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All Journal MATEMATIKA Jurnal S2 Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Pembelajaran Matematika
Sutrima Sutrima
Prodi Magister Pendidikan Matematika Program Pascasarjana UNS
Education Mathematics

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PERBANDINGAN KEMAMPUAN REPRESENTASI DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK PADA SISWA YANG MENDAPAT PEMBELAJARAN KOOPERATIF DISERTAI QUANTUM LEARNING DENGAN SISWA YANG MENDAPAT PEMBELAJARAN KONTEKSTUAL DITINJAU DARI KEMAMPUAN AWAL SISWA Wicaksono, Bintang; Mardiyana, Mardiyana; Sutrima, Sutrima
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objectives of this research are to investigate the effect of learning models on representation and mathematical problem solving ability viewed from the student prior knowledge. The learning models compared were cooperative combined with quantum learning and contextual learning. The samples of this research were taken by using stratified cluster random sampling technique. The populations were all of the students in grade VII of State Primary Schools in Sukoharjo regency 2012/2013. The number of the samples was 142 students, in which 72 students in the experimental class one, and 72 students in the experimental class two. The instrument used to collect the data were test of the representation ability and test of the problem solving ability. The data was analyzed by using multivariate analysis of variance. The results of the research are: (1) the students taught by using contextual learning have better on both the representation and the mathematical problem solving ability than the students taught by using cooperative combined with quantum learning, (2) the students having high prior knowledge category have better on both the representation and the mathematical problem solving ability than the students having medium prior knowledge category, and the students having medium prior  knowledge category have better on both the representation and the mathematical problem solving ability than students having low prior knowledge category, (3) there was no interactions between the learning model and the prior knowledge toward the students’ representation and mathematical problem solving ability. It means that the use of either of contextual learning model or cooperative combined with quantum learning model, the students having high prior knowledge category have better on both the representation and mathematical problem solving ability than the students having  medium  prior knowledge category, and the students having medium prior knowledge category have better on both the representation and the mathematical problem solving ability than the students with low prior knowledge category. The students having high, medium, or the low prior knowledge taught by using contextual learning have better on both the representation and the mathematical problem solving ability than the students taught  by using cooperative combined with quantum learning. Keywords: cooperative combined with quantum learning, contextual learning, students prior knowledge, representation ability, mathematical problem solving ability.
ANALISIS PROSES BERPIKIR SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EXTROVERT-INTROVERT DAN GENDER Hasanah, Nana; Mardiyana, Mardiyana; Sutrima, Sutrima
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: This research aims to discribe the thinking process of male and female junior high school students with extrovert and introvert personality type in solving math problems using Polya steps. This research was a descriptive qualitative research. The subjects of this research were 10 junior high school students of 3 Depok Junior High School, consisting of 3 extrovert male students, 2 extrovert female students, 2 introvert male students, and 3 introvert female students. Subject selection procedure was done by purposive and snowball sampling methods. The data collection was conducted by categorizing students’ personality type, giving mathematics test to the research subjects, and interviewing the research subjects. In order to get valid data, the researcher used time triangulation. 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. Male students with extrovert personality type, in understanding problem using assimilation thinking process, make a plan using assimilation thinking process, in carrying out the plan using accommodation thinking process, and look back the completed solution using assimilation thinking process. Female students with extrovert personality type, in understanding problem, make a plan, carry out the plan, and look back the completed solution using assimilation thinking process. Male students with introvert personality type, in understanding problem, make a plan, carry out the plan, and look back the completed solution using assimilation thinking process. Female students with introvert personality type, in understanding problem, make a plan, and looking back the completed solution using assimilation thinking process, and then in carry out the plan using incomplete assimilation thinking process.Keywords: Thinking Process, Problem Solving, Extrovert and Introvert Personality,Gender
EKSPERIMENTASI PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING DITINJAU DARI KEAKTIFAN BELAJAR PESERTA DIDIK SMP NEGERI DI KABUPATEN KARANGANYAR TAHUN PELAJARAN 2012/2013 Santosa, Sabar; Mardiyana, Mardiyana; Sutrima, Sutrima
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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ABSTRACT: This research aimed to reveal which have a better mathematics achievement of students taught by cooperative learning model of TAI type using CTL, those taught by cooperative learning model of TAI type, or those taught by conventional learning model based on the students’ learning activeness. This research was a quasi-experimental research with the 3x3 factorial design. The population was all the 7rd grader studens of SMP Negeri in Karanganyar regency on academic year 2011/2012. The techniques of data collection were documentation, questionnaires and test method. Prior to balance test, a pre-requisite tests analysis (normality and homogenity test). The proposed hypotheses of the research were tested by using the unbalanced two ways analysis of variance and multiple comparative test with the Sceffe’s test. The result indicates: (1) the mathematics achievement of students taught by cooperative learning model of TAI type using CTL was better than that of students taught by cooperative learning model of TAI type and that of students taught by conventional learning model, and the mathematics achievement of students taught by cooperative learning model of TAI type was better than that of students taught by conventional learning model, (2) the mathematics achievement of the students wth high learning activeness was better than that of students with middle and low learning activeness, and the mathematics achievement of the students wth middle learning activeness was better than that of students with low learning activeness, (3) in the TAI using CTL, the mathematics achievement of the students with high learning activeness was as good as that of the students with the middle learning activeness or the low learning activeness, and in the TAI and in the conventional learning model, the mathematics achievement of the students with the high learning activeness was better than that of the students with the low learning activeness, but was the same that of the students with the middle learning activeness, meanwhile, the mathematics achievement of the students with the middle learning activeness was the same that of the students with the low learning activeness, and (4) in the high learning activeness, the students taught by cooperative learning of the TAI type using CTL, those taught by cooperative learning of the TAI type, and those taught by conventional learning model have the same mathematics achievement, meanwhile, in the middle learning activeness and in the low learning activeness, the mathematics achievement of the students taught by cooperative learning model of TAI type using CTL was better than that of the students taught by conventional learning model, but was the same that of the students taught by cooperative learning model of the TAI type, and the mathematics achievement of the students taught by cooperative learning model of TAI type was the same that of the students taught by conventional learning model. Keywords: TAI using CTL, TAI, Conventional, Learning Activeness, Learning Achievement of Mathematics.  
EFEKTIVITAS PEMBELAJARAN KOOPERATIF TIPE TAI (TEAM ASSISTED INDIVIDUALIZATION) DAN GI (GROUP INVESTIGATION) PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KONSEP DIRI SISWA KELAS VIII SMP NEGERI SE-KOTA MADIUN Setyansah, Reza Kusuma; Budiyono, Budiyono; Sutrima, Sutrima
JIPM Vol 1, No 1 (2012)
Publisher : JIPM

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Abstract

Tujuan penelitian ini adalah untuk mengetahui perbedaan pengaruh masing-masing kategori model pembelajaran, konsep diri dan interaksinya terhadap prestasi belajar matematika siswa pada materi pokok persamaan garis lurus.Penelitian ini merupakan penelitian eksperimental semu dengan desain faktorial 3 X 3. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri se-Kota Madiun semester ganjil tahun pelajaran 2011/2012. Pengambilan sampel dilakukan dengan teknik stratified cluster random sampling. Sampel dalam penelitian ini berjumlah 274 siswa. Instrumen yang digunakan untuk mengumpulkan data adalah tes kemampuan awal, tes prestasi belajar matematika, dan tes konsep diri siswa. Uji coba instrumen meliputi validitas isi, tingkat kesukaran, daya pembeda dan reliabilitas. Uji prasyarat meliputi uji normalitas menggunakan Lilliefors dan uji homogenitas variansi menggunakan metode Bartlett. Uji keseimbangan menggunakan analisis variansi satu jalan dengan sel tak sama. Uji hipotesis menggunakan analisis variansi dua jalan dengan sel tak sama.Berdasarkan pengujian hipotesis, diperoleh kesimpulan bahwa: (1) model pembelajaran kooperatif tipe TAI memberikan prestasi belajar matematika lebih baik dibandingkan model pembelajaran kooperatif tipe GI dan model pembelajaran konvensional, serta model pembelajaran kooperatif tipe GI memberikan prestasi belajar matematika lebih baik dibandingkan model pembelajaran konvensional. (2) prestasi belajar matematika siswa dengan konsep diri sedang lebih baik dibandingkan prestasi belajar matematika siswa dengan konsep diri kuat, prestasi belajar matematika siswa dengan konsep diri lemah lebih baik dibandingkan prestasi belajar matematika siswa dengan konsep diri kuat dan prestasi belajar matematika siswa sedang samabaiknya dengan prestasi belajar matematika siswa dengan konsep diri lemah. (3) pada model pembelajaran kooperatif tipe TAI, GI dan konvensional prestasi belajar matematika siswa dengan konsep diri sedang lebih baik dibandingkan prestasi belajar matematika siswa dengan konsep diri kuat, prestasi belajar matematika siswa dengan konsep diri lemah lebih baik dibandingkan prestasi belajar matematika siswa dengan konsep diri kuat dan prestasi belajar matematika siswa sedang samabaiknya dengan prestasi belajar matematika siswa dengan konsep diri lemah. (4) pada siswa dengan konsep diri kuat, sedang dan lemah model pembelajaran kooperatif tipe TAI memberikan prestasi belajar matematika lebih baik dibandingkan model pembelajaran kooperatif tipe GI dan model pembelajaran konvensional, serta model pembelajaran kooperatif tipe GI memberikan prestasi belajar matematika lebih baik dibandingkan model pembelajaran konvensional. Kata Kunci: TAI, GI, Konvensional, Konsep Diri dan Prestasi Belajar.
PERBANDINGAN KEMAMPUAN REPRESENTASI DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK PADA SISWA YANG MENDAPAT PEMBELAJARAN KOOPERATIF DISERTAI QUANTUM LEARNING DENGAN SISWA YANG MENDAPAT PEMBELAJARAN KONTEKSTUAL DITINJAU DARI KEMAMPUAN AWAL SISWA Wicaksono, Bintang; Mardiyana, Mardiyana; Sutrima, Sutrima
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The objectives of this research are to investigate the effect of learning models on representation and mathematical problem solving ability viewed from the student prior knowledge. The learning models compared were cooperative combined with quantum learning and contextual learning. The samples of this research were taken by using stratified cluster random sampling technique. The populations were all of the students in grade VII of State Primary Schools in Sukoharjo regency 2012/2013. The number of the samples was 142 students, in which 72 students in the experimental class one, and 72 students in the experimental class two. The instrument used to collect the data were test of the representation ability and test of the problem solving ability. The data was analyzed by using multivariate analysis of variance. The results of the research are: (1) the students taught by using contextual learning have better on both the representation and the mathematical problem solving ability than the students taught by using cooperative combined with quantum learning, (2) the students having high prior knowledge category have better on both the representation and the mathematical problem solving ability than the students having medium prior knowledge category, and the students having medium prior  knowledge category have better on both the representation and the mathematical problem solving ability than students having low prior knowledge category, (3) there was no interactions between the learning model and the prior knowledge toward the students’ representation and mathematical problem solving ability. It means that the use of either of contextual learning model or cooperative combined with quantum learning model, the students having high prior knowledge category have better on both the representation and mathematical problem solving ability than the students having  medium  prior knowledge category, and the students having medium prior knowledge category have better on both the representation and the mathematical problem solving ability than the students with low prior knowledge category. The students having high, medium, or the low prior knowledge taught by using contextual learning have better on both the representation and the mathematical problem solving ability than the students taught  by using cooperative combined with quantum learning. Keywords: cooperative combined with quantum learning, contextual learning, students prior knowledge, representation ability, mathematical problem solving ability.
FORMULASI VARIASIONAL DAN PENYELESAIAN DARI MASALAH SYARAT BATAS DARI PERSAMAAN ORDER DUA sutrima, sutrima
MATEMATIKA Vol 5, No 2 (2002): Jurnal Matematika
Publisher : MATEMATIKA

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Abstract

The purpose of this research is to investigate solutions of boundary value problems of second-roder differential operator by  variational methods. Using variational formulation of the problems, existence of solutions of boundary value problems of second-order differential operator can be obtained. 
METODE ELEMEN HINGGA UNTUK MASALAH SYARAT BATAS DARI OPERATOR DIFERENSIAL POSITIF sutrima, sutrima
MATEMATIKA Vol 5, No 1 (2002): Jurnal Matematika
Publisher : MATEMATIKA

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Abstract

The purpose of this research is to investigate numerical solutions of boundary value problems of positive differential operator by finite-element methods.  The results showed that the finite-element methods can be implemented to obtained numerical solutions of boundary value problems of second-order positive differential operator.  Moreover, rate of convergence of Ritz finite-element with Lagrange quadratic interpolation be  in the the -norm and  in the energy norm.
Co-Authors Budiyono Budiyono Mardiyana Mardiyana Nana Hasanah Reza Kusuma Setyansah, Reza Kusuma Sabar Santosa