Sujadi, Imam
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP ? UNS

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) BERBANTU MEDIA AUDIO-VISUAL DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI SEGIEMPAT Wicaksono, Setiawan; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract. The objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the mathematical communication of the students. The learning models compared were the cooperative learning model of the TGT type with audio-visual media, the cooperative learning model of the TGT type, and the direct learning model. This research  was the quasi experimental. Its population was all of the students in Grade VII of State Junior Secondary Schools of Pati regency in Academic Year 2013/2014. The taken samples used technique stratified cluster random samples consisted of 283 students, consisted 3 class, namely 97 students in Experimental Class I, 94 students in Experimental Class II, and 92 students in Control Class. The instruments to gather the data were test of achievement in Mathematics on the learning material of Quadrangle, and test of mathematical communication. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalanced cells. The results of the research were as follows: 1) The TGT type with audio-visual media results in a better learning achievement than the TGT type and the direct learning model, and the TGT provided a better learning achievement of direct learning model, 2) The students with the high mathematical communication was a better learning achievement than those with the moderate and low mathematical communication, while the students with moderate mathematical communication was the same learning achievement as those with the low mathematical communication, 3) a) In the students with the high mathematical communication, the TGT type with audio-visual media results in the same learning achievement as the cooperative learning model of the TGT type, the TGT type with audio-visual media or the TGT type results in a better learning achievement than  the  direct  learning  model,  3) b) the category of moderate and low mathematical communication, the TGT type with audio-visual media provided equal learning performance both with models the TGT type and direct learning model, 4) a) In the TGT type with audio-visual media, students who was a high mathematical communication was the same learning achievement as those with the moderate mathematical communication, the students with the moderate mathematical communication was the same learning achievement as those with the low mathematical communication, and students who with the high mathematical communication was a better learning achievement than those with the low mathematical communication, 4) b) In the TGT type, students with the high mathematical communication was a better learning achievement than those with the moderate or low mathematical communication, and students with the moderate mathematical communication was the same learning achievement as those with the low mathematical communication, 4) c) In the direct learning model, students with the high mathematical communication was the same learning achievement as those with the moderate or low mathematical communication.Keywords: TGT, audio-visual media, and mathematical communication
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) BERBANTUAN SOFTWARE CABRI 3D DITINJAU DARI GAYA BELAJAR SISWA Putra, Fredi Ganda; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objective of this research was to investigate the effect of the learning models on learning achievement viewed from the learning style of the students. The learning models compared were the cooperative learning model of the TGT type by using Cabri 3D, the cooperative learning model of the TGT type, and the direct learning model. The type of the research was a quasi-experimental research. Its population was all of the students in grade VIII of State Junior Secondary Schools of Metro City in academic year 2013/2014. The size of the sample was 278 students consisted of 90 in experimental class 1, 95 in experimental class 2, and 93 in control class. The instruments used were mathematics achievement test on the learning material of polyhedron and questionnaire of learning style. The data was analyzed by using two way analysis of variance with unbalanced cells. The conclusions of the research were as follows. (1) The cooperative learning model of the TGT type by using Cabri 3D resulted in a better learning achievement than the cooperative learning model of the TGT type and the direct learning model, the cooperative learning model of the TGT type resulted in a better learning achievement than the direct learning model. (2) The students with the visual learning style had the same learning achievement as those with the kinesthetic learning style, and both of the group had a better learning achievement than those with the auditory learning style. (3) In each category of the learning style, the cooperative learning model of the TGT type by using Cabri 3D resulted in a better learning achievement than the cooperative learning model of the TGT type and the direct learning model, the cooperative learning model of the TGT type resulted in a better learning achievement than the direct learning model. (4) In each of the learning models, the students with the visual learning style had the same learning achievement as those with the kinesthetic learning style, and both of the group had a better learning achievement than those with the auditory learning style.Keywords: TGT , Cabri 3D, Learning Style.
STRATEGI GURU DALAM MEMBELAJARKAN MATEMATIKA PADA MATERI LINGKARAN KEPADA ANAK TUNAGRAHITA (Studi Kasus pada Siswa Kelas VIII SLB Muhammadiyah Cepu) Utami, Anita Dewi; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aim of this study was to describe teacher?s strategy in teaching mathematics on the topic of circle to intellectual disability students in SLB Muhammadiyah Cepu. The subject of this  study was classroom mathematics teacher and all students of eighth grade of SLB Muhammadiyah Cepu. The data of this study was teacher?s strategy in teaching mathematics on the topic of circle taken from the result of recording transcription of teaching and learning process through two observations. The data validity technique used in this study was member check, a process of data checking taken by the researcher from the subject of the study to examine the possibilities of different assumptions. The result reveal that in opening activity (pre-activity) and closing activity (post-activity), teacher implemented movement and rhythm strategy by asking the students to sing circle song. While in the main activity, teacher?s strategy in teaching mathematics on the topic of circle was dealing with conceptual knowledge by implementing  Bruner?s learning theory at enactive stage, it is by introducing the concept of the form of circle with some learning media to students. Then, the teacher?s strategy in teaching mathematics on the topic of circle which deals with procedural knowledge was by implementating guided discovery model, it is by guiding the students to do activity to count the circle?s  circumference by using thread. But, because of the limitation of the mentally handicapped students? intellectuality, the guided discovery model which was implemented by the teacher was firstly by giving some examples to the students, then asking the students to practice to find the circle?s circumference from the length of the thread by the students themselves.Keywords: teacher?s strategy, conceptual knowledge, procedural knowledge, mathematics teaching learning, student with intellectual disability.
ANALISIS KETERAMPILAN DASAR MENGAJAR MAHASISWA PENDIDIKAN MATEMATIKA DALAM PEMBELAJARAN MIKRO (Studi Kasus pada Mahasiswa Pendidikan Matematika FKIP UNS Tahun Akademik 2012/2013) Frasetyana, Anita Diah; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objective of this research is to describe the basic teaching skills in microteaching of the students majoring in Mathematics Education of the Faculty of Teacher Training and Education of Sebelas Maret University in Academic Year 2012/2013. The subject of this research consisted of two students conducting a microteaching. One of the subject has high academic ability whereas the other subject has low academic ability  Type of the research was a qualitative case study research. The subjects of this research were taken by using the purposive sampling. The technique of analyzing the data was Miles and Huberman concept, namely, data reduction, data presentation, and conclusion drawing. The results of this research are as follows: the skill that the students have mastered in the apperception activity is the skill to conduct apperception by using the questions related to the learning material which is going to be learnt and giving description on the activity and/or scope of learning material of the class meeting; the skill that the students have mastered in asking questions to their  microteaching students is the skill to raise question clearly relevant to the problems discussed; the skill that the students have mastered in the reinforcement is the skill to use non-verbal reinforcement by nodding head and smiling; the skill that the students have mastered in conducting variation in teaching is the skill to vary the volume of voice and the standing position in the classroom; the skills that the students have mastered in explaining are the skills to present the learning material in structured or systematic sequence, to emphasize the important parts, to give examples by following deductive or inductive pattern, and to give feedback; the skill that the students have mastered in group activity is the skill to distribute the chance for their microteaching students to participate and to analyze or extend the view of their microteaching students; the skills that the students have mastered are the skills to give clear instruction and to get their microteaching students prepared by setting the size of the group and the number of the group members as well as to ask their microteaching students to account for their group activity; the skills that the students have mastered in the closing activity are the skills to make summary by either the students themselves and/or by involving their microteaching students and to conduct written test as an evaluation tool in teaching Mathematics.Keywords: basic teaching skill, microteaching, and teaching Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH DAN PROBLEM POSING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN SISWAKELAS VIII SMP NEGERI DI KABUPATEN BANYUMAS TAHUN PELAJARAN 2013/2014 Rini, Juwita; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract

Abstract: The objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the reasoning ability of the students. The learning models compared were the problem based learning model, the problem posing learning model, and the direct learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Banyumas regency in Academic Year 2013/2014. The samples of the research were the students of State Junior Secondary School 4 of Purwokerto, State Junior Secondary School 2 of Sokaraja, and State Junior Secondary School 2 of Baturraden. They were taken by using the stratified cluster random sampling. The instruments used to gather the data of the research were test of learning achievement in Mathematics and test of reasoning abilities. The data were analyzed by using the two-way analysis of variance with unbalanced cells. The results of the research are as follows. 1) The problem-based learning model results in the same good learning achievement in Mathematics as the problem posing learning model but results in a better learning achievement in Mathematics than the direct learning model, and the problem posing learning model results in a better learning achievement in Mathematics than the direct learning model. 2) The students with the high reasoning ability have a better learning achievement in Mathematics than those with the moderate and low reasoning abilities, and the students with the moderate reasoning ability have a better learning achievement in Mathematics than those with the low reasoning ability.      3) In the students with the high reasoning ability, the problem-based learning results in the same good learning achievement in Mathematics as the problem posing model but results in a better learning achievement in Mathematics than the direct learning model, and the problem posing model results in the same good learning achievement in Mathematics as the direct learning model. In the students with the moderate and low reasoning abilities, the problem-based learning, the problem posing learning model, and the direct learning model result in the same learning achievement in Mathematics. 4) In the problem-based learning, the students with the high reasoning ability have a better learning achievement in Mathematics than those with the moderate an low reasoning abilities, and the students with the moderate reasoning ability have the same learning achievement in Mathematics as those with the low reasoning ability. In the problem posing learning model, the students with the high reasoning ability have the same learning achievement in Mathematics as those with the moderate reasoning ability, but the students both with the high and moderate reasoning abilities have a better learning achievement in Mathematics than those with the low reasoning ability. In the direct learning model, the students with the high, moderate, and low reasoning abilities have the same learning achievement in Mathematics.Key words: Problem Based Learning, Problem Posing, and Reasoning ability.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS (TGT) DENGAN METODE DISCOVERY PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SMP NEGERI DI KABUPATEN ROKAN HULU TAHUN PELAJARAN 2013/2014 Nurrahmawati, Nurrahmawati; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The purpose  of this study are to determine the effect of the learning models on the learning achievement in Mathematics viewed from the spatial intelligence of the students. The learning models compared were the cooperative learning model of the TGT type with discovery method, the cooperative learning model of the TGT type, and the direct instruction  model. The type of this study was a quasi-experimental study with a 3x3 factorial design. The study population was all grade VIII students of Junior High School in Rokan Hulu Regency. Instruments used for data collection were mathematics achievement test and spatial intelligence test. Based on the hypothesis, the results could be concluded as follows.  (1) Students who were treated with the Teams Games Tournaments (TGT) cooperative learning model with discovery method had better learning achievement than students treated by TGT models and direct instruction model. In addition, students who were treated with the TGT model gave the same achievement with students treated by direct instruction model. (2) Students with high spatial intelligence had better learning achievement than the students with middle and low spatial intelligence. In addition, students who had middle spatial intelligence have better learning achievement than students who had low spatial intelligence. (3) In the spatial intelligence category of high, middle and low, the students? learning achievement treated Teams Games Tournaments (TGT) cooperative learning model with discovery method was better than the students treated by TGT and direct instruction models. In addition, students treated by TGT model gave the same learning achievement with students treated by direct instruction model. (4) In the Teams Games Tournaments (TGT) cooperative learning model with discovery method, TGT model and direct instruction model, the students who had high spatial intelligence had better learning achievement than middle and low spatial intelligence. In addition, the students who had middle spatial intelligence had better learning achievement than students who had low spatial intelligence.Keywords: Teams Games Tournaments (TGT), Disccovery  Method,  Spatial Intelligence.