Asih Miatun, Asih
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS

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EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, PROBLEM SOLVING, DAN THINK PAIR SHARE (TPS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SELF REGULATED LEARNING

Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self regulated learning. The learning model compared were discovery learning, problem solving, and TPS. The type of the research was a quasi-experimental research. The population were all students at the grade VIII of Junior High School in Boyolali regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusions were as follows. (1) Discovery learning model gave mathematics learning achievement better than problem solving and TPS learning model, problem solving and TPS learning model gave the same mathematics learning achievement. (2) Mathematics learning achievement of students with high self regulated learning was better than students with medium and low self regulated learning. Mathematics learning achievement of students with medium self regulated learning was better than students with low self regulated learning. (3) There was an interaction between learning models and the categories of self regulated learning towards the students mathematics learning achievement.Keywords: Discovery Learning, Problem Solving, Think Pair Share (TPS), self regulated learning.

Pelatihan Pembelajaran Matematika yang Efektif melalui Metode Hypnoteaching

Jurnal SOLMA Vol 7 No 1 (2018)
Publisher : Uhamka Press

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Abstract

Proses pembelajaran  matematika di kelas merupakan salah satu  penentu keberhasilan peserta didik. Guru dituntut untuk memberikan inovasi baru dalam proses belajar mengajar, misalnya dalam memilih model, metode atau strategi pembelajaran yang tepat digunakan. Salah satu metode pembelajaran yang bisa digunakan adalah hypnoteaching. Hypnoteaching berasal dari dua kata hypno dan teaching. Hypnoteaching merupakan metode pembelajaran yang kreatif , unik dan imajinatif. Sebeum pelaksanaan pembelajaran peserta didik sudah dikondidikan untuk belajar. Dengan demikian, peeserta didik mengikuti proses belajar dalam kondidi segar dan siap untuk menerima materi pelajaran. Untuk mempersiapkan hal-hal tersebut, tentu guru itu sendiri dituntut untuk stabil baik secara psikis maupun psikologis. Pelatihan metode hypnoteaching ini bertujuan agar guru lebih mengenal apa itu hypnoteaching sehingga guru dapat menerapkannya dalam pembelajaran matematika di kelas. Dari hasil pelaksanaan secara umum pelatihan pembelajaran matematika yang efektif melalui metode Hypnoteaching empat tahap: 1) Matematika itu mudah, 2) Matematika dengan Benda Konkrit Sederhana, 3) Matematika Itu Menyenangkan, 4) Operasi Hitung Matematika, 5) Menjadi Guru Inspiratif Berbasis Hipnosis.

EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, PROBLEM SOLVING, DAN THINK PAIR SHARE (TPS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SELF REGULATED LEARNING

Jurnal Pembelajaran Matematika Vol 3, No 7 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self regulated learning. The learning model compared were discovery learning, problem solving, and TPS. The type of the research was a quasi-experimental research. The population were all students at the grade VIII of Junior High School in Boyolali regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusions were as follows. (1) Discovery learning model gave mathematics learning achievement better than problem solving and TPS learning model, problem solving and TPS learning model gave the same mathematics learning achievement. (2) Mathematics learning achievement of students with high self regulated learning was better than students with medium and low self regulated learning. Mathematics learning achievement of students with medium self regulated learning was better than students with low self regulated learning. (3) There was an interaction between learning models and the categories of self regulated learning towards the students mathematics learning achievement.Keywords: Discovery Learning, Problem Solving, Think Pair Share (TPS), self regulated learning.

PROFIL PEMAHAMAN KONSEP TEOREMA PYTHAGORAS SISWA BERDASARKAN PERBEDAAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD

KALAMATIKA Jurnal Pendidikan Matematika Vol 3 No 2 (2018): KALAMATIKA November 2018
Publisher : FKIP UHAMKA

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Abstract

This research is a descriptive qualitative approach which aims to describe profile of understanding of pythagoras theorem concept of students based on the difference of field independent and dependent cognitive style. The subjects of this study are 9th grade students of junior secondary school. Subject determination is done using GEFT instrument and mathematics teacher’s consultation, then continued by giving concept comprehension test on Pythagorean theorem material and interview. Checking the validity of data is done by time’s triangulation. The results showed that student: 1) states the meaning of Pythagoras's theorem given in his own language by noting Pythagorean theorem’s definition; 2) when using the concepts of Pythagoras theorem, students use triangle images as representations to facilitate an interpretation of given sides position. Then the students find the unknown values and use Pythagoras theorem to solve the problem; 3) using the necessary condition or sufficient condition of a concept to determine the area of a triangle using Pythagorean theorem by finding a side. While, the results for field independent cognitive style are student: 1) expresses the meaning of Pythagoras theorem by using their own language and mentioning the symbols; 2) using the concepts of Pythagorean theorem to solve the problem given by using multiplication operations to determine one of unknown sides. Then, student use pythagoras theorem to find the answer of the given problem; 3) using the necessary conditions or sufficient terms a concept of Pythagoras theorem by stating that it must be known two sides or not.

PENGEMBANGAN BAHAN AJAR MATERI INDUKSI MATEMATIKA DAN TEORI BINOMIAL BERBASIS PEMBUKTIAN

KALAMATIKA Jurnal Pendidikan Matematika Vol 4 No 1 (2019): KALAMATIKA April 2019
Publisher : FKIP UHAMKA

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Abstract

Students' ability in solving argumentation in mathematical induction and binomial theory is still lacking based on the results of the exam, so that evidence-based teaching materials are prepared. This study uses design research methods with the subject from 2nd semester students of the Mathematics Education Study Program. This research is a development research consisting of 6 stages: Identification of needs, Planning, Initial product development, Initial product testing, Product revision, Field trials so as to produce teaching materials. The results of the lecturer and student validation show that the teaching materials are valid and feasible to use with an average score of 45 and 45,9333. While the test of the effectiveness of teaching materials used using the t-test obtained results that ttest> ttable, 5.83 > 2.11 which means there is an increase in the average value of students before and after using teaching materials. With the increase in value, it indicates that the instructional materials prepared are effectively used.