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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN TEAMS GAMES TOURNAMENT (TGT) PADA MATERI KUBUS DAN BALOK DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIKA PESERTA DIDIK SMP NEGERI KELAS VIII SEKOTA METRO
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika
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Abstract: The objectives of the research were to find out: (1) which one providing better mathematics learning achievement the cooperative learning model of the jigsaw type, TGT or direct learning model, (2) in the student mathematical reasoning abilities, which one having better mathematics learning achievement, the students with the high, moderate or low mathematical reasoning abilities, (3) in each learning models (jigsaw, TGT or direct learning model) which one providing better mathematics learning achievement, the students with the high, moderate or low mathematical reasoning abilities, (4) in each student mathematical reasoning abilities (high, moderate, or low) which one providing better mathematics learning achievement, the cooperative learning model of the jigsaw type, TGT, and the direct learning model. This research used the quasi experimental research. Its population was all of the students in Grade VIII of State Junior Secondary Schools in Metro City. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 243 students. The instruments to collect the data were test of Mathematics learning achievement and test of achievement in mathematical reasoning abilities. Technique of analyzing data that used was unbalanced two way analysis of variance. The results of the research were as follows. 1) The cooperative learning model of the jigsaw type results better Mathematics learning achievement than the cooperative learning model of the TGT type and the direct learning model, the cooperative learning model of the TGT type results better learning achievement in Mathematics than the direct learning model. 2) The students with the high mathematical reasoning abilities have better learning achievement in Mathematics than those with the moderate mathematical reasoning abilities and those with the low mathematical reasoning abilities, the students with the moderate mathematical reasoning abilities have better learning achievement in Mathematics than those with the low mathematical reasoning abilities. 3) In the cooperative learning model of the jigsaw type and TGT, the students with the high mathematical reasoning abilities have same achievement in Mathematics as those with the moderate mathematical reasoning abilities and those with the low mathematical reasoning abilities. In the direct learning model, the students with the high mathematical reasoning abilities haveÂ better learning achievement in Mathematics than those with the low mathematical reasoning abilities. 4) In each of the mathematical reasoning abilities of students which are high and moderate, the cooperative learning model of the jigsaw type results same learning achievement in Mathematics as the cooperative learning model of the TGT type and the direct learning model. In addition, in the low mathematical reasoning abilities, the cooperative learning model of the jigsaw type results better learning achievement in Mathematics than the direct learning model.Keywords: Jigsaw, TGT, Direct Learning, and Mathematical Reasoning Abilities
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN TEAMS GAMES TOURNAMENT (TGT) PADA MATERI KUBUS DAN BALOK DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIKA PESERTA DIDIK SMP NEGERI KELAS VIII SEKOTA METRO
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika
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Abstract: The objectives of the research were to find out: (1) which one providing better mathematics learning achievement the cooperative learning model of the jigsaw type, TGT or direct learning model, (2) in the student mathematical reasoning abilities, which one having better mathematics learning achievement, the students with the high, moderate or low mathematical reasoning abilities, (3) in each learning models (jigsaw, TGT or direct learning model) which one providing better mathematics learning achievement, the students with the high, moderate or low mathematical reasoning abilities, (4) in each student mathematical reasoning abilities (high, moderate, or low) which one providing better mathematics learning achievement, the cooperative learning model of the jigsaw type, TGT, and the direct learning model. This research used the quasi experimental research. Its population was all of the students in Grade VIII of State Junior Secondary Schools in Metro City. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 243 students. The instruments to collect the data were test of Mathematics learning achievement and test of achievement in mathematical reasoning abilities. Technique of analyzing data that used was unbalanced two way analysis of variance. The results of the research were as follows. 1) The cooperative learning model of the jigsaw type results better Mathematics learning achievement than the cooperative learning model of the TGT type and the direct learning model, the cooperative learning model of the TGT type results better learning achievement in Mathematics than the direct learning model. 2) The students with the high mathematical reasoning abilities have better learning achievement in Mathematics than those with the moderate mathematical reasoning abilities and those with the low mathematical reasoning abilities, the students with the moderate mathematical reasoning abilities have better learning achievement in Mathematics than those with the low mathematical reasoning abilities. 3) In the cooperative learning model of the jigsaw type and TGT, the students with the high mathematical reasoning abilities have same achievement in Mathematics as those with the moderate mathematical reasoning abilities and those with the low mathematical reasoning abilities. In the direct learning model, the students with the high mathematical reasoning abilities haveÂ better learning achievement in Mathematics than those with the low mathematical reasoning abilities. 4) In each of the mathematical reasoning abilities of students which are high and moderate, the cooperative learning model of the jigsaw type results same learning achievement in Mathematics as the cooperative learning model of the TGT type and the direct learning model. In addition, in the low mathematical reasoning abilities, the cooperative learning model of the jigsaw type results better learning achievement in Mathematics than the direct learning model.Keywords: Jigsaw, TGT, Direct Learning, and Mathematical Reasoning Abilities
Pembelajaran Problem Solving disertai Media Bangun Ruang untuk Meningkatkan Hasil Belajar Matematika Siswa SMPN 1 Sukadana
SAP (Susunan Artikel Pendidikan) Vol 2, No 2 (2017): SAP
Publisher : Universitas Indraprasta PGRI Jakarta
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Education is a long term investment that requires effort, cooperation from all related parties and substantial funds to achieve improvement in the educational process. Therefore, it is necessary for teachers to choose an appropriate method, so that each material received is easy to accept and students are able to learn independently. One of alternatives, namely by using the method of ProblemSolving learning accompanied by geometry media on the materials of cube and cuboid. The purpose of this research is to improve students' mathematics learning outcomes through the use of problem solving learning method accompanied by mathematics geometry for students class VIII SMP Negeri 1 Sukadana. This study uses a classroom action research design. The subject of this research is 30 students of class VIII SMP Negeri 1 Sukadana. This study consists of two cycles, the learning result data obtained through the test results at each end of cycle. From the results of test, students who passed with KKM ? 65 in cycle I are 18 people or 60% and in the II cycle increase to 24 people or 80%. From the results of data analysis, it can be concluded the use of problem solving learning method accompanied by geometry media can improve students? learning outcomes on cube and cuboid materials.
Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 6 Metro
SAP (Susunan Artikel Pendidikan) Vol 1, No 2 (2016): SAP
Publisher : Universitas Indraprasta PGRI Jakarta
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Salah satu cara peningkatan kualitas pembelajaran yaitu dengan peningkatan relevansi model mengajar. Model mengajar dikatakan relevan jika dalam prosesnya mampu mengantarkan siswa mencapai tujuan pendidikan. Oleh karena itu, diperlukan upaya untuk dapat menyampaikan materi pelajaran kepada siswa dengan model yang relevan dengan kebutuhan siswa. Salah satu alternatif, yaitu dengan menggunakan model pembelajaran Jigsaw. Tujuan penelitian ini adalah untuk mengetahui pengaruh penggunaan model pembelajaran kooperatif tipe Jigsaw terhadap hasil belajar matematika siswa kelas VIII di SMP Negeri 6 Metro. Penelitian ini menggunakan desain penelitian Quasi Experimental Design. Bentuk desain quasi eksperimen yang digunakan dalam penelitian ini adalah Nonequivalent Control Group Design. Data yang diperoleh dianalisis secara statistik deskriptif. Subjek penelitian ini adalah siswa kelas VIII SMP Negeri 6 Metro yang berjumlah 28 siswa. Hasil penelitian menunjukkan bahwa data yang dianalisis dengan menggunakan ujit pada taraf signifikan 5% yaitu hasil t_hitung>t_tabel yaitu 1,870> 1,701. Berdasarkan hasil penelitian dapat disimpulkan bahwa penggunaan model pembelajaran kooperatif tipe Jigsaw memberikan pengaruh terhadap hasil belajar matematika siswa kelas VIII di SMP Negeri 6 Metro.
Analisis Kemampuan Berpikir Matematis Tingkat Tinggi Ditinjau dari Kecerdasan Emosional
JTAM  Jurnal Teori dan Aplikasi Matematika Vol. 1, No. 1, Oktober 2017
Publisher : Muhammadiyah University of Mataram
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Abstrak: Jenis penelitian yang dilakukan adalah penelitian kualitatif yang bertujuan mendeskripsikan kemampuan berpikir matematis tingkat tinggi mahasiswa pendidikan matematika semester empat Universitas Nahdlatul Ulama Lampung. Pengambilan subjek menggunakan snowball sampling. Subjek penelitian meliputi 12 sebjek. Penelitian dilakukan dengan cara observasi, tes dan wawancara. Berdasarkan hasil analisis data dari 12 subjek yang diteliti dapat disimpulkan bahwa: (1) subjek yang memiliki kategori kecerdasan emosional tinggi menunjukkan kemampuan berpikir matematis tingkat tinggi yang baik; (2) subjek yang memiliki kategori kecerdasan emosional sedang menunjukkan kemampuan berpikir matematis tingkat tinggi yang cukup; (3) subjek yang memiliki kategori kecerdasan emosional rendah menunjukkan kemampuan berpikir matematis tingkat tinggi yang rendah.Abstract: The Qualitative Research method aim to describe the level of students mathematics education high order mathematical thinking skill of Universitas Nahdlatul Ulama Lampung. The data used snowball sampling. The participans of this study were 12 students. The research used observation , test and interview. Based on the data analysis result from 12 subjects, the reseacher concluded that: (1) subjects who have high emotional quotient show that their high order mathematical thinking skill is good, (2) subjects who have medium emotional quotient show that their high order mathematical thinking skill is enough; (3) subjects who have low emotional quotient show their high order mathematical thinking skill is low.
Analisis Aktivitas dan Hasil Belajar Siswa Ditinjau Dari Tipologi Belajar Siswa Kelas VII SMP Negeri 1 Sekampung Udik
JTAM  Jurnal Teori dan Aplikasi Matematika Vol. 2, No. 1, April 2018
Publisher : Muhammadiyah University of Mataram
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Abstrak: Penelitian ini bertujuan untuk mendeskripsikan analisis aktivitas dan hasil belajar ditinjau dari tipologi belajar siswa. Berdasarkan hasil analisis dapat disimpulkan: (1) Tipologi belajar dari 32 siswa terdapat 12 siswa tipe belajar visual, 11 siswa tipe belajar auditorial dan 7 siswa tipe belajar kinestetik. (2) Memperhatikan penjelasan guru, mengerjakan soal atau latihan serta mencatat halhal yang dianggap penting didominasi oleh siswa tipe belajar visual. Bertanya, dan menjawab didominasi oleh siswa tipe belajar auditorial. Sedangkan siswa yag bertipe kinestetik cenderung pasif. (3) Hasil belajar siswa cukup rendah, dari 32 hanya 6 siswa yang lulus.Abstract: This study aims to describe the analysis of activity and learning outcomes in terms of student learning typology. Based on the results of the analysis can be concluded: (1) Typology of learning from 32 students there are 12 students of visual learning type, 11 students of auditorial learning type and 7 students of kinesthetic learning type. (2) Taking into account the teacher's explanations, working on problems or exercises and noting the things that are considered important are dominated by students of visual learning types. Ask, and answer is dominated by students of auditorial learning type. While kinesthetictype students tend to be passive. (3) Student learning outcomes are quite low, out of 32 only 6 students graduated.