Eva Tri Wahyuni
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS

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EKSPERIMENTASI MODEL PEMBELAJARAN kOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) PADA MATERI POKOK TRIGONOMETRI DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMK DI KOTA MADIUN TAHUN PELAJARAN 2013/2014 Wahyuni, Eva Tri; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The aims of the research were to find out: (1) which produces better mathematics learning achievement among cooperative learning model Numbered Heads Together (NHT), Think Pair Share (TPS), or direct instruction model; (2) which have better learning achievement, students who have high emotional intelligence, medium, or low; (3) which gives a better learning achievement at each level of  emotional intelligence, cooperative learning model Numbered Heads Together (NHT), Think Pair Share (TPS), or direct instruction model; (4) which have a better learning achievement at each learning model, students who have the emotional intelligence high, medium, or low. This research was a quasi-experimental research which designed a 3x3 factorial. The population of the  research was all students  at eleventh grade high school vocational and engineering technology group in Madiun city on academic year 2013/2014. The samples of the research were 264 respondents consisting of 87 students by using cooperative learning model Numbered Heads Together (NHT), 89 students  by using cooperative learning model Think Pair Share (TPS), and 88 students by using direct instruction model. Analysis of the data used two-way analysis of variance. Based on the results of this research, it can be concluded: (1)  the cooperative learning model NHT  produces the same mathematics learning achievement as TPS, whereas NHT and TPS produce mathematics learning achievement better than the direct instruction model; (2) the students with high, medium and low  emotional intelligence have the same learning achievement; (3)  the emotional intelligence of each,  NHT  produces  the same mathematics learning achievement as TPS, whereas NHT and TPS produce mathematics learning achievement better than the direct instruction; (4) the learning model of each, students with high, medium and low emotional intelligence have the same learning achievement.            Keywords: NHT, TPS, Emotional Intelligence, Trigonometry.
EKSPERIMENTASI MODEL PEMBELAJARAN kOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) PADA MATERI POKOK TRIGONOMETRI DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMK DI KOTA MADIUN TAHUN PELAJARAN 2013/2014 Wahyuni, Eva Tri; Budiyono, Budiyono; Sujadi, Imam
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 aims of the research were to find out: (1) which produces better mathematics learning achievement among cooperative learning model Numbered Heads Together (NHT), Think Pair Share (TPS), or direct instruction model; (2) which have better learning achievement, students who have high emotional intelligence, medium, or low; (3) which gives a better learning achievement at each level of  emotional intelligence, cooperative learning model Numbered Heads Together (NHT), Think Pair Share (TPS), or direct instruction model; (4) which have a better learning achievement at each learning model, students who have the emotional intelligence high, medium, or low. This research was a quasi-experimental research which designed a 3x3 factorial. The population of the  research was all students  at eleventh grade high school vocational and engineering technology group in Madiun city on academic year 2013/2014. The samples of the research were 264 respondents consisting of 87 students by using cooperative learning model Numbered Heads Together (NHT), 89 students  by using cooperative learning model Think Pair Share (TPS), and 88 students by using direct instruction model. Analysis of the data used two-way analysis of variance. Based on the results of this research, it can be concluded: (1)  the cooperative learning model NHT  produces the same mathematics learning achievement as TPS, whereas NHT and TPS produce mathematics learning achievement better than the direct instruction model; (2) the students with high, medium and low  emotional intelligence have the same learning achievement; (3)  the emotional intelligence of each,  NHT  produces  the same mathematics learning achievement as TPS, whereas NHT and TPS produce mathematics learning achievement better than the direct instruction; (4) the learning model of each, students with high, medium and low emotional intelligence have the same learning achievement.            Keywords: NHT, TPS, Emotional Intelligence, Trigonometry.
PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMK Wahyuni, Eva Tri
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol 1 No 1 (2016): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pasundan Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v1i1.208

Abstract

Penelitian ini berfokus pada upaya untuk mengetahui peningkatan kemampuan pemecahan masalah matematissiswa ditinjau berdasarkan pembelajaran dan kemampuan awal matematis (KAM) siswa. Penelitian ini adalah penelitian kuasi eksperimen dengan populasi adalah seluruh siswa kelas X salah satu SMK Swasta di Sumedang. Sampel diambil dua kelas dari sebelas kelas X secara purposive. Sampel yang terlibat sebanyak 64 siswa, 31 siswa kelas eksperimen dan 33 siswa kelas kontrol. Instrumen yang digunakan dalam penelitian ini meliputi tes kemampuan pemecahan masalah matematis. Analisis data menggunakan uji t, uji Mann-WhitneyU, dan uji ANOVA dua jalur dengan interaksi. Berdasarkan hasil analisis data diperoleh kesimpulan: (1) secara keseluruhan dan tiap kategori KAM,tidak terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis antara siswayang belajar dengan PBM dan ekspositori; (2) tidak terdapat interaksi antara faktor pembelajaran dan faktor KAM terhadap pencapaian kemampuan pemecahan masalah matematis siswa.
MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP MELALUI PEMBELAJARAN THINK PAIR SHARE (TPS) Wahyuni, Eva Tri; Hendryawan, Shofwan; Nasrullah, Anton; Wachyar, Tuti Yuliawati
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol 3 No 2 (2018): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pasundan Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v3i2.1253

Abstract

Tujuan penelitian adalah untuk mengetahui penerapan pembelajaran struktural think pair share (TPS) yang diterapkan dalam pembelajaran matematika mengenai kemampuan komunikasi matematis siswa SMP. Penelitian menggunakan pendekatan kuantitatif dan metode quasi-experiment untuk mengumpulkan data menggunakan tes komunikasi matematis. Sampel dalam penelitian adalah siswa SMP kelas VII semester genap di Kabupaten Sumedang. Sampel berasal dari dua kelas. Satu kelas digunakan untuk kelompok kontrol sebanyak 25 siswa; satu lagi untuk kelompok eksperimen sebanyak 28 siswa. Pada kelompok kontrol, siswa hanya diajarkan dalam lingkungan belajar dengan menggunakan ekpositori sedangkan kelompok eksperimental dipelajari melalui model pembelajaran TPS. Hasil penelitian menunjukkan bahwa:1) terdapat perbedaan pencapaian kemampuan komunikasi matematis secara signifikan antara siswa yang belajar dengan TPS dengan siswa yang belajar dengan pembelajaran ekspositori; 2) peningkatan kemampuan komunikasi matematis siswa kelas eksperimen (TPS) lebih baik daripada kelas kontrol (expository). Implikasi pendekatan pembelajaran TPS adalah dapat digunakan sebagai salah satu alternatif pembelajaran untuk melatih kerja sama siswa. Penerapan pembelajaran TPS guru harus memperhatikan alokasi waktu, membimbing dan mengarahkan aktivitas siswa dan tahapan-tahapan dalam pembelajaran, sehingga tujuan pembelajaran dapat meningkatkan kompetensi siswa dalam belajar matematika.