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PROSES BERPIKIR SISWA KELAS IX SEKOLAH MENENGAH PERTAMA YANG BERKEMAMPUAN MATEMATIKA TINGGI DALAM MEMECAHKAN MASALAH MATEMATIKA Tri Atmojo Kusmayadi; Imam Sujadi; Muhtarom Muhtarom
Journal of Mathematics and Mathematics Education Vol 1, No 2 (2011): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v1i2.9930

Abstract: This study aim to describe the students’ thinking process of 9th grade of Junior High School has a high mathematics capability in solving the mathematics problem based on Polya rule. This study is qualitative descriptive research. The criteria of subject selection included the students’ has a high mathematics capability and communication fluency both spoken and written. The data collection was done using written test and task-based interview techniques. Data analysis done based on written test data and task-based interview techniques data. And then it has been done the method triangulation to get valid subject data. Finally, the result of description thinking process as follows: students with high mathematics capability, in understanding problem using assimilation thinking process, make a plan using assimilation and accommodation thinking process. Assimilation thinking process can be identified when the students can mention the prerequisite material, can directly relate the sides kite (BF = FG) and can directly develop problem solving plan. Meanwhile, accommodation thinking process can be seen when the students drew an auxiliary line from E to the right thereby intersecting with CD line (the intersection was labeled H point), so devided trapezoid AEDG become right triangle EHG and rectangle AEHD. In carrying out a plan and in looking back at the completed solution, the students used assimilation thinking process. Keywords: thinking process, mathematics problem, and problem solving.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF MISSOURI MATHEMATICS PROJECT (MMP) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP NEGERI SE-KABUPATEN PEMALANG Rizki Adeyanto; Tri Atmojo Kusmayadi; Riyadi Riyadi
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v6i1.10038

Abstract: The aim of the research was to determine the effect of learning models scientific MMP, scientific TPS, scientific classical on mathematics achievement viewed from student Emotional Quotient (EQ). The objectives of research were to find out: 1) which one providing better learning achievement, scientific MMP, scientific TPS, or scientific classical. 2) which one having better learning achievement, students with high, medium, or low EQ. 3) in each learning models, which one having better learning achievement, students with high, medium, or low EQ. 4) in each EQ level, which one providing better learning achievement, scientific MMP, scientific TPS, or scientific classical. The type of the research was quasi experimental research using design factorial 3x3. The population was the students in grade VIII junior high school in a city of Pemalang. The size of the sample was 309 students. The hypothesis test used unbalance two ways analysis of variance. The conclusions of the research were as follows. 1) Scientific MMP provided better learning achievement than scientific TPS and scientific classical, while scientific TPS provided better learning achievement than scientific classical. 2) The students with high EQ had better learning achievement than medium and low EQ, while the students with medium EQ had better learning achievement than low EQ. 3) In scientific MMP, scientific TPS, scientific classical, the students with high EQ had better learning achievement than medium and low EQ, while the students with medium EQ had better learning achievement than low EQ. 4) At the students with high, medium, and low EQ, Scientific MMP provided better learning achievement than scientific TPS and scientific classical, while scientific TPS provided better learning achievement than scientific classical.Keywords: scientific MMP, scientific TPS, scientific Classical, Emotional Quotient,n Achievement

PROFIL KETERAMPILAN GEOMETRI SISWA TUNANETRA DI SEKOLAH INKLUSI PADA MATERI SEGIEMPAT ( Studi Kasus di SMP MIS Surakarta) Gigih Ardiantoro; Tri Atmojo Kusmayadi; Riyadi Riyadi
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v7i1.20240

Abstract: This research is aimed to describe the skills in geometry of visually impaired inclusion students on rectangular learning. This research was qualitative research. The research subjects were grade IX student of SMP MIS Surakarta. There were 3 students consisting of 1 low vision student, 1 totally blind when he was 15 years old, and 1 totally blind since she was born. The procedure of selecting the subject used in this research was purposive sampling technique. The data of research was collected through interviews based on rectangular task. The data was analyzed based the theory skill in Geometry’s of Hoffer. The steps are : analyze all data are available from several sources, perform data reduction, compiling data in units, categorization the obtained data unit which shows each information on skill in Geometry of blind students in SMP MIS Surakarta as well as implementation of inclusion programs at SMP MIS Surakarta’s data. Skill in Geometry’s data was validated using time triangulation and implementation of inclusion programs at SMP MIS Surakarta’s data was validated using sources triangulation. The result of this research show that: 1) skills in geometry of low vision student cannot reach level 2 at all; 2) skills in geometry of student with totally blind when he was 15 year old can reach level 2 just on drawings skill. However, he cannot mastering level 0 on drawings skill well; 3) skills in geometry of student with totally blind since she was born cannot reach level 2 at all; 4) factors that affect skills in geometry of the students are availability of textbooks for students with visual impairment, the role of special guidances teachers, availability and uses of learning medium, teacher who has skills to handle student with visual impairment.Keywords: Geometry, Skills in Geometry, Visually impaired Student, Inclusions Student, Rectangular

EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL KOOPERATIF MODIFIED JIGSAW PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI TINGKAT PERCAYA DIRI SISWA SEKOLAH MENENGAH PERTAMA (SMP) NEGERI SE-KABUPATEN BOJONEGORO TAHUN PELAJARAN 2011/2012 Dian Ratna Puspananda; Tri Atmojo Kusmayadi; Budi Usodo
Journal of Mathematics and Mathematics Education Vol 2, No 2 (2012): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v2i2.9956

ABSTRAK Penelitian ini diadakan dengan tujuan untuk mengetahui : (1) Manakah yang menghasilkan prestasi belajar matematika lebih baik, antara model pembelajaran Modified Jigsaw, Jigsaw atau Konvensional, (2) Manakah yang menghasilkan prestasi belajar matematika lebih baik, siswa dengan tingkat percaya diri tinggi, sedang atau rendah, (3) Pada model pembelajaran Modified Jigsaw, manakah yang menghasilkan prestasi belajar matematika lebih baik, tingkat percaya diri tinggi, sedang atau rendah, (4) Pada model pembelajaran Kooperatif Jigsaw, manakah yang menghasilkan prestasi belajar matematika lebih baik, tingkat percaya diri tinggi, sedang atau rendah, (5) Pada model pembelajaran konvensional, manakah yang memberi prestasi belajar matematika lebih baik, tingkat percaya diri tinggi, sedang atau rendah, (6) Pada tingkat percaya diri tinggi, manakah yang memberi prestasi belajar matematika lebih baik, model pembelajaran konvensional, Jigsaw atau Modified Jigsaw, (7) Pada tingkat percaya diri sedang, manakah yang memberi prestasi belajar matematika lebih baik, model pembelajaran konvensional, Jigsaw atau Modified Jigsaw, (8) Pada tingkat percaya diri rendah, manakah yang memberi prestasi belajar matematika lebih baik, model pembelajaran konvensional, Jigsaw atau Modified Jigsaw.Penelitian ini merupakan penelitian eksperimental semu dengan desain faktorial 3x3. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMPN se-Kabupaten Bojonegoro tahun pelajaran 2011/2012. Pengambilan sampel dilakukan dengan cara stratified cluster random sampling sehingga terpilih tiga sekolah yaitu SMPN 3 Bojonegoro, SMPN 6 Bojonegoro, dan SMPN 7 Bojonegoro. Instrumen yang digunakan untuk mengumpulkan data adalah angket sikap percaya diri dan tes prestasi belajar.Dalam penelitian ini dapat disimpulkan bahwa: (1) Siswa-siswa dengan pembelajaran kooperatif modified jigsaw mempunyai prestasi belajar matematika yang lebih baik daripada siswa-siswa dengan pembelajaran kooperatif jigsaw dan pembelajaran konvensional. Sedangkan siswa-siswa dengan pembelajaran kooperatif jigsaw mempunyai prestasi belajar matematika yang lebih baik daripada siswa-siswa dengan pembelajaran konvensional, (2) Prestasi belajar matematika siswa yang mempunyai percaya diri tinggi lebih baik daripada prestasi belajar matematika siswa yang mempunyai percaya diri sedang dan rendah. Tidak ada perbedaan prestasi belajar matematika antara siswa yang mempunyai percaya diri sedang dan rendah, (3) Pada pembelajaran kooperatif modified jigsaw, tidak ada perbedaan antara prestasi belajar matematika pada masing-masing tingkatan percaya diri, (4) Pada pembelajaran kooperatif jigsaw, tidak ada perbedaan prestasi belajar matematika antara siswa-siswa dengan tingkat percaya diri tinggi dan sedang. Begitu pula dengan prestasi belajar matematika siswa-siswa dengan tingkat percaya sedang dan rendah juga tidak mempunyai perbedaan. Tetapi untuk prestasi belajar matematika siswa-siswa dengan percaya diri tinggi lebih baik daripada prestasi belajar matematika siswa-siswa dengan percaya diri rendah, (5) Pada pembelajaran konvensional, tidak ada perbedaan antara prestasi belajar matematika pada masing-masing tingkatan percaya diri, (6) Pada siswa yang memiliki percaya diri tinggi, tidak ada perbedaan antara prestasi belajar matematika siswa yang diberi pembelajaran kooperatif modified jigsaw dan pembelajaran kooperatif jigsaw. Akan tetapi prestasi belajar matematika siswa dengan percaya diri tinggi yang diberi pembelajaran jigsaw dan modified jigsaw lebih baik daripada siswa dengan percaya diri tinggi yang diberi pembelajaran konvensional, (7) Pada siswa yang memiliki percaya diri sedang, prestasi belajar matematika siswa yang diberi pembelajaran kooperatif modified jigsaw lebih baik daripada siswa yang diberi pembelajaran kooperatif jigsaw dan pembelajaran konvensional. Prestasi belajar matematika siswa yang diberi pembelajaran kooperatif jigsaw lebih baik daripada siswa yang diberi pembelajaran konvensional, (8) Pada siswa yang memiliki percaya diri rendah, tidak ada perbedaan antara prestasi belajar matematika siswa yang diberi pembelajaran kooperatif jigsaw dan pembelajaran konvensional. Akan tetapi prestasi belajar matematika siswa yang diberi pembelajaran kooperatif modified jigsaw lebih baik daripada siswa dengan yang diberi pembelajaran jigsaw dan konvensional.Kata kunci: Modified Jigsaw, Jigsaw, Konvensional, Percaya Diri Siswa, dan Prestasi Belajar Matematika

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN CTL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF SISWA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN SPASIAL Habib Ratu Perwira Negara; Tri Atmojo Kusmayadi; Imam Sujadi
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v4i2.9978

Abstract: The aims of this research were to find out the different effect of the cooperative learning model of Jigsaw type with CTL approach, the cooperative learning model of Jigsaw type, and the direct learning model towards students mathematics learning achievement and affective aspect on the subject of plane geometry viewed from the students spatial ability, and category of spatial ability consisted of high, medium and low. The research was quasi experimental. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. The sample of this research consisted of 261 students. The instrument used to collect data was mathematics achievement test, questionnaire of students affective aspect and spatial ability test. The hypothesis test used unbalanced two ways multivariate analysis of variance. The results of the research were as follows. (1) The cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (2) The cooperative learning model of Jigsaw type with CTL approach gaves a better achievement than the cooperative learning model of Jigsaw type and direct learning model, and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model. (3) Students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (4) Students with the high spatial ability had better affective aspect than students with the medium and low spatial ability, and students with the medium spatial ability had the same affective aspect as students with the the low spatial ability. (5) On the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model, students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (6) On the cooperative learning models of Jigsaw type with CTL approach and Jigsaw type, students with the high, medium and low spatial ability had the same affective aspects. On the direct learning model, students with the high spatial ability had better affective aspects than students with the medium spatial ability, while students with the high and low spatial ability and students with the medium and low spatial ability had the same affective aspects. (7) On students spatial ability high, medium and low, the cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (8) On students with the high and medium spatial ability, the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model gives the same affective aspect. On students with the medium spatial ability, the cooperative learning of Jigsaw type with CTL approach gaves a better affective aspect than the direct learning model, while the cooperative learning of Jigsaw type with CTL approach and Jigsaw and also the cooperative learning of Jigsaw type and direct learning model gaves the same affective aspect.Keywords: Jigsaw, CTL approach, spatial ability, learning achievement, and affective aspect.

PROSES MEMBANGUN PENGETAHUAN KONSEPTUAL PADA SISWA KELAS VIII DALAM PEMBELAJARAN MATEMATIKA DI SMP NEGERI 1 KUDUS Nova Ayu Arisjanti; Imam Sujadi; Tri Atmojo Kusmayadi
Journal of Mathematics and Mathematics Education Vol 4, No 1 (2014): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v4i1.10000

Abstract: The objective of this research is to describe the process of conceptual knowledge building of the students in Grade VIII in Mathematics learning at State Junior High School 1 of Kudus. This research used a qualitative case study method. The subjects of the research were three students in Grade VIII of the school with the high, medium, and low academic abilities respectively. The subjects of the research were chosen by using the purposive sampling technique. The data of the research were gathered through passive participatory observations. All of the learning activities were documented by taping them with handy camera. Based on data analysis of the three students in Grade VIII with the high, medium, and low academic abilities respectively in mathematics learning at the cube and cuboid elements at State Junior High School 1 of Kudus are as follows. (1) The process of conceptual knowledge building of the subject of the research with the low academic ability. Initially the knowledge associated with submitted materials teachers are still global. The information and knowledge obtained from doing the exercises, through: (a) visualizing the shape of cube and cuboid into the other shape to identify the elements; (b) making the relation and category classification between cube and cuboid. Doing the other activity, like: (a) learning the note book, handbook, and student’s work sheet; (b) using the complete note book as reference in the learning; (c) attending courses. (2) The process of conceptual knowledge building of the subject of the research with the medium academic ability. Initially knowledge obtained from teacher in the mathematics learning still global. The information and knowledge obtained from doing the exercises, through: (a) making the relation and category classification between cube and cuboid; (b) identifying the side of shape from cuboid through example. Doing the other activity, like: (a) relearning the material; (b) using material from explanation the teacher as reference in the learning; (c) giving certain signs if there are differences in the contents of the learning materials of the books learned; (d) doing the different exercises with example from the teacher; (e) attending courses. (3) The process of conceptual knowledge building of the subject of the research with the high academic ability. Initially acquired knowledge not as detailed as what the teachers explained. The information and knowledge obtained from doing the exercises, through: (a) discussion; (b) visualizing the shape of cube and cuboid into the other shape to indentify the elements; (c) determining criteria of classification the cube and cuboid. Doing the other activity, like: (a) reading the material; (b) doing the exercises from the formula and solution in the handbook; (c) attending courses.Keywords: the process of knowledge building, conceptual knowledge, and mathematics learning.

EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS DAN TEAMS ASSISTED INDIVIDUALIZATION PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI MOTIVASI BERPRESTASI SISWA KELAS VIII SMP Mishbahul Huda; Tri Atmojo Kusmayadi; Budi Usodo
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v5i2.10032

Abstract: The objectives of this research are to investigate: (1) which learning model of the cooperative learning model of the TGT type, the cooperative learning model of the TAI type, and the direc learning model results in a better learning achievement in Mathematics; (2) which students of the the students with the high achievement motivation, the students with the moderate achievement motivation, and the students with the low achievement motivation have a better learning achievement in Mathematics; (3) in each category of the achievement motivations, which learning model of the cooperative learning model of the TGT type, the cooperative learning model of the TAI type, and the direc learning model results in a better learning achievement in Mathematics; and (4) in each learning model, which students of the the students with the high achievement motivation, the students with the moderate achievement motivation, and the students with the low achievement motivation have a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3x3. Its population was the students in Grade VIII of State Junior Secondary Schools of Wonogiri regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research were the students as many as 299 of State Junior Secondary School 1 of Purwantoro, State Junior Secondary School 1 of Jatisrono, and State Junior Secondary School 2 Puhpelem. The data of the research were analyzed by using the two-way analysis of variance (ANOVA) with unbalanced cells at the significance level of 5%. The results of the research are as follows: 1) the students instructed with the cooperative learning model of the TGT type have a better learning achievement in Mathematics as those instructed with the cooperative learning model of the TAI type and direct learning model, the students instructed with the cooperative learning model of the TAI type have a better learning achievement in Mathematics as those instructed with the direct learning model. 2) The students with the high achievement motivation have a better learning achievement in Mathematics as those with the moderate achievement motivation and low achievement motivation, the students with the high achievement motivation have a better learning achievement in Mathematics than those with the low achievement motivation. 3) In each category of the achievement motivations, the students instructed with the cooperative learning model of the TGT type have a better learning achievement in Mathematics as those instructed with the cooperative learning model of the TAI type and direct learning model, the students instructed with the cooperative learning model of the TAI type have a better learning achievement in Mathematics as those instructed with the direct learning model. 4) In each learning model, the students with the high achievement motivation have a better learning achievement in Mathematics as those with the moderate achievement motivation and low achievement motivation, the students with the moderate achievement motivation have a better learning achievement in Mathematics as those with the low achievement motivation.Keywords: The cooperative learning model of the TGT type, the cooperative learning model of the TAI type, direct learning, and achievement motivation.

PENALARAN MATEMATIS SISWA DALAM PEMECAHAN MASALAH ALJABAR DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT - FIELD INDEPENDENT Sherly Mayfana Panglipur Yekti; Tri Atmojo Kusmayadi; Riyadi Riyadi
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v6i2.10064

Abstract: The research aims to describe the mathematical reasoning of students with Field Dependent (FI) and Field Independent (FD) cognitive style in solving algebra problems. Type of this research is descriptive qualitative. The cognitive styles of 32 students of class VIII H SMPN 2 Karanganyar were determined using Group Embedded Figures Test (GEFT). Each category of cognitive styles was taken three students with the high, medium, and low scores and were used as research subjects. Data was collected by interview based tasks. Validity of the data used time triangulation. Techniques of data analysis were done by: (1) classfying the data into Polya’s problem solving steps, (2) presenting the data in narrative text, and (3) concluding the students’ mathematical reasoning in each Polya’s problem solving steps. The results of this research showed that mathematical reasoning students with FD cognitive styles in algebra problem solving is: (1) able to identify the problem clearly and completely, (2) able to describe the conditions of the problem, (3) able to connect different elements of information but not perfect. While the mathematical reasoning students with FI cognitive styles in algebra problem solving is: (1) able to identify the problem clearly and completely, (2) able to describe the conditions of the problem, (3) able to connect different elements of information completely, (4) able to apply algebraic concepts that have been studied previously, and (5) able to make conjectures for problem solving strategies but incomplete.Keywords: Mathematical reasoning, algebra problems, cognitive styles

EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN PROBLEM SOLVING DAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION PADA POKOK BAHASAN PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DITINJAU DARI MINAT BELAJAR SISWA Eriska Fitri Kurniawati; Tri Atmojo Kusmayadi; Soeyono Soeyono
Journal of Mathematics and Mathematics Education Vol 2, No 2 (2012): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v2i2.9958

Abstrak Tujuan penelitian ini adalah untuk mengetahui: (1) manakah yang memberi prestasi belajar matematika yang lebih baik, siswa yang dikenai model pembelajaran Problem Solving atau model pembelajaran kooperatif tipe TAI. (2) manakah yang memberikan prestasi belajar matematika yang lebih baik, siswa yang mempunyai minat belajar tinggi, sedang, atau rendah. (3) pada masing-masing tingkatan minat belajar siswa (tinggi, sedang, dan rendah), manakah yang memberikan prestasi belajar lebih baik antara model pembelajaran Problem Solving atau model pembelajaran kooperatif tipe TAI.Penelitian ini merupakan penelitian eksperimental semu dengan desain faktorial 2×3. Populasi penelitian ini adalah seluruh peserta didik SMP di Kabupaten Rembang. Pengambilan sampel dilakukan dengan teknik stratified cluster random sampling. Sampel dalam penelitian ini sebanyak 194 peserta didik, dengan rincian 94 siswa pada kelas eksperimen satu dan 100 siswa pada kelas eksperimen dua. Pengumpulan datanya dilakukan melalui tes pilihan ganda dan angket minat belajar siswa. Uji coba instrumen tes meliputi validitas isi, tingkat kesukaran, daya pembeda, dan realibilitas. Uji prasyarat meliputi uji normalitas populasi menggunakan metode Lilliefors dan uji homogenitas variansi populasi menggunakan Bartlett. Dengan α= 0,05, diperoleh simpulan bahwa sampel berasal dari populasi yang berdistribusi normal dan mempunyai variansi yang homogen. Pengujian hipotesis menggunakan analisis variansi dua jalan dengan sel tak sama.Berdasarkan hasil pengujian hipotesis, diperoleh simpulan bahwa: (1) model pembelajaran Problem Solving memberikan prestasi belajar matematika siswa yang lebih baik dibandingkan dengan model pembelajaran kooperatif tipe TAI. (2) prestasi belajar matematika siswa yang mempunyai minat belajar tinggi lebih baik daripada siswa yang mempunyai minat belajar sedang maupun rendah dan siswa yang mempunyai minat belajar sedang mempunyai prestasi belajar yang sama baik dengan siswa yang mempunyai minat belajar rendah. (3) model pembelajaran Problem Solving memberikan prestasi belajar matematika yang lebih baik dibandingkan dengan model pembelajaran kooperatif tipe TAI baik untuk siswa dengan minat belajar tinggi, sedang, maupun rendah. Sedangkan prestasi belajar matematika siswa yang mempunyai minat belajar tinggi lebih baik daripada siswa yang mempunyai minat belajar sedang maupun rendah dan siswa yang mempunyai minat belajar sedang mempunyai prestasi belajar yang sama baik dengan siswa yang mempunyai minat belajar rendah baik untuk siswa yang diberi model pembelajaran Problem Solving maupun model pembelajaran kooperatif TAI.Kata Kunci : Minat Belajar, Pembelajaran kooperatif, Problem Solving, Team Assisted Individualization, Prestasi Belajar Matematika.

PROSES BERPIKIR SISWA KELAS IX SEKOLAH MENENGAH PERTAMA YANG BERKEMAMPUAN MATEMATIKA TINGGI DALAM MEMECAHKAN MASALAH MATEMATIKA Tri Atmojo Kusmayadi; Imam Sujadi; Muhtarom Muhtarom
Journal of Mathematics and Mathematics Education Vol 2, No 1 (2012): Journal of Mathematics and Mathematics Education
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v2i1.9948

ABSTRAK This study aim to describe the students’ thinking process of 9th grade of Junior High School has a high mathematics capability in solving the mathematics problem based on Polya rule.This study is qualitative descriptive research. The criteria of subject selection included the students’ has a high mathematics capability and communication fluency both spoken and written. The data collection was done using written test and task-based interview techniques. Data analysis done based on written test data and task-based interview techniques data. And then it has been done the method triangulation to get valid subject data. Finally, the result of description thinking process as follows: students with high mathematics capability, in understanding problem using assimilation thinking process, make a plan using assimilation and accommodation thinking process. Assimilation thinking process can be identified when the students can mention the prerequisite material, can directly relate the sides kite (BF = FG) and can directly develop problem solving plan. Meanwhile, accommodation thinking process can be seen when the students drew an auxiliary line from E to the right thereby intersecting with CD line (the intersection was labeled H point), so devided trapezoid AEDG become right triangle EHG and rectangle AEHD. In carrying out a plan and in looking back at the completed solution, the students used assimilation thinking process. Keywords: thinking process, mathematics problem, and problem solving.

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