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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal S2 Pendidikan Matematika Journal on Mathematics Education (JME) Journal of the Indonesian Mathematical Society AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Mathematics and Mathematics Education Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika Journal of Educational Management and Instruction (JEMIn)
Tri Atmojo Kusmayadi
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Education Languange, Linguistic, Communication & Media Mathematics

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW II DAN THINK PAIR SHARE DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP SE-KOTA KEDIRI TAHUN PELAJARAN 2012/2013 Andriani, Desi Gita; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The aim of the research was to determine the effect of learning models (Jigsaw II, TPS and direct learning) on mathematics achievement viewed from student emotional quotient. The type of the research was quasi experimental research using design factorial 3x3. The population was the students in grade VII junior high school in a city of Kediri. The size of the sample was 339 students. Before giving the treatment, the population had to in balance condition. The balance test used unbalance one way analysis of variance. Test requirements included normality test used Lilliefors method and the homogeneity test used Bartlett method. The hypothesis test used unbalance two ways analysis of variance. The conclusions of the research were as follows. (1) Students who taught by cooperative learning model of Jigsaw II type give better mathematics learning achievement than TPS type and direct learning and the students who taught by cooperative learning model of TPS type give better mathematics learning achievement than direct learning. (2) Students who have high emotional quotient have better mathematics learning achievement than students who have middle and low emotional quotient and then students who have middle emotional quotient have better mathematics learning achievement than students who have low emotional quotient. (3) For students who thougt by cooperative learning model of Jigsaw II type, TPS type, and direct learning, students who have high emotional quotient  have  better mathematics learning achievement than students who have middle and low emotional quotient and then students who have middle emotional quotient have better mathematics learning achievement than students who have low emotional quotient. (4) For students who have high, middle, and low emotional quotient, students who thougt by cooperative learning model of Jigsaw II type give better mathematics learning achievement than TPS type and direct learning and the students who taught by cooperative learning model of TPS type give better mathematics learning achievement than direct learning. Keywords : Jigsaw II, TPS, and emotional quotient.  
EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER DAN JIGSAW DENGAN PENDEKATAN KONTEKSTUAL TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KECERDASAN MAJEMUK SISWA SMP NEGERI KOTA MADIUN Retno H, Rosa Rosdiana; Kusmayadi, Tri Atmojo; Suyono, Suyono
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: This research aims to find out: (1) which one provides better mathematics learning achievement: conventional, Numbered Heads Together, or Jigsaw with contextual approach learning model, (2) which one provides better mathematics learning achievement: the students with linguistic, logical-mathematics, or interpersonal intelligence, (3) in each multiple intelligence, which one provides better mathematics learning achievement: conventional, Numbered Heads Together, or Jigsaw with contextual approach learning model, and in each learning model, which one provides better mathematics learning achievement: the students with linguistic, logical-mathematics, or interpersonal intelligence. This study was a quasi-experimental research with 3x3 factorial design. The population of this research was the seventh-year-students of State Junior High Schools of Madiun Municipality in the school year of 2012/2013 with the students of SMPN 4 Madiun, SMPN 6 Madiun, and SMPN 10 Madiun as the sample. The research instrument used was mathematics learning achievement test and questionnaire of multiple intelligence. The hypothesis test used was unbalanced two way analysis of variances. The test on the hypothesis revealed that: (1) learning model of Jigsaw with contextual approach provided better mathematics learning achievement than conventional and Numbered Heads Together learning model, while learning model of Numbered Heads Together provided better mathematics learning achievement than conventional learning model, (2) there was no difference in mathematics learning achievement between students with linguistic, logical-mathematics and interpersonal intelligence, (3) in each multiple intelligence, learning model of Jigsaw type with contextual approach provided better mathematics learning achievement than conventional and Numbered Heads Together learning model, while learning model of  Numbered Heads Together provided better mathematics learning achievement than conventional learning model, and in each learning model, there was no difference in mathematics learning achievement between students with linguistic, logical-mathematics and interpersonal intelligence. Keywords: Learning Model, Jigsaw, Contextual Approach, Numbered Heads Together, Multiple Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS ASSISTED INDIVIDUALIZATION (TAI) DAN GROUP INVESTIGATION (GI) PADA POKOK BAHASAN KUBUS DAN BALOK DITINJAU DARI AKTIVITAS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KLATEN W, Rahayu Sri; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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ABSTRACT : The research aims to find out: (1) which students have the better learning achievement, the students who apply conventional learning model, TAI type of cooperative learning model, or GI type, (2) which students have the better learning achievement, the students who have high, medium, or low learning activities, (3) for each learning activities category, which of conventional learning model, TAI type of cooperative learning model, or GI type gives the better learning achievement, (4) for each type of learning model, which of the students with high, medium, or low learning activities gives the better learning achievement. This research was a quasi-experimental research with 3 ´ 3 research design. The population was the grade VIII students of Public Junior High Schools in Klaten Regency in the second semester of grade year 2012/2013. Sampling technique was done by stratified cluster random sampling. Technique of analyzing data used was an unbalanced two way analysis of variance. Based on the results of the analysis, it can be concluded that: (1) the students who apply TAI type of cooperative learning model and GI type have mathematics learning achievement better than conventional learning model, while TAI type of cooperative learning model gives mathematics learning achievement as good as GI type, (2) the students with high activities has the best mathematics learning achievement compared to the students with medium or low activities, while the students with medium activities are better than the students with low activities, (3) for each activities categories of high, medium, and low, TAI type of cooperative learning model and GI type give mathematics learning achievement better than conventional learning model, while TAI type of cooperative learning model gives mathematics learning achievement as good as GI type, (4) for each learning models of conventional, TAI type, and GI type, the students with high activities has the best mathematics learning achievement compared to the students with medium or low activities, while the students with medium learning activities are better than the low one in the subject matter of the cube and block. Keywords: TAI, GI, Conventional, The Learning Activities.
EKSPERIMENTASI PENDEKATAN PEMBELAJARAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA DAN PENDEKATAN PEMBELAJARAN KONSTRUKTIVISME MENGGUNAKAN TEKNIK HYPNOSIS IN TEACHING PADA MATERI GEOMETRI SISWA KELAS VII MTs DI KABUPATEN PONOROGO Jauhari, Hafidh; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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ABSTRACT:. This research aimed to know: (1) which one gives better mathematics learning achievement, Indonesian Realistic Mathematics Education (IRME) learning approaches, constructivism learning approach using hypnosis in teaching technique or conventional learning approaches, (2) which one gives better mathematics learning achievement, students who have visual, auditory or kinesthetic learning styles, (3) in each of the learning approach, which one gives better mathematics learning achievement, students with visual learning styles, auditory or kinesthetic; (4) in each of the student’s learning styles, which one gives better mathematics learning achievement, IRME learning approaches, constructivism learning approach using hypnosis in teaching technique or conventional learning approaches. This research used the quasi experimental research method with a 3x3 factorial design. Its population was the students in VII Grade of MTs in Ponorogo. The data samples of the research were taken by using the stratified cluster random sampling technique. The data collection tehnique used documentation, questionnaire, and test method. The documentation was used to know the scores of mathematics in Elementary School National Examination, and was used for balance test among the classes IRME learning approach, constructivism learning approach using hypnosis in teaching technique, and conventional learning approaches. The questionnaire method was used to determine the students learning style, while the test method was used to determine student’s achievement in mathematics subject rectangle. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the level of significance is 5%. The results of study showed that: (1) use of IRME learning approaches on learning the material rectangle gives mathematics achievement better than the constructivism learning approach using hypnosis in teaching technique and conventional learning approaches, while the constructivism learning approach using hypnosis in teaching technique gives mathematics achievement better than the conventional learning approach; (2) the three types of learning styles, visual, auditory, and kinesthetic provide the same effect on mathematics achievement; (3) in each of the learning approach, the three types of learning styles, visual , auditory, and kinesthetic provide the same effect on mathematics achievement; (4) on the various types of student’s learning styles, the use of IRME learning approaches in the learning of material rectangle gives mathematics achievement better than the constructivism learning approach using hypnosis in teaching technique and conventional learning approaches, while the constructivism learning approach using hypnosis in teaching technique gives mathematics achievement better than conventional learning approaches.Keywords: learning approach, IRME, constructivist, hypnosis in teaching, conventional, learning styles
ANALISIS PROSES PEMBELAJARAN MATEMATIKA DI KELAS VIII AKSELERASI SMP NEGERI 1 BOYOLALI Nurmalitasari, Nurmalitasari; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract: The aim of the research was to describe planning and implementation of the learning process performed by mathematics teacher in the class VIII acceleration of SMPN 1 Boyolali. It was a qualitative research casestudy.The subject of this research were taken by using the purposive sampling. The subject of the research were mathematics teacher class VIII acceleration fisrt grade and second grade. The techniques of collecting the data in this research were documentation, interview and observation. The techniques of validating the data were source triangulation and time triangulation. The technique of analyzing the data was Miles and Huberman concept, namely, data reduction, data presentation, and conclusion drawing. The findings of the research show that planning of the learning process performed mathematics teacher in the class VIII acceleration of SMPN 1 Boyolali equal to the planning process of mathematics learning in the regular classroom, the difference lies in the allocation of time. The process of preparation of instructional time allocation in accelerated classes every basic competence with respect to the number of weeks was effective as seen from accelerated academic calendar, the number of basic competencies, depth, complexity, and level of interest of a basic competence. Implementation of the learning process performed mathematics teacher in the class VIII acceleration of SMPN 1 Boyolali, approaches, strategiesandmethods, is student-oriented activities. The approachused by teachersis the approach behaviour (behaviour therapy). Learning strategies are instructional strategies that emphasize learning out comes in intellectual abilities and learning strategies student-oriented activities. The method is applied teacher combines several methods such as lectures, question and answer, discussion and drill that emphasize student activity. Keywords: planning of the learning process, implementation of the learning process, syllabus, lesson plan, learning approaches, learning strategies,  learning methods, acceleration
EFEKTIFITAS PEMBELAJARAN DENGAN PENDEKATAN KONTEKSTUALvDAN PENDEKATAN PEMECAHAN MASALAH DITINJAU DARI GAYA BELAJAR PADA SISWA SEKOLAH MENENGAH PERTAMA DI KABUPATEN BOJONEGORO Ghofur, Abdul; Kusmayadi, Tri Atmojo; Suyono, Suyono
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract: The objective in the research is to find out: (1) the learning approach giving better learning achievement, whether learning with contextual approach with problem solving approach or with direct learning; (2) the student learning style providing better learning achievement, whether visual, auditory, or kinesthetic learning styles; (3) in each learning approach, who having learning achievement better, the students with visual, auditory or kinesthetic learning style; and (4) in each learning style, which one providing better learning achievement, the learning with contextual approach with problem solving approach or with direct learning. The population of research was all IX (ninth) graders of Junior High School in Bojonegoro Regency consisting of 55 school. The sample was taken using stratified cluster random sampling. The sample of research consisted 305 students divided into experiment I, experiment II, and control groups.The conclusion of research was: (1) the learning with contextual approach giving better mathematics learning achievement than the problem solving approach and direct learning. (2) The students with visual learning style had learning achievement better than those with auditory one. But, there was no difference of learning achievement between the students with visual and those with kinesthetic learning style and there was no difference of learning achievement between the students with auditory and those with kinesthetic learning style. (3) In learning with contextual approach, all learning styles had the same learning achievement, while in the learning with problem solving approach, the students with visual learning styles had different learning achievement, the students with visual learning style had the same learning achievment with the students with kinestetic learning styleand the students with auditory learning style had the same learning achievment with the students with kinestetic learning style. Indirect learning, there was no difference of learning achievement between the students with visual, auditory and kinesthetic learning styles. (4) In the students with visual,auditory and kinesthetic learning style, there was no difference of learning achievement between the students with contextual approach,problem solving approach and direct learning.Keywords: contextual, problem solving, learning style.
PROFIL TINGKAT BERPIKIR KREATIF SISWA KELAS VII SMP NEGERI 16 SURAKARTA DALAM PEMECAHAN MASALAH ARITMATIKA SOSIAL DITINJAU DARI MOTIVASI DAN GENDER Sunarya, Linda; Kusmayadi, Tri Atmojo; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract. This study aimed to describe: (1) the creative thinking level of male Junior High School students, who had high motivation in solving some problems in appropriate to Polya’s Steps, (2) the creative thinking level of female Junior High School students, who had high motivation in solving some problems in appropriate to Polya’s steps, (3) the creative thinking level of male Junior High School students, who had medium motivation in solving some problems in appropriate to Polya’s steps, (4) the creative thinking level of female Junior High School students, who had medium motivation in solving some problems in appropriate to Polya’s steps, (5) the creative thinking level of male Junior High School students, who had low motivation in solving some problems in appropriate to Polya’s steps, (6) the creative thinking level of female Junior High School students, who had low motivation in solving some problems in appropriate to Polya’s steps. This study was a qualitative study. The subject of this study was 7th grade students of Public Junior High School 16 Surakarta. The subject selection procedure of this study was purposive sampling. The subject used in this study were six subjects of study that was a male student with high motivation, a female student with high motivation, a male student with medium motivation, a female student with medium motivation, a male student with low motivation, and a female student with low motivation. The instrument in collecting data was classification of students’ learning motivation, problem solving assignment sheet, and interview manual. Based on the study had been carried out, there was one student, who was belonged to the creative thinking abilities level 4, one student was belonged to the creative thinking abilities level 2, and four student was belonged to the creative thinking abilities level 0. In the creative thinking abilities level 4, the student was able to demonstrate fluency, flexibility, and novelty. In the creative thinking abilities level 2, the student was able to demonstrate novelty, but not able to demonstrate any fluency and flexibility. In the creative thinking abilities level 0, the student was not able to demonstrate the fluency, flexibility, or novelty. Keywords: Creative thinking level, Problem solving, Motivation, Gender
PROSES BERPIKIR KREATIF SISWA SMP DALAM PENGAJUAN MASALAH MATEMATIKADITINJAU DARI GAYA KOGNITIF SISWA (Studi Kasus pada Siswa Kelas VIII-H SMP Negeri 1 Sukoharjo Tahun Pelajaran 2012/2013) Komarudin, Komarudin; Sujadi, Imam; Kusmayadi, Tri Atmojo
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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Abstract: This study aimed to describe the process of creative thinking of students of SMP Negeri 1 Sukoharjo who have the type of cognitive style field-independent (FI) and field-dependent (FD) in the mathematics problems posing on Wallas steps, namely preparation, incubation, illumination, and verification. This research was a case study. The data collection techniques conducted by using think aloud method. The results showed that the process of creative thinking on: (1) the FI students, namely (a) the preparation, students read silently APP (assignment problem posing), observe the instructions and image information carefully, and students can know the things that are known on first reading of APP; (b) incubation, the students tend to be silent for a moment, it is as a start in developing a mathematical problem; (c) illumination, the students determine the attributes and the things that will be proposed to the problem, students verbalize the problem as he bowed his head, after that, the students write the problem in the worksheet and if something goes wrong on the issues raised, the students tend to immediately fix the problem; (d) verification, the students correct mathematical issues raised, explain the troubleshooting procedures and resolving the issues raised at worksheet, students corrected back problems and the settlement has been made; (2) Students FD, namely (a) the preparation, students read silently APP, observe the instructions and image information on the APP, to find the information and the things that are known, students need to read back the APP; (b) incubation, the students tend to be silent for a moment, this is the first step in preparing mathematics problems, in this step, students were less calm and worried while playing both hands; (c) illumination, the students determine the attributes and things to issues raised by several silent, students write the problem in the worksheet and if something goes wrong on the issues raised, the students tend to replace the problem; (d) verification, the student explains the troubleshooting procedures and resolves the issues raised at worksheet, students corrected the solved problem and solution.Keywords: creative thinking, problems posing, and cognitive style.
PROSES BERPIKIR SISWA KELAS VII SEKOLAH MENENGAH PERTAMA DALAM MEMECAHKAN MASALAH MATEMATIKA MATERI POKOK BANGUN DATAR BERDASARKAN PERSPEKTIF GENDER Sukowiyono, Sukowiyono; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract: This research aimed to find out the thinking process VII Graders of Junior High School in mathematics problem solving in plane geometry. This study was a descriptive qualitative research. The subject of research was the VII graders of SMP (Junior High School) Muhammadiyah 1 Surakarta consisting of four students. The subject was selected based on gender, mathematics ability and either spoken or written communication fluency. The data collection was conducted using think aloud technique. Data analysis was conducted based think aloud protocol. Then, time triangulation was conducted between the first and the second problems, and then method triangulation was done to obtain valid research subject data.This research finally provide the student’s thinking process as follows. The male students: 1) understand and analyze the problem by mentioning what they know and what asked, the thinking process used is the process of establishing cognition, 2) design and plan solution, used the thinking process of opinion establishment, 3) look for solution to problem solving, used thinking process of decision making and conclusion drawing, 4) examine the solution, could estimate mentally by writing nothing he did, the thinking process in this step was decision making thinking process. Female students: 1) understand the problem using thinking process of establishing cognition, to mention easily and correctly what they know in the problem and to mention what asked, 2) design and plan the solution using thinking process of opinion establishment and cognition establishment. could link the what known and what asked, 3) look for solution to problem using thinking process of decision making and conclusion drawing, 4) examine the solution, it is consistent with the students that can examine and investigate the prepared solution.Keywords: thinking process, mathematics problem solving, gender.
PROFIL POSES BERPIKIR KRITIS SISWA DALAM PEMECAHAN MASALAH MATEMATIKA KONTEKSTUAL DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT-INDEPENDENT DAN GENDER N, Atik Fitriya; Kusmayadi, Tri Atmojo; Iswahyudi, Gatut
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract: This research was a qualitative descriptive that aims to describe the critical thinking process of male and female senior high school students with dependent and independent cognitive style in solving contextual mathematics problems using Polya steps. Classification of students cognitive styles used group embedded figures test (GEFT). The subjects of this research were 4 students of XI year of SMA Negeri 1 Kartasura selected by purposive sampling. Validity of the data used time triangulation and the technique of data analysis were done by: (1) classifying the data into four problem solving steps: (a) understand the problem, (b) make a plan, (c) carry out the plan, and (d) look back at the completed solution, (2) presenting the data in narrative text, and (3) concluding the thinking process of students in each problem solving steps. The results show as follows: (1) Male students with a field dependent cognitive style in understanding: students are able to organize and analyze information or aspects of a problem. In making a plan: students are able to identify the material that is needed in formulating steps or solutions. In carrying out the plan: students are able in the rational thinking and be able to make a valid conclusions. In looking back: students are able to think rationally. (2) Male students with field independent cognitive styles in understanding: students are able to organize and analyze information or aspect of a problem, capable of conceptualizing, understanding an attitude and thinking rationally. In making a plan: the students were able to identify the material that is needed in formulating steps or solutions. In carrying out the plan: students are able to think rationally, to make a valid conclusions, reflective thinking and understanding an attitude. In looking back: students are able to think reflectively. (3) Female students with a field dependent cognitive style in understanding: students are able to organize and analyze information or aspect of a problem. In making a plan: students are able to identify the material that is needed in formulating steps or solutions. In carrying out the plan: students are able in the rational thinking and be able to make a valid conclusions. In looking back: students are able to think rationally. (4) Female students with field independent cognitive styles in understanding: students are able to organize and analyze information or aspect of a problem, capable of conceptualizing, understanding an attitude and thinking rationally. In making a plan: the students are able to identify the material that is needed in formulating or solutions. In carrying out the plan: students are able to think rationally, to make a valid conclusions, reflective thinking and understanding an attitude. In looking back: students are able to think reflectively and rationally. Keywords: Critical thinking Process, Problem Solving, Cognitive Style, Gender
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Aziz Abdul Ghofur Abdul Razak Agus Darmawan Ambar Nurhayati Anggrahini Anggrahini Arianti Puspita Dewi Arinta Rara Kirana Asip Cakra Buana, Asip Cakra Atik Fitriya N author Ari Suningsih Budi Usodo Desi Gita Andriani Dewi Kurniasari, Dewi Dian N Safitri Dian Panji Wicaksono Dwi A, Yuridis Madyarsa Dwi Yuni Pramugarini Eli Widoyo Retno Endah Wulantina, Endah Farah Umami Farida Nurhasanah Fauzi Mulyatna, Fauzi Ferri Ardianzah, Ferri Fida Rahmantika Hadi, Fida Rahmantika Fina Hanifa Hidayati Fitriana, Laila Frasetyana, Anita Diah Gatut Iswahyudi Habib Ratu Perwira Negara Hafidh Jauhari Hendriyanto, Agus Hidayat, Edisut Taufik Iim Marfuah Ika Wulandari Imam Sujadi Indra Kurniawan Irma Ayuwanti Juitaning Mustika KOMARUDIN Labiba Zahra, Labiba Linda Sunarya Lingga Nico Pradana Mardiyana Mardiyana MIFTACHUL ANAS Mishbahul Huda, Mishbahul Muhtarom Nanndo Yannuansa, Nanndo Naraswari, Titania Putri Nelly Indriastuti P Nina Nurmasari Nindia Elisie Anggraini Nunung Juwariah, Nunung Nur Anida Laila Nurmalitasari Nurmalitasari Nurul Hidayati Shaliha, Nurul Hidayati Ony Syaiful Rizal, Ony Syaiful Puput Suriyah Putri, Saskia Rizkiana Rahayu Sri W Retno Sari Riyadi Riyadi Rosa Rosdiana Retno H Siti Mutmainah Sri Indayani, Sri Sri Kuntari Sukowiyono Sukowiyono Supriyatin Supriyatin Susmono Susmono Suyono Suyono Tanti Listiani, Tanti Tri Yuliana Tunjung Genarsih, Tunjung Ummi Rosyidah, Ummi Wahyu Astuti Budi Wahyu Nofiansyah, Wahyu Wahyumiarti Wahyumiarti, Wahyumiarti Widi Lestari Yekti Putri Kusumaningtyas Zara Mertiana RZ