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Mardiyana, Mardiyana
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP ? UNS
Education Mathematics

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ANALISIS BERPIKIR KRITIS SISWA DALAM PEMECAHAN MASALAH MATEMATIKA BERDASARKAN POLYA PADA POKOK BAHASAN PERSAMAAN KUADRAT (Penelitian pada Siswa Kelas X SMK Muhammadiyah 1 Sragen Tahun Pelajaran 2013/2014) Fatmawati, Harlinda; Mardiyana, Mardiyana; Triyanto, Triyanto
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 : This research aims were to describe: (1) students? level of critical thinking, (2) students? process of critical thinking in problem solving based on Polya, (3) factors influencing students? process of critical thinking. This was a descriptive qualitative research. Subject of the research was students grade X AP 1 of SMK Muhammadiyah 1 Sragen consisting of four students. Subject was selected using purposive sampling. Instrument of collecting data were observation, problem solving test and interview. Validity of the data was tested using triangulation method. The data were analyzed by: (1) classifying the data in level of critical thinking based on indicators of critical thinking stated by Ennis; (2) analyzing each critical thinking level based on four steps of Polya?s problem solving; (3) analyzing factors influencing students? process of critical thinking. From the research on 36 students, the results of students? level of critical thinking are 19.4% for critical thinking level 0, 72.2% for critical thinking level 1, 5.6% for critical thinking level 2 and 2.8% for critical thinking level 3. Students? process of critical thinking in (a) understanding problems, critical thinking level 0 was not able to construct point of the problems and reveal the facts, critical thinking level 1, 2, and 3 were able to construct point of the problems and reveal the facts; (b) making a plan, critical thinking level 0 was not able to detect the bias and determine theorem in solving problems, critical thinking level 1 was not able to detect the bias but was able to theorem in solving problems, critical thinking level 2 and 3 were able to detect the bias and determine theorem in solving problems; (c) carrying out the plan, critical thinking level 0 was not able to solve problems as the planning, critical thinking level 1, 2 and 3 were able to solve problems as the planning; (d) looking back the completed solution, critical thinking level 0 and 1 were not able to select logical argument and to draw conclusion, however, critical thinking level 1 was able to solve the problems using another method, critical thinking level 2 was not quite able to select logical argument and to draw conclusion, but it was able to solve the problems using another method, and critical thinking level 3 was able to select logical argument, to draw conclusion and to solve the problems using another method. Factors influencing students? process of critical thinking are students were not accustomed to solve story problems so that they were not able to understand the problems, students found it difficult to construct Mathematics model, and students were accustomed to solve questions using only one method.Key words: Critical thinking, Polya?s problem solving, Process of critical thinking, Level of critical thinking.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) BERBANTUAN WINPLOT DAN TEAM ASSISTED INDIVIDUALIZATION (TAI) PADA MATERI APLIKASI TURUNAN FUNGSI DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIS SISWA Wawan, Wawan; Mardiyana, Mardiyana; Iswahyudi, Gatut
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 the learning achievement in mathematics viewed from the reasoning abilities of the students. The models compared were the cooperative learning model of the Winplot-assisted STAD, the cooperative learning model of the TAI type, and the Powerpoint-assisted direct learning model. This research used the quasi experimental research method with the factorial design of 3 × 3. Its population was all of the students in grade XI of Senior Secondary Schools of Purworejo in academic year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. The size of the sample was 235 students consisted of 80 students in the first experimental class, 77 students in the second experimental class and 78 students in the control class. The instruments to gather the data of the research were test of learning achievement in mathematics and test of mathematical reasoning ability. The data was analyzed by using the two-way analysis of variance with unbalanced cells. The conclusions of this research were as follows. (1) The cooperative learning model of the Winplot-assisted STAD type resulted in a better learning achievement in mathematics than the cooperative learning model of the TAI type and the Powerpoint-assisted direct learning model, and the cooperative learning model of the TAI type resulted in a better learning achievement in mathematics than the Powerpoint-assisted direct learning model. (2) The students with the high mathematical reasoning ability had a better learning achievement in mathematics than those with the moderate and low mathematical reasoning abilities, and the students with the moderate mathematical reasoning ability had a better learning achievement in mathematics than those with the low mathematical reasoning ability. (3) In each mathematical reasoning ability category, the cooperative learning model of the Winplot-assisted STAD type resulted in a better learning achievement in mathematics than the cooperative learning model of the TAI type and the Powerpoint-assisted direct learning model, and the cooperative learning model of the TAI type resulted in a better learning achievement in mathematics than the Powerpoint-assisted direct learning model. (4) In each learning model, the students with the high mathematical reasoning ability had a better learning achievement in mathematics than those with the moderate and low mathematical reasoning abilities, and the students with the moderate mathematical reasoning ability had a better learning achievement in mathematics than those with the low mathematical reasoning ability.Keywords: STAD, Winplot, TAI, direct learning, mathematical reasoning, and learning achievement in mathematics.   
PROFIL PROSES BERPIKIR KRITIS SISWA KELAS VIII SMP NEGERI 3 SURAKARTA DALAM MEMECAHKAN MASALAH POKOK BAHASAN SISTEM PERSAMAAN LINEAR DUA VARIABEL (SPLDV) DITINJAU DARI KECERDASAN MAJEMUK DAN GENDER Ambarawati, Mika; Mardiyana, Mardiyana; Subanti, Sri
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 aim of this research was to describe the profile of critical thinking process of the students in grade VIII of State Junior Secondary School 3 of Surakarta in solving the problems on linear equation of two variables (LETV) viewed from the multiple intelligence and gender. This research used the descriptive research method with the qualitative explorative approach. The subjects of the research were taken by using the purposive sampling technique. The subjects of the research were four students in Grade VIII of State Junior Secondary School 3 of Surakarta, one male student and female student with linguistic intelligence, and one male student and one female student with mathematical-logical intelligence. The instruments used to gather the data of the research were multiple intelligence questionnaire, worksheet for mathematical problem-solving, and interview guidelines. The data were collected through questionnaire and task-based interview on the learning material of LETV. They were validated by using the time triangulation and the reference fulfillment. The data were analyzed using a Miles and Huberman?s concept, that was data reduction, presentation, and conclusion. The results of the research are as follows. 1) The male  and female students with linguistic intelligence had a good ability to capture information and may communicate it effectively both written and orally. The critical thinking can be realized through four phases. However,  the male in the recognition phase, they encounters a difficulty i.e. the question they mentions is less complete.  In addition, in thinking about alternatives, they are only able to mention one problem-solving alternative, namely: mixed alternative. 2) The male and female students with mathematical-logical intelligence are able to think logically. They are able to do categorization, classification, conclusion drawing over a problem. The  critical thinking can be realized through four phases. However, in the recognition phase, they encounters a difficulty i.e. the question they mentions is less complete.  In addition, in thinking about alternatives, they are only able to mention two problem-solving alternatives, namely: mixed alternative and substitution alternative.Keywords: profile of the process of critical thinking, problem solving, multiple intelligence, and gender.
EKSPERIMENTASI MODEL PEMBELAJARAN RECIPROCAL TEACHING (RT) DAN PROBLEM BASED LEARNING (PBL) PADA MATERI PELUANG DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS XI SMA/MA NEGERIDI KABUPATEN KETAPANG PROVINSI KALIMANTAN BARAT Haryadi, Rahman; Mardiyana, Mardiyana; Sari S, Dewi Retno
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 aims of this study were to investigate:  (1) which learning model produces students? better mathematics learning achievement, Reciprocal Teaching (RT), Problem-Based Learning (PBL), or conventional learning model; (2) which students? have better mathematics learning achievement, those with high, medium, or low learning creativity; (3) viewed from learning models, which students? have better mathematich learning achievement, those with high, medium, or low learning cretivity; (4) viewed from their creativity level, which learning model produces better mathematich learning achievement RT, PBL, or conventional model. This study was a quasi-experimental research with 3x3 factorial designs. The population was the students of XI class, State SMA/MA in Ketapang District, West Kalimantan Province in year academic 2013/2014. The samples were taken through stratified cluster random sampling technique. The entire samples were 312 students comprising 101 students for the first experimental group, 108 students for the second experimental group and 103 students for control group. The data were collected through the mathematical achievement tests and the learning creativity questionnaires. The hypothesis testing employed  unbalanced two ways of ANOVA. The results of the study are as follows. (1)  RT produced students? better mathematics learning achievement than PBL and conventional models; PBL produced the same mathematical achievement as conventional model. (2) The students with high learning creativity had better mathematics learning achievement than those with medium and low learning creativity; the students with medium creativity had better achievement than those with low creativity. (3) Treated with RT, the students with high creativity learning  had better mathematics learning achievement than those with medium and low creativity; the students with medium creativity had better achievement than those with low creativity; treated with PBL, the students with high, medium, and low learning creativity had the same achievement; treated with conventional model, students with  high  creativity  had the same achievement as those with medium; the students with high creativity had better achievement than those with low creativity; the students with medium creativity had the same achievement as those with low creativity; (4) Viewed from their high learning creativity, students treated with RT had better mathematics learning achievement than those treated with PBL and conventional  model; those treated with PBL had the same achievement as those treated with conventional model. Viewed from their medium learning creativity, students treated with RT had better mathematics learning achievement than those treated with PBL and conventional model; those treated with PBL had the same achievement as those treated with conventional model. Viewed from their low learning creativity, students treated with RT, PBL and conventional had the same  mathematics learning achievement.Keywords: RT, PBL, learning creativity, the mathematical achievement.
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL PERSAMAAN KUADRAT BERDASARKAN TAKSONOMI SOLOPADA KELAS X SMA NEGERI 1 PLUS DI KABUPATEN NABIRE – PAPUA Manibuy, Ronald; Mardiyana, Mardiyana; Sari S, Dewi Retno
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 objectives of this research were to describe the position of errors, kind of errors and factor that caused students? errors in answering quadratic equation questions based on SOLO taxonomy on the X grade students of SMA with high, moderate and low mathematics ability. This research was a descriptive qualitative. This research was carried out on the X grade students of SMA Negeri 1 Plus Nabire ? Papua. The written data were taken from the result of mathematics ability test and first problem solving test (M1: linear/quadratic pattern) and the second problem (M2: functional concept), the oral forms data were taken from the result of interview which were conducted to the subject of the research to get valid data 1 and valid data 2. Afterwards, the valid data were analyzed to find out the constant level of consistency achievement of SOLO level, in order to meet reliable data from the chosen research subjects 2 students with high mathematics ability, 3 students with moderate mathematics ability and 2 students with low mathematics ability. The valid and reliable data were used to analyze students? errors based on SOLO taxonomy. The result of the research showed that: (a) the students with high mathematics ability were reached unistructural?relational level, (b) the students with moderate mathematics ability were reached unistructural?multistructural level, (c) the students with low mathematics ability were almost reached unistructural level. Errors made by the research subjects: (1) all of students conducted the same errors in answering the mathematics model of the quadratic equation questions, they did not provide the answer correctly and they did not understand the concept of the questions properly, (2) kinds of errors including: (a) misconception, not comprehending about quadratic concept, this error existed in all mathematics ability levels. Whereas errors on the concept of variable, which is used to form the mathematics quadratic equation, was conducted by moderate and low level subject; (b) error on the principle, the application of the mathematics rules and formulas incorrectly in answering the quadratic equation questions, was conducted by high, moderate and low levels; (c) operational error was often conducted by low, moderate and high deals with the operational of algebra, especially on the calculation of negative integer operation, (3) the factors that caused errors for the research subjects of high, moderate and low levels were low comprehension on mathematics? concept, principle and operation.  Keywords: errors analysis, quadratic equation, SOLO taxonomy
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN ASSESSMENT FOR LEARNING (AfL) PADA MATERI BANGUN RUANG DITINJAU DARI KEMAMPUAN SPASIAL SISWA KELAS VIII SMP NEGERI DI KABUPATEN KARANGANYAR Pratiwi, Fitri Apriyani; Mardiyana, Mardiyana; Subanti, Sri
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 learning model toward learning achievement in mathematics viewed from the spatial ability. The learning models of this research were cooperative learning model of the TAI type with AfL, the cooperative learning model of the TAI type, and the direct learning model. This research used the quasi experimental research method with the factorial design of 3 x 3. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Karanganyar. The samples of the research were taken by using the stratified cluster random sampling technique. The samples consisted of 284 students. The instruments used to gather the data were test of learning achievement in Mathematics and test of spatial ability. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research were as follows. 1) the students instructed TAI with AfL had a better learning achievement in Mathematics than those instructed TAI and those instructed with the direct learning model. Furthermore, the students instructed with TAI had the same learning achievement in Mathematics as those instructed with the direct learning model. 2) The learning achievement in Mathematics of the students with the high spatial ability was better than that of the students with the moderate spatial ability and that of the students with the low spatial ability. In addition, the learning achievement in Mathematics of the students with the moderate spatial ability was better than that of the students with the low spatial ability. 3) In each learning model of the TAI with AfL, TAI, and the direct learning model, the students with the high spatial ability had a better learning achievement in Mathematics than those with the moderate spatial ability and those with the low spatial ability. Moreover, the students with the moderate spatial ability had a better learning achievement in Mathematicsthan those with the low spatial ability. 4) In each of the students with the high, moderate, and low spatial abilities, TAI with AfL results in a better learning achievement in Mathematics than TAI and the direct learning model. Furthermore, TAI results in the same learning achievement in Mathematics as the direct learning model.Keywords: Team Assisted Individualization (TAI), Assessment for Learning (AfL), and spatial ability                
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) DAN NUMBERED HEADS TOGETHER (NHT) DITINJAU DARI KECERDASAN MAJEMUK PESERTA DIDIK Widyawati, Santi; Mardiyana, Mardiyana; Iswahyudi, Gatut
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 objectives of this research were to investigate: (1) which learning model of the TSTS model, the NHT model, and the direct learning model resulted in a better learning achievement in mathematics; (2) which students of the students with mathematical-logical, interpersonal, and linguistic intelligence had a better learning achievement in mathematics; (3) in each category of the multiple intelligences, which learning model of the TSTS model, the NHT model, and the direct learning model resulted in a better learning achievement in mathematics; and (4) in each learning model, which students of the students with mathematical-logical, interpersonal and linguistic intelligence had a better learning achievement in mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. Its population was all of the students in Grade VII of Junior Secondary Schools of Metro City. The size of the samples was 269 students. They were taken by using the stratified cluster random sampling technique. The instruments to gather the data of the research were test of learning achievement in mathematics and questionnaire of multiple intelligences. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research were as follows. 1) The TSTS model resulted in a better learning achievement than the NHT model and direct model, and the NHT model resulted in a better learning achievement than the direct learning model. 2) The students with mathematical-logical intelligence had a better learning achievement than those with interpersonal and linguistic intelligences, and the students with interpersonal intelligence had a better learning achievement than those with linguistic intelligence. 3) In the students with mathematical-logical intelligence, the TSTS model resulted in a better learning achievement than the cooperative learning model of the NHT model, the TSTS model and the NHT model resulted in the same learning achievement as the direct learning model. In the students with interpersonal intelligence, the TSTS model resulted in the same learning achievement as the NHT and direct learning models, and the NHT model resulted in a better learning achievement than the direct learning model. In the students with linguistic intelligence, the TSTS and the NHT model sresulted in the same learning achievement as the direct learning model. 4) In the TSTS model, the students with mathematical-logical intelligence had the same learning achievement as those with interpersonal intelligence but had a better learning achievement than those with linguistic, and interpersonal intelligence had the same learning achievement those with linguistic intelligence. In the NHT model, the students with mathematical-logical, interpersonal, and linguistic intelligences had the same learning achievement. In the direct learning model, the students with mathematical-logical intelligence had a better learning achievement than those with interpersonal and linguistic intelligences, and the students with interpersonal intelligence had the same learning achievement as those with linguistic intelligence. Keywords: TSTS, NHT, multiple intelligences.
Co-Authors Ambarawati, Mika Fatmawati, Harlinda Haryadi, Rahman Iswahyudi, Gatut Manibuy, Ronald Pratiwi, Fitri Apriyani Santi Widyawati Sari S, Dewi Retno Sri Subanti Triyanto, Triyanto Wawan, Wawan