Luthfiana Mirati, Luthfiana
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS

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EFEKTIFITAS MODEL PEMBELAJARAN KOOPERATIF JIGSAW II DANTEAMS-GAMES-TOURNAMENTS (TGT) PADA MATERI BARISAN DAN DERET DITINJAU DARI TIPE KEPRIBADIAN SISWA SMK KELAS X DI KABUPATEN KLATEN Mirati, Luthfiana; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objectives of this research were to find out on  the topic of Sequences and Series: (1) which had better learning achievement among cooperative learning Jigsaw II, cooperative learning TGT or a direct learning; (2) which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students; (3) at each personality types, which had better learning achievement among Jigsaw II, TGT or direct learning, and (4) at each learning models, which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students. This research was a quasi-experimental with 3×4 factorial design. The population was all students in tenth grade of vocational schools technology, health, and agriculture in Klaten Regency on Academic Years 2012/2013. Sampling was done by stratified cluster random sampling technique. The total of sample was 233 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could  be concluded as follows: (1) TGT had better learning achievement than Jigsaw II and direct learning, Jigsaw II had better learning achievement than direct learning; (2) there were no any differences in the learning achievement in mathematics of the students with melancholies, phlegmatic, sanguine or choleric personality types; (3) in each personality types, the cooperative learning model TGT had better than cooperative learning Jigsaw II, and both result had better learning achievement in mathematics than the direct learning model; (4) in each learning model, the students with melancholies, phlegmatic, sanguine or choleric personality types have the same learning achievement.Keywords: Melancholies, Choleric, Phlegmatic, Sanguine, TGT, Jigsaw II and Direct learning.
EFEKTIFITAS MODEL PEMBELAJARAN KOOPERATIF JIGSAW II DANTEAMS-GAMES-TOURNAMENTS (TGT) PADA MATERI BARISAN DAN DERET DITINJAU DARI TIPE KEPRIBADIAN SISWA SMK KELAS X DI KABUPATEN KLATEN Mirati, Luthfiana; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The objectives of this research were to find out on  the topic of Sequences and Series: (1) which had better learning achievement among cooperative learning Jigsaw II, cooperative learning TGT or a direct learning; (2) which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students; (3) at each personality types, which had better learning achievement among Jigsaw II, TGT or direct learning, and (4) at each learning models, which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students. This research was a quasi-experimental with 3×4 factorial design. The population was all students in tenth grade of vocational schools technology, health, and agriculture in Klaten Regency on Academic Years 2012/2013. Sampling was done by stratified cluster random sampling technique. The total of sample was 233 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could  be concluded as follows: (1) TGT had better learning achievement than Jigsaw II and direct learning, Jigsaw II had better learning achievement than direct learning; (2) there were no any differences in the learning achievement in mathematics of the students with melancholies, phlegmatic, sanguine or choleric personality types; (3) in each personality types, the cooperative learning model TGT had better than cooperative learning Jigsaw II, and both result had better learning achievement in mathematics than the direct learning model; (4) in each learning model, the students with melancholies, phlegmatic, sanguine or choleric personality types have the same learning achievement.Keywords: Melancholies, Choleric, Phlegmatic, Sanguine, TGT, Jigsaw II and Direct learning.
PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA SEKOLAH DASAR DI ACEH BARAT Rahman, Arief Aulia; Mirati, Luthfiana
TAMAN CENDEKIA: Jurnal Pendidikan Ke-SD-an Vol 3, No 2 (2019)
Publisher : Prodi PGSD FKIP Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (459.933 KB) | DOI: 10.30738/tc.v3i2.4733

Abstract

This research aims to determine the influence realistic Mathematics Education approach on motivation and learning achievements of elementary school students in West Aceh. This research uses a quantitative approach, it is a quasi-experimental type research and the population fifth grade elementary school students in West Aceh. The research samples were selected using a simple random sampling. The data collection was conducted by means of questionnaires and tests. The collected data were tested using a MANOVA test. Based on the data analysis results, it was shown that: there is a significant influence from realistic Mathematics Education approach on motivation and learning achievements of fifth grade elementary school students in West Aceh. The proof showed that 35 fifth grade students from Peureumee State Elementary School who were respondents in this research had an average of 80.57 for learning motivation and an average of 70.74 for learning achievements. Whereas students from Peunaga Cut Ujong State Elementary School who were in the control group had an average of 69.15 for learning motivation and an average of 60.24 for learning achievements. This shows that the motivation and learning achievement between students who were given RME approach are higher than those who were given conventional teaching. And the analysis results on F value for Pillae Trace, Wilk Lambda, Hotelling Trace, and Roy?s Largest Rootx showed a significance of 0.000, or lower than 0.05. This means that the F values were all significant. They indicate that ?there is a significant influence from realistic Mathematics Education approach on motivation and learning achievements of fifth grade elementary school students.? Furthermore, a test on determinant coefficient showed that RME?s influence on motivation was 60.2%, and on learning achievements was 20.1%, and the rest was influenced by other variables not included in the study.