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All Journal Journal of Education and Learning (EduLearn) Jurnal Pendidikan Progresif Pancaran Pendidikan

Budi Usodo

Sebelas Maret University

Author-ID : 2469553

Humanities Chemistry Education Languange, Linguistic, Communication & Media Library & Information Science Physics Public Health Social Sciences Other

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The use of discovery learning model with rme approach viewed from interpersonal intelligence Desty Ratna Permatasari; Heribertus Soegiyanto; Budi Usodo
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasi-experimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.

The Comparison of Learning Model Viewed from the Students Thinking Style Mohamad Nur Fauzi; Budi Usodo; Sri Subanti
Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017
Publisher : Intelektual Pustaka Media Utama

The aim of the research was to determine the effect of learning models with scientific approach, characteristics thinking style, the interaction between learning model with scientific approach and characteristics thinking style toward mathematics achievement. This research was quasi-experimental research with factorial design 2 x 4. The population of research was all students of the seven graders of junior high school in Surakarta city in academic year 2016/2017. The sample of research consists of 190 students. The data in the research was two ways analysis of variance with unequal cells, with the 5% level of significance. The results of the research were as follow: (1) SFEs Learning model gave better mathematics achievement than direct instruction model: (2) Characteristics of Sequential concret (SK), sequential abstract (SA), random concret (AK), and random abstract (AA) thinking styles give the same effect on mathematics learning achievement; (3) In each learning model with SK, SA, AK, and AA thinking style characteristics have the same mathematics learning achievement. (4) In each of the SK, SA, AK, and AA thinking styles that are subject to the SFEs learning model and direct learning have the same mathematical learning achievement.

The Effect of Problem-Based Learning Model Using Contextual Teaching Learning Approach Viewed from Logical Mathematical Intelligence Vivi Astuti Nurlaily; Heribertus Soegiyanto; Budi Usodo
Journal of Education and Learning (EduLearn) Vol 12, No 4: November 2018
Publisher : Intelektual Pustaka Media Utama

This research is aimed at determining 1) the difference of learning achievement using problem-based learning through contextual teaching learning and direct learning in Mathematics learning; 2) the difference of learning achievement among high, medium, and low logical Mathematical intelligence; and 3) the interaction between learning model and logical Mathematical intelligence on the students’ learning achievement in Mathematics. The research was designed using quasi-experimental study of 2x3 factorial design. The population of this research was the third-grade students of elementary school. The data of students’ learning achievement in Mathematics and their logical-Mathematical intelligence was obtained using test. The data were analyzed using two-way ANOVA. The results of the research show that 1) Problem-based learning model using contextual teaching approach makes the students obtain better learning achievement than direct learning model; 2) the students having high logical Mathematic intelligence get better learning achievement than those having medium and low logical Mathematic intelligence, the students having medium logical Mathematic intelligence gets better learning achievement than those having low logical Mathematic intelligence; 3) there is no interaction between learning model and logical Mathematic intelligence on the students’ learning achievement.

Co-Authors Anggoro Canggih Pinilih Desty Ratna Permatasari Farida Nurhasanah Henny Ekana Chrisnawati Heribertus Soegiyanto Mohamad Nur Fauzi Sam Isnardiantini Soegiyanto Soegiyanto Sri Subanti Sutopo Sutopo Vivi Astuti Nurlaily Yemi Kuswardi

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