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All Journal Publikasi Pendidikan Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal S2 Pendidikan Matematika Journal of Mathematics and Mathematics Education Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika
Imam Sujadi
Sebelas Maret University
Education Mathematics

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE (TPS), TIPE MAKE A MATCH (MAM) DAN TIPE GUIDE NOTE TAKING (GNT) DITINJAU DARI GAYA KOGNITIF SISWA SMA MUHAMMADIYAH KOTA SURAKARTA K W, Nurul Amalia; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: The purposes of this research were to know: (1) which of  learning model gives a better learning mathematics achievement, learning model of TPS, learning model of MAM or learning model of GNT on logarithm, (2) which has better learning mathematics achievement, students with cognitive style FD or FI cognitive style, (3) in each learning model (TPS, MAM, GNT), which cognitive style that give a better learning mathematics achievement, the cognitive style of FD or cognitive styles of FI. (4) in each cognitive style (field dependent (FD) and field independent (FI)), which of the learning model give a better learning mathematics result, learning model of TPS, MAM or GNT. This research was a quasi-experimental research with a 3 x 2 factorial design. The population in this research was senior high school students of grade X in Surakarta. The sample was taken by using the cluster random sampling technique. The study samples of this research were the students of SMA Muhammadiyah 1, SMA Muhammadiyah 2, and SMA Muhammadiyah 3. The instruments that was used to collect the data were cognitive test styles and the learning mathematics achievement test of logarithms. Testing of hypothesis used  two-way analysis of variance with unbalanced cells using significance level  a = 0.05. Based on hypothesis testing, it can be concluded that: (1) the learning achievement in mathematics on topic of discussion of logarithm resulting from the learning model of the TPS model  is as good as that of the MAM model  and that of the GNT model, (2) the students with the FI cognitive styles have a better learning achievement in mathematics on the topic of logarithm than those with the FD cognitive style, (3) in each of the learning models (TPS, MAM, GNT) the FI cognitive style results in  a better learning achievement in mathematics on the topic of logarithm than the FD cognitive style, (4) in FD cognitif style, the learning models of TPS, learning models of MAM, learning models of GNT give the same learning achievement, whereas in FI cognitive style, the learning models of GNT gives a better learning mathematics achievement than learning models of MAM and learning models of TPS.Keywords: TPS, MAM, GNT, Cognitive Styles, Learning Mathematics achievement
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) BERBANTUAN MEDIA INTERAKTIF PADA MATERI PELUANG DITINJAU DARI GAYA BELAJAR SISWA Elywati, Elywati; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract. The goals of the research were to discover: (1) which learning model has better academic achievements, the Think Pair Share (TPS) learning model aided by interactive media, TPS, or the direct learning model; (2) which has better academic achievements, students having a visual, auditory, or kinesthetic learning style; (3) which has better academic achievements, students having a visual, auditory, or kinesthetic learning style for each of the different learning models and (4) which has better academic achievements, the TPS learning model aided by interactive media, TPS, or the direct learning model for each of the different learning styles. The type of research was quasi-experimental research. The population of the research was all class XI students in state high schools in the Sukoharjo district during the academic year 2013/2014. The number of sample members in the research was 306 students, with 205 students in the experimental class and 101 students in the control class. Samples were collected using a method of stratified cluster random sampling. The method used for analyzing data was a unbalanced two way analysis of variance, preceded by a prerequisite test analysis, namely a normality test using Lilliefors’ method and a homogeneity test using Bartlett’s method. Based on the results of the hypothetical testing, it could be concluded as follows. (1) The TPS learning model aided by interactive media is better than the TPS and direct learning models, while the TPS learning model is as good as the direct learning model. (2) The academic achievements of students studying mathematics having an auditory learning style were better than students having a visual and kinesthetic style, while the results of students having a visual style was as good as that of those having a kinesthetic style. (3) The differences of students academic achievement depended on the learning model. (4) The effectiveness of learning models depended on students learning style.Keywords: TPS Interactive Media, TPS, Direct Learning, Learning Style, Academic Achievements Studying Mathematics.  
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) DITINJAU DARI KREATIVITAS BELAJAR SISWA KELAS VII SMP NEGERI DI KABUPATEN PACITAN Daeka, Dalud; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 3 (2014): Pembelajaran Matematika
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Abstract: The objectives of research were to find out: (1) which one providing better mathematics learning achievement, NHT or TPS or conventional learning model, (2) in the student creativity level, which one having better mathematics learning achievement, high or medium or low creativity, (3a) in each learning model (NHT, TPS and Conventional) which one providing better mathematics learning achievement, high or medium or low student learning creativity, (3b) in each student creativity level (high, medium, and low) which one providing better mathematics learning achievement, NHT or TPS or conventional learning model.This study was a quasi-experimental research. The research design used was a 3x3 factorial design. The population of research was all VII graders of Junior High Schools throughout Pacitan Regency in the school year of 2012/2013. Meanwhile the sample was taken using stratified random sampling. The sample consisted of 275 students: 92 students for experiment I class, 92 for experiment II class and 91 for control class. The instruments used to collect the data were learning creativity questionnaire and mathematics learning achievement test. From the result of research, it could be concluded that: (1) NHT learning model provided mathematics learning achievement as good as the TPS learning model did and better than the conventional learning model did, while TPS learning model provided mathematics learning achievement as good as the conventional learning model did. (2) The learning achievement of the students with high creativity was better than that of those with medium creativity, the learning achievement of the students with high creativity was better than that of those with low creativity, and the learning achievement of the students with medium creativity was as good as that of those with low creativity. (3a) On each learning model, the learning achievement of the students with high creativity was better than that of those with medium and low creativity, while the learning achievement of the students with medium creativity was as good as that of those with low creativity. (3b) On each creativity level whether high, medium or low, the mathematics learning achievement of the students taught with NHT learning model was as good as that of those taught with TPS learning model but was better than that of those taught with conventional model. And the learning achievement of the students taught with TPS learning model was as good as that of those taught with conventional model.Keywords: NHT, TPS, Conventional, Learning Creativity.
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA MENGGUNAKAN PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DAN TIPE GROUP INVESTIGATION PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN KUADRAT DITINJAU DARI GAYA BELAJAR KOLB PADA SISWA SMA NEGERI KELAS X Harmini, Triana; Sujadi, Imam; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract:The objectives of this research were to determine: (1) which students had the better mathematics learning achievement, instructed with TAI, GI, or direct instruction;  (2) which students had the better mathematics learning achievement, those with the converger, diverger, assimilator, or accommodator learning style; (3) in each learning style, which  students had better mathematics learning achievement, instructed with TAI, GI, or direct instruction; (4) in each learning model, which students had a better mathematics learning achievement, those with the converger, diverger, assimilator, or accommodator learning style. This study was  aquasi-experimental study with 3 x 4 factorial designs. Data analysis used unbalanced two-way ANAVA with a significance level of 5%. The study population was a tenth grade student of State SMA in Ponorogo in academic year of 2013/2014. Sampling was done by stratified cluster random sampling technique. The study sample consisted of students in 3 schools namely SMA Negeri 3 Ponorogo, SMA Negeri 1 Kauman, and SMA Negeri 1 Balong with a sample size of 275 students.. The results of the research are as follows. (1) The students instructed with TAI had learning achievement as good as GI, those with TAI had learning achievement better than those with direct instruction, while those GI had learning achievement as good as those with direct instruction. (2)The students with the converger learning style had learning achievement as good as those with the diverger learning style, the students with the converger learning style had learning achievement better than those with the assimilator and accommodator learning style, the students with the diverger, assimilator, and   accommodator learning style had a same learning achievement. (3) In each learning style, the students mathematics learning achievement was in consistency with the result (1); (4) In each learning model, the students mathematics learning achievement was in consistency with the result (2). Keywords: TAI, GI, Direct Instruction, learning styles, and learning achievement
IMPLEMENTASI PEMBELAJARAN KOOPERATIF MODEL THINK PAIR SHARE DAN LEARNING TOGETHER DENGAN PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK DITINJAU DARI MINAT BELAJAR SISWA Mardodo, Mardodo; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 5 (2014): Pembelajaran Matematika
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Abstract: The objective of research was to find out: (1) which ones having better achievement, the students using TPS (Think Pair Share) learning model with RMA, LT (Learning Together) learning model with RMA or Direct Instruction, (2) Viewed from students’ interest, high, middle, and low, which ones having better achievement, the students using TPS (Think Pair Share) learning model with RMA or LT (Learning Together) learning model with RMA or Direct Instruction, and (3) students’ achievement  viewed from students’ interest on each learning model. The type of the research was a quasi-experimental research.  The population of research was all VIII graders of  Public Junior High schools in Karanganyar Regency consisting of 75 schools. The sample was taken using cluster random sampling. The size of the sample was 261 students consisted of  87 students in the first experimental group, 87 students in the second experimental group and 87 students in the control group. Collecting data has been done through multiple choice test to know students’ achievement and questionnaire to know students interest in learning. Data analysis technique used two-way analysis of variance with unbalanced cells. The conclusions of research as follows: (1) TPS with RMA provided learning achievement better than LT with RMA and Direct Instruction, and LT with RMA provided learning achievement better than the Direct Instruction. (2) Viewed from students’ interest, in   the high interest, TPS with RMA provided learning achievement as LT with RMA did, also LT with RMA provided learning achievement as Direct Instruction did, but TPS with  RMA provided learning achievement better than Direct Instruction did. In the midlle and low interest, all learning models provided the same learning achievement. (3) In TPS with RMA, the students with high interest had better achievement than those with middle and low interest. Meanwhile, in both LT with RMA and In Direct Instruction, the students with three categories of interest had the same learning achievement.Keywords: TPS with Realistic Mathematics Approach (RMA), LT with RMA, Interest Learning, Students Achievement on mathematics. 
PENALARAN MATEMATIS SISWA DALAM PEMECAHAN MASALAH PADA MATERI POKOK FAKTORISASI BENTUK ALJABAR DI KELAS VIII SMP NEGERI 1 SURAKARTA Suprihatiningsih, Siti; Sujadi, Imam; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: The purposes of this study were to describe: (1) the students with high-ability mathematical reasoning on problems solving of algebra factorization in eighth grade students of SMP Negeri 1 Surakarta, (2) the students with  moderate-ability mathematical reasoning in problem solving of algebra factorization of eighth grade students of SMP Negeri 1 Surakarta, (3) the students with low-ability mathematical reasoning in problem solving of the algebra factorization material in eighth grade students of SMP Negeri 1 Surakarta. This research was a qualitative case study type. The research subjects were taken from eighth grade students of SMP Negeri 1 Surakarta. The subjects amounted to 9 students consisting of 3 students with high ability, three students with moderate ability, and 3 students with low ability. The research data were in the form of written and oral data. Written data were obtained from the research subject test on written test instruments. The oral data obtained from the think aloud verbal conducted by researchers to the study subject. The techniques of analyzing the data were: (a) data reduction (b) presention of data (c) conclusion. The results showed that the students with high-ability reasoning mathematical were: (a) understand the problem, the students read the questions carefully and write down the information that is known of the problem and write down what was being asked of the problem; (b) present the mathematical expressions and perform calculations, students write a mathematical equation to calculate by used the operations of addition, subtraction and multiplication algebra fluently; (c) submit the notion and manipulation of mathematics, students write the answer to determine the length and width of the rice field by factoring and write down the factoring results that obtained; (d) drawn the conclusions, students write the length and width of the rice fields and multiplying the factoring results obtained to convince answers that obtained. The students with moderate-ability reasoning mathematical were: (a) understand the problem, students read the question after it write down the information that was known from the problem and write down what was being asked of the problem; (b) present the mathematical expressions and perform calculations, students write a mathematical equation to calculate by using the operations of addition, subtraction and multiplication algebra although this was used long time to write mathematical expressions and perform calculation, but students were get the expected rice fields wide. The students with low-ability mathematical reasoning were: understand the problem, students read again and again but still confused after it write down the information that was known from the problem and write down what was being asked of the problem. Keywords: mathematics, reasoning, problem solving
EKSPERIMENTASI MODEL PEMBELAJARAN kOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN THINK PAIR SHARE (TPS) PADA MATERI POKOK TRIGONOMETRI DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMK DI KOTA MADIUN TAHUN PELAJARAN 2013/2014 Wahyuni, Eva Tri; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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Abstract: The aims of the research were to find out: (1) which produces better mathematics learning achievement among cooperative learning model Numbered Heads Together (NHT), Think Pair Share (TPS), or direct instruction model; (2) which have better learning achievement, students who have high emotional intelligence, medium, or low; (3) which gives a better learning achievement at each level of  emotional intelligence, cooperative learning model Numbered Heads Together (NHT), Think Pair Share (TPS), or direct instruction model; (4) which have a better learning achievement at each learning model, students who have the emotional intelligence high, medium, or low. This research was a quasi-experimental research which designed a 3x3 factorial. The population of the  research was all students  at eleventh grade high school vocational and engineering technology group in Madiun city on academic year 2013/2014. The samples of the research were 264 respondents consisting of 87 students by using cooperative learning model Numbered Heads Together (NHT), 89 students  by using cooperative learning model Think Pair Share (TPS), and 88 students by using direct instruction model. Analysis of the data used two-way analysis of variance. Based on the results of this research, it can be concluded: (1)  the cooperative learning model NHT  produces the same mathematics learning achievement as TPS, whereas NHT and TPS produce mathematics learning achievement better than the direct instruction model; (2) the students with high, medium and low  emotional intelligence have the same learning achievement; (3)  the emotional intelligence of each,  NHT  produces  the same mathematics learning achievement as TPS, whereas NHT and TPS produce mathematics learning achievement better than the direct instruction; (4) the learning model of each, students with high, medium and low emotional intelligence have the same learning achievement.            Keywords: NHT, TPS, Emotional Intelligence, Trigonometry.
EKSPLORASI KONSTRUKSI PENGETAHUAN MATEMATIKA SISWA KELAS VIII SMP NEGERI 1 SURAKARTA MENGGUNAKAN TEORI ACTION, PROCESS, OBJECT, SCHEME (APOS) PADA MATERI POKOK FAKTORISASI BENTUK ALJABAR Zahid, Muh. Zuhair; Sujadi, Imam; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: The objective of the this qualitative research was to describe and analyze the mathematical construction process of eighth graders of SMPN 1 Surakarta in the algebraic factoring topic based on the APOS Theory. The subjects of the research were the eighth graders of SMPN 1 Surakarta and have been selected by using purposive sampling with the following criteria: (1) the students have learning algebraic factoring before; (2) the students were able to communicate his thoughts orally and written; and (3) each students were in high, medium, and low ability group. Data retrieved with the think aloud method and taken by the researcher himself, assisted by two auxiliary instruments; algebraic factoring test and interview guides. The main data sources were the words and actions of students when they were being interview. Data was validated by using data triangulation, where data collection was conducted at two different times. Based on the findings and discussions, it can be concluded as follows. (1) In action stage, the students presented their knowledge orally, by using pictures, and in writing form. The students then subtracted the simple algebraic form by classifying the algebraic terms which have the same variables. In process stage, the students multiplied the binomial with FOIL method and classified the algebraic terms that have same variables mentally and in the written form. In object stage, the students factorized the trinomial procedurally. In schema stage, the subject explained that the factor when multiplied by another factor will produce the factored trinomial and linked the action, process, and object stage to formed a complete concept of algebraic factoring. (2) In process stage, there was a student who made mistakes that could be classified as ‘invalid or incompatible distribution’. In object stage, there was a student who did factorization in non-procedural way.Keywords: construction of mathematical knowledge, APOS theory, algebraic factoring
PROSES BERPIKIR SISWA KELAS V SEKOLAH DASAR DALAM MEMECAHKAN MASALAH MATEMATIKA Sudibyo, Nugroho Arif; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
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Abstract: This study aim to describe the thinking process of elementary school fifth grade students in solving mathematics problem based on Krulik and Rudnick rule. This research was a qualitative research using the case study method. Sampling was done by a combination of purposive sampling and snowball sampling technique. The subject of research that used in this study was twelve subjects, that was: four high-ability students, four moderate-ability students and four low-ability students. The data was validated by using a time triangulation test. The results show: (1) At the step of reading and thinking, students do not directly identify all of the facts in writing. After identifying the facts, students identify questions from the given problem. Furthermore, students do not portray the problems encountered but directly process the needed information to answer the question; (2) At the step of exploring and planning, students organize the information on the matter. Students consider enough information on the matter because there is a relation between the known and the asked. On the other hand, students do not make tables, diagrams, charts, tables or images from a given problem, but directly chose a strategy to answer the question; (3) At the step of selecting the strategy, students use the making list of all possible answers strategy. Students write down all the possibilities answers in the answer sheet. However, there are students who also use the guessing and testing strategy, guess how the value of variable and test whether the variable value is correct. In addition there are also students who use simulation or experimental strategies, students try to experiments; (4) At the step of finding the answer, the student use estimation in finding the answer. On the other hand, there is one student who uses algebra ability to find the answers. Students are also assuming the third day as a variable. After obtaining the value of the variable, student examine whether the numbers are correct. (5) At the step of reflecting and extending, students can review the results of the calculation by return on the answer sheet. Then students find that the answer is correct. Furthermore, students assume no alternative other solutions. Then the students do not make a generalizations of matter and discover the concept of matter.Keywords: process thinking, mathematics and problem solving.
REPRESENTASI MATEMATIS SISWA KELAS VII DI SMP N 9 YOGYAKARTA DALAM MEMBANGUN KONSEP SISTEM PERSAMAAN LINEAR DUA VARIABEL Cahdriyana, Rima Aksen; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 2, No 6 (2014): Pembelajaran Matematika
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Abstract: The purpose of this study was to describe the preference of using of mathematical representations form of the seventh grade students of SMP 9 Yogyakarta who have high ability in developing the concept of a Systems of Linear Equations in Two Variables (SLETV) and describing the characteristics of the use of such mathematical representations form. This research was categorized as a qualitative case study approach. The subjects of this study were 6 (six) students of seventh grade of SMP Negeri 9 Yogyakarta who have high ability. Data in this study were the use of mathematical representation forms in developing concepts of SLETV that obtained from observation and interview-based tasks. The data were analyzed into three categories of SLETV developing concepts: 1) stating SLETV definition and SLETV’s solution definition; 2) using the concept SLETV in everyday life; and 3) solving the problem of SLETV. The use of students’ mathematical representation that includes a symbolic representation, a verbal representation, and a visual representation were be seen by each category. The validity of the data being used in this study was triangulation time, through the first observational data and task-based interview, and the second observational data and task-based interviews. The same consistent data were categorized as valid data that illustrate the use of students’ mathematical representation in developing  concepts of SLETV. The results of this study are as follows. 1) The preference of the use of students’ representation forms in stating SLETV definition and solution sets by using verbal representation. Characteristics of using this representation are by mentioning SLETV’ characteristics (for SLETV definition), and by mentioning the characteristics SLETV solution (for solution sets); 2) Preference of the use of students representation forms in using SLETV concept in the daily life is by using symbolic representation. The characteristics of the use of representation are: a) by changing the description of the conditions that are known to be an equation form; b) by making a conjecture to find the right answer; c) by clarifying the rightness of the conjecture that has been made to determine the correct answer; d) by performing algebra arithmetic operations, and arithmetic operations to determine the right answer. 3) The preference of the use of students’ representation forms in finishing SLETV problem is by using  symbolic representation. The characteristics of using this representation are: a) by changing the shape that was known as an equation form; b) by manipulating the form of the equations that have been made to get the right answer easier; c) by making a conjecture to find the right answer; d) by clarifying the rightness of the conjecture that has been made to determine the correct answer; e) by doing algebra arithmetic operations and arithmetic operations to determine the right answer.Keywords : Developing  of concepts, Systems of Linear Equations in Two Variables (SLETV), mathematical representation.
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Aziz Agus Darmawan Agus Margono Aji Permana Putra Anak Agung Istri Sri Wiadnyani Andriawan Nurcahyo, Andriawan Asih Miatun Asip Cakra Buana, Asip Cakra Bambang Sugaiarto Budiyono Budiyono Burhan Mustaqim Dalud Daeka Dewi Retno Sari S Dian Fitri Argarini, Dian Fitri Dona Dinda Pratiwi Dwi Retnowati Dwiani Listya Kartika, Dwiani Listya Elywati Elywati Endah Asmarawati, Endah Eva Tri Wahyuni Exacta, Annisa Prima Fauzi Mulyatna, Fauzi Fitri Andika Nurussafa’at, Fitri Andika Fransiskus Xaverius Agus Siswanto, Fransiskus Xaverius Frasetyana, Anita Diah Habib Ratu Perwira Negara Hartono Hartono Hasan S Negara Hirtanto Hirtanto, Hirtanto Indra Kurniawan Ira Kurniawati Juwita Rini Kharisma Ardhy W Komarudin Komarudin Laksono Trisnantoro Luthfiana Mirati, Luthfiana Mania Roswitha Mardiyana Mardiyana Mardodo Mardodo Muh. Zuhair Zahid Muhammad Zuhair Zahid, Muhammad Zuhair Muhtarom Muhtarom, Muhtarom Nugroho Arif Sudibyo Nuraini Muhassanah Nurmalitasari Nurmalitasari Nurul Amalia K W Nurul Hidayati Shaliha, Nurul Hidayati Pangadi Pangadi Puspitasari, Norma Rahmawati Masruroh, Rahmawati Retno Sari Riki Andriatna Rima Aksen Cahdriyana Rina Agustina Riyadi Riyadi Siti Khoiriyah Siti Komsatun Siti Suprihatiningsih Soeyono Soeyono Sri Subanti Sukowiyono Sukowiyono Sulaiman Sulaiman Tika Karlina R Tri Atmojo Kusmayadi Tri Yuliana Triana Harmini Tunggu Biyarti Ulfa Masamah, Ulfa Vera Dewi Susanti Wahyu Nofiansyah, Wahyu Wahyuni, Fina Tri Widodo Widodo Wulandari, Arum Nur Zainnur Wijayaanto Zainuddin Zainuddin Zamroni Zamroni