodation thinking process in devising a plan, and (3) quitter’s student used imperfection assimilation and accomodation thinking process in understanding the problem, student didn’t use assimilation and accomodation thinking process in devising a plan, carrying out the plan, and looking back the answer.Keywords: thinking process, problem solving, Polya’s rule, Adversity Quotient (AQ)
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN OPENENDED PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENTS (AQ) SISWA SMA NEGERI DI KOTA MATARAM
Pembelajaran Matematika Vol 1, No 3 (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 NHT type with openended approach, the cooperative learning models of NHTtype, and the model of conventional results in a better learning achievement in mathematics of the students; (2) which of the types of climbers, the campers, and the quittersresults in a better learning achievement in mathematics; (3) for each category of AQ of the students, which one results in better achievement in mathematics, cooperative learning model of NHT type with openended approach, the cooperative learning model of NHTtype, and the model of conventional; and (4) for each learning model, which one results in better achievement in mathematics, students who have climbers type, campers, or quitters.The type of this research was a quasiexperimental with research design which used factorial 3 x 3.The population of this research was the first grade (Class Ten) of Senior High Schools in Mataram. The sample of this research was 9 classes consisted of 3 experimental classes I, 3 experimental classes II, and 3 control classes. This research used stratified cluster random sampling technique.The results of the research are as follows: (1) the cooperative learning models of NHT type with openended approach results in a better students’ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better students’ mathematics learning achievement than the model of conventional; (2) students’ mathematics learning achievementwith the climbers type of learning gives the same mathematics achievement as the campers type, students’ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and students’ mathematics learning achievement with the climbers type of learning results in a better achievement than the learning achievement of the students with the quitters type; (3) for each category of AQ of the students (climbers, campers, and quitters), cooperative learning model of NHT type with openended approach results in a better students’ mathematics learning achievement than cooperative learning model of NHTand the model of conventional, and the cooperative learning model of NHTtype results in a better students’ mathematics learning achievement than conventional type; (4) for each learning model (NHT type with openended approach, NHT type, and conventional), students’ mathematics learning achievement with the climbers type of learning gives the same mathematics achievement as the campers type, and students’ mathematics learning achievement with the campers type of learning gives the same mathematics achievement as the quitters type, and students’ mathematics learning achievement with the climbers type of learning results in a better achievement than students’ mathematics learning achievement with the quitters type.Keywords: Learning model,NHT, openended approach, conventional, mathematic’s learning achievement.
Proses Berpikir Kreatif Siswa Kelas X Dalam Memecahkan Masalah Geometri Berdasarkan Tahapan Wallas Ditinjau dari Adversity Quotient (AQ) Siswa
Jurnal Pendidikan Matematika SoLuSi ( Tersohor Luas dan Berisi ) Vol 1, No 1 (2013): Jurnal Pendidikan Matematika Solusi
Publisher : F.KIP Universitas Sebelas Maret
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ABSTRACT The purpose of this study is to investigate the process of creative thinking in X class in solving geometry problems based on Wallas stages reviewed by student’s Adversity Quotient (AQ). This study used a qualitative descriptive method. Subjects were determined through purposive sampling which is based on several criteria, namely: (1) in the category of adversity quotient to be analyzed (climber, camper, quitter) and (2) have good communication skills (based on information from the teacher). Finally, subjects were taken for this research is 1 person for each category of AQ. The techniques of collection the data was done by doing taskbased interview. The task in this research is Test of Problem Solving. The data analysis techniques include three activities there are classification, data presentation and conclusion. Data validation was done by time triangulation and perseverance. Based on the results of data analysis, it can be concluded that: (1) Stages of climber’s creative thinking process in solving geometry problems are: (a) In the preparation stage, climber understood the given problem in a relatively short time, student was able to convey the information with its own language, (b) In the incubation stage, climber was doing reflection activity, (c) In the illumination stage, student is able to specify the idea, (d) In the verification stage, climber were trying to determine the size by trial and error, the student is able to determine the size fluently, student didn’t give up eventhough student did some mistakes in defining the size; (2) Stages of camper’s creative thinking process in solving geometry problems are: (a) In the preparation stage, student was able to understand the problem well with a relatively short time, student was able to convey the information by its own language, (b) In the incubation stage, camper was doing reflection activities, student was thinking of similar problems are encountered in daily lives, (c) In the illumination stage, student was able to specify an idea and trying to imagine a real problem, (d) In the verification stage, student was trying to determine the size by trial and error in a way student chose one sidesize and then determine the other size, student was able to determine the size fluently; (3) Stages of quitter’s creative thinking process in solving geometry problems are: (a) In the preparation stage, quitter was able to understand the given problem, but student relatively needs more time than students camper and climber, when student passed the information from the problem, quitter still speaks with a language problem, (b) In the incubation stage, quitter was doing reflection activities, but in hindsight was not too mean, (c) In the Illumination stage, quitter decide the ideas will be realized from prior knowledge, there are no new ideas, (d) In the verification stage, student was able to determine the size by finding the factors of a given volume, the scheme used during the test of problem solving , student was able to determine the size fluently. Keywords: creative thinking processes, stages of Wallas, adversity quotient, geometry.
SPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER (NHT) DAN STRUCTURED NUMBERED HEADS (SNH) DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI SELFEFFICACY
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): 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 achievement and learning interest viewed from students selfefficacy. 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 quasiexperimental 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 selfefficacy questionnaire. The data was analyzed using unbalanced twoways 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 selfefficacy was better than students who have medium and low selfefficacy, and both (medium and low) have the same mathematics achievement. (3) For NHT with scientific approach, students who have high and medium selfefficacy have the same mathematics achievement. Mathematics achievement of students who have high selfefficacy was better than students who have low selfefficacy. Students who have medium and low selfefficacy have the same mathematics achievement. For SNH with scientific approach, mathematics achievement of students who have high selfefficacy was better than students who have medium and low selfefficacy, and both (medium and low) have the same mathematics achievement. For classical with scientific approach, students who have high, medium, and low selfefficacy have the same mathematics achievement. (4) For students who have high selfefficacy, 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 selfefficacy, all learning models gives the same mathematics achievement.Keywords: Numbered Heads Together (NHT), Structured Numbered Heads (SNH), classical, scientific approach, selfefficacy.
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN INKUIRI DAN PEMBELAJARAN BERBASIS MASALAH PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR SISWA KELAS VIII SMP NEGERI DI KABUPATEN NGAWI
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika
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Abstract: The purposes of this research were to find out: (1) which one providing better mathematics learning achievement, the students with inquiry learning, problem based learning model, or direct instruction; (2) which one having better mathematics learning achievement, the students with visual, auditory, or kinesthetic learning style; (3) at each learning model, are there any difference in mathematics learning achievement between the students with visual, auditory, or kinesthetic learning style; (4) at each type of learning style, are there any difference in mathematics learning achievement between students taught using inquiry learning model, problem based learning model, or direct instruction. This study was a quasiexperimental research with a 3x3 factorial design. The hypotheses testing used two ways ANOVA with unequal cell. From the research, it could be concluded as follows. (1) The students taught with problem based learning model had better learning achievement than those taught with both inquiry learning model and direct instruction. The students taught with inquiry learning model had better learning achievement than direct instruction. (2) The learning achievement of the students with auditory learning style was better than that of those with visual and kinesthetic learning style. The learning achievement of the students with visual learning style was better than that of those with kinesthetic learning style. (3) In inquiry learning model, problem based learning model and In the direct instruction, there was no difference in learning achievement in each learning style. (4) In the students with visual learning style, the use of problem based learning model provided the better mathematics learning achievement than the use of inquiry learning model and direct instruction. The use of inquiry learning model provided the mathematics learning achievement as good as the use of direct instruction. In the students with auditory and kinesthetic learning style, there was no difference in learning achievement in each learning model.Keywords: Problem Based Learning Model, Inquiry Learning, Mathematics LearningÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Achievement
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 SEKABUPATEN SRAGEN
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): 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 mathematic communication ability. The learning model compared were direct, PBM with scientific approach, and PBM. This was quasiexperimental 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 Â learning Â model, Â PBM Â learning Â model with scientific approach, PBM learning model, Mathematic Communication Ability.