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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR DITINJAU DARI GAYA BELAJAR SISWA SMP KELAS VIII DI KABUPATEN KARANGANYAR Cahyani, Apri Winar; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 4 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Â Abstract: The aim of this research was to know the effect of learning models on mathematics achievement viewed from the learning style. The learning models compared were Numbered Heads Together, Problem Based Learning, and classical with saintific approach (NHT, PBL, Classical). This research was a quasi experimental with the factorial design of 3Ã3. The population of this research was all of students in second Â grade of Junior High Schools of Karanganyar regency in academic year 2014/2015. The samples of the research consisted of 245 students and were gathered through stratified cluster random sampling. The instruments consisted of Â pre test, test of learning achievement and learning style questionnaire. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. Based on the results of hypotheses testing, it were concluded as follows. 1) NHT and PBL learning models gave the same mathematics achievement. Both learning models give a better mathematics learning achievement than classical model. 2) Students with visual and auditory learning style have better mathematics achievement than students with kinesthetic ones. On the other hand, students with visual and auditory learning style have equal mathematics learning achievement. 3) On all learning models, cooperative learning NHT type, problem based learning, and classical models, students with visual learning style have an equal mathematics learning achievement with auditory. Both learning style have a better mathematics learning achievement than kinesthetic ones, (4) On all visual, auditory and kinesthetic learning style, cooperative learning with NHT type gives an equalÂ mathematics learning achievement with PBL. Both learning models give a better mathematics learning achievement than classical model.Keywords: Numbered Heads Together, Problem Based Learning, learning style, Scientific Mathematics learning achievement

EKSPERIMENTASI MODEL TEAM ASSISTED INDIVIDUALIZATION (TAI)DAN STUDENT TEAM ACHIEVEMENT DIVISION (STAD) PADA MATERI LOGARITMADITINJAU DARIMOTIVASI BELAJAR SISWA KELAS X SMA NEGERI SE-KABUPATEN PURWOREJO TAHUN PELAJARAN 2011/ 2012 Darmono, Prasetiyo Budi; Riyadi, Riyadi; Budiyono, Budiyono
Jurnal Pembelajaran Matematika Vol 4, No 10 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objective of this research was to investigate the effect of the learning models on achievement viewed from learning motivation (LM) of the students. The learning models compared were TAI, STAD and direct instruction (DI). The type of the research was quasi-experimental research with 3x3 factorial design. The population of this research was the students in grade X senior high school in Purworejo on academic year of 2011/2012. The size of the sample was 294 students, which was taken by using stratified cluster random sampling technique. The instruments used for data collection were achievement test and motivation questionnaire. The hypothesis test used unbalanced two ways analysis of variance. The results of the research were as follows. (1) STAD and TAI had the same achievement. STAD gave better achievement than DI. TAI and DI had the same achievment(2) The students with high and medium LM had same achievement. The students with high LM had better achievement than the students with low LM. The students with medium and low LM had same achievement (3) In STAD, The students with high and medium LM had same achievement. The students with high LM had better achievement than the students with low LM. The students with medium and low LM had same achievement. In TAI, The students with high and medium LM had same achievement. The students with high LM had better achievement than the students with low LM. The students with medium and low LM had same achievement In DI, The students with high and medium LM had same achievement. The students with high LM had better achievement than the students with low LM. The students with medium and low LM had same achievement. (4) At the students with high LM, STAD and TAI had the same achievement. STAD gave better achievement than DI. TAI and DI had the same achievment. At the students with medium LM, STAD and TAI had the same achievement. STAD gave better achievement than DI. TAI and DI had the same achievment The students with low LM, STAD and TAI had the same achievement. STAD gave better achievement than DI. TAI and DI had the same achievmentKey words: Teams Assisted Individualization, Student Team Achievement Division, Direct Instruction, Learning Motivation , Achievement.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DENGAN CONCEPT MAPPING PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIS SISWA KELAS VIII SMP SE-KABUPATEN KEBUMEN TAHUN PELAJARAN 2015/2016 Sasongko, Anggi; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The purpose of this research was to determine the effect of the learning models TSTS with Concept Mapping (TSTS CM) on mathematics learning achievement viewed from students Mathematical Reasoning Ability (MRA). This research was quasi experimental research with 3x3 factorial design. The population were the eighth-grade students of junior high schools in Kebumen Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and MRA test. The data analysis technique used was the two-way ANAVA with unbalanced cell. Based on the hypothesis test, it was concluded as follows. 1) The mathematics learning achievement of the students who were treated by TSTS CM was better than the students who were treated by TSTS and Direct Learning (DL), the mathematics learning achievement of the students who were treated by TSTS was better than the students who were treated by DL; 2) The mathematics learning achievement of the students with high MRA was better than the students with moderate or low MRA, and the mathematics learning achievement of the students with moderate MRA was better than the students with low MRA; 3) In TSTS CM, the mathematics learning achievement of the students who had high MRA was better than the students who had moderate or low MRA, while the mathematics learning achievement of the students who had moderate MRA was same as the students who had low MRA; in TSTS, the mathematics learning achievement of the students who hadÂ high MRA was same as the students who had moderate MRA and was better than the students who had low MRA, while the mathematics learning achievement of the student who had moderate MRA was better than the students who had low MRA; in DL, the mathematics learning achievement of the students who had high MRA was better than the students who had moderate or low MRA, while the mathematics learning achievement of the students who had moderate MRA was same as the students who had low MRA; 4) The high MRA students who were treated by TSTS CM, TSTS, and DL had same mathematics learning achievement; the moderate MRA students who were treated by TSTS CM had same mathematics learning achievement as the students were treated by TSTS but had better than the students were treated by DL, while the students were treated by TSTS had better mathematics learning achievement than the students were treated by DL; The low MRA students who were treated by TSTS CM had better mathematics learning achievement than the students were treated by TSTS or DL, while the students were treated by TSTS had same mathematics learning achievement as the students were treated by DL.Keywords: Two Stay Two Stray, Concept Mapping, Direct Learning, Mathematical Reasoning Ability

PROSES BERPIKIR SISWA KELAS VIII SMP NEGERI 25 SURAKARTA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EXTROVERT-INTROVERT PADA MATERI PERSAMAAN GARIS LURUS Permatasari, Nisa; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 4, No 3 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The objective of this research was to describethe 8th grade studentsâs thinking process of SMP Negeri 25 Surakarta. The subjects were students of 8th E who has an extrovert and introvert personality. The thinking process was the thought process of assimilation and accommodation in solving mathematical problems based on the type of Krulik and Rudnick on a straight-line equation. The technique of data collection that used was snowball-sampling which the subject stopped when data saturation. Obtained three extrovert students and three introvert students. The validation of data was carried out with time triangulation. The result of research showed that the thinking process of extrovert students in solving mathematical problems based on the type of Krulik and Rudnick step was as follows 1) In read and think step, the used of thinking process was assimilation; 2) In explore and plan step, the used of thinking process was imperfect assimilation; 3) In select a strategy step, the used of thinking process was imperfect assimilation; 4) In find an answer step, the used of thinking process was imperfect assimilation; 5) In reflect and extend step, the used of thinking process was accommodation. The thinking process of introvert students in solving mathematical problems based on the type of Krulik and Rudnick step was as follows: 1) In read and think step, the used of thinking process was assimilation; 2) In explore and plan step, the used of thinking process was assimilation; 3) In select a strategy step, the used of thinking process was imperfect assimilation; 4) In find an answer step, the used of thinking process was assimilation; 5) In reflect and extend step, the used of thinking process was a imperfect assimilation.Keywords: Assimilation and Accommodation, Extrovert and Introvert, Problem Solving.Â

EKSPERIMENTASI MODEL PEMBELAJARAN TIPE NUMBERED HEAD TOGETHER (NHT) DAN THINK-PAIR-SHARE (TPS) DITINJAU DARI GAYA BELAJAR SISWA PADA POKOK BAHASAN RELASI DAN FUNGSI KELAS VIIISMP NEGERI SE-KABUPATEN PACITAN TAHUN PELAJARAN 2015/2016 Heritin, Anisak; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstrak: The objective of the research was to know in each category learning style (visual, auditorial, and kinesthetic) which one providing better mathematics learning achievement, NHT, TPS, or direct learning model. This research was a quasi-experimental and designed in a 33 factorial design. The population of research was students in grade VIII of Junior High Schools of Pacitan Regency in this academic year of 2015/2016. The sample was taken by stratified cluster random sampling. Results of this research were concluded as follows: (1) in NHT and TPS model, visual, auditorial, and kinesthetic learning style have similar result of learning achievement, (2) in direct learning model, students of auditorial learning style have better than learning achievement kinesthetic learning style, visual learning style have learning achievement as good as auditorial learning style, students of visual learning style have learning achievement as good as kinesthetic learning style, (3) in visual learning style, NHT have learning achievement as good as TPS, NHT and TPS have better than learning achievement direct learning model, (4) in auditorial learning style, NHT have learning achievement as good as TPS, NHT and TPS have learning achievement as good as direct learning model, and (5) in kinesthetic learning style, NHT have learning achievement as good as TPS, TPS have better learning achievement than direct learning model, NHT have learning achievement as good as direct learning model.Keyword: NHT, TPS, Direct learning Model and Learning StyleÂ

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF PEER TUTORING DAN TGT DENGAN TEKNIK TALKING CHIPS TERHADAP PRESTASI DAN MINAT BELAJAR MATEMATIKA DITINJAU DARI GAYA BELAJAR Susanti, Sarah Wahyu; Budiyono, Budiyono; Slamet, Isnandar
Jurnal Pembelajaran Matematika Vol 4, No 10 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aim of this research was to determine the effect of learning models toward the learning achievement in Mathematics and the learning interest viewed from the learning styles. The learning models compared were Cooperative Learning Model of Peer Tutoring and Teams Gamest Tournament with the talking Chips Technique. This research used the quasi experimental research method. Its population was all of the students in Grade XI of Senior High Schools of Surabaya City. The samples consisted of 223 students, and they were divided into two groups. First group consisted of 112 students who are for experimental class 1, and the other consiststed of 111 who are for experimental class 2. The instruments used were test of achievement in Mathematics learning, questionaire of learning interst and learning styles. The data was analyzed using multivariate analysis of variance. The results of the research show that: (1) the students exposed to the TGT-TC have a better learning achievement than peer tutoring; (2) the students exposed to peer tutoring have a better learning interest than TGT-TC; (3) the kinesthetic style have learning achievement as well as the auditory style, and the kinesthetic and auditory style have a better learning achievement than the visual style; (4) the kinesthetic style have learning interst as well as the visual style, and the kinesthetic and visual style have a better learning interest thanÂ the auditorial style; (5) in each learning model, either in the cooperative learning model of the peer tutoring or in TGT-TC, the students with kinesthetic style have learning achievement as well as those with auditory style, and the students with kinesthetic and auditory style have a better learning achievement than those with visual style; (6) in each learning model, either in peer tutoring or TGT-TC, the students with kinesthetic style have learning interest as well as those with visual style, and the students with kinesthetic and visual style have a better learning interst than those with auditory style; (7) in each type of learning styles, either the kinesthetic, auditory, and visual, the students have a better learning achievement in Mathematics than peer tutoring; and (8) in each type of learning styles, either the kinesthetic, auditory, and visual, the students exposed to peer tutoring have a better learning achievement in Mathematics than TGT-TC.Key words: Peer Tutoring, TGT, Talking Chips, learning styles, learning achievement, and learning interst.Â

EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEAD TOGETHER DAN THINK-TALK-WRITE DENGAN PENDEKATAN SAINTIFIK PADA MATERI SISTEM PERSAMAAN DAN PERTIDAKSAMAAN DITINJAU DARI SIKAP PERCAYA DIRI SISWA KELAS X PEMINATAN IPA SMA NEGERI DI KOTA SURAKARTA Putri, Diah Purwaning; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Jurnal Pembelajaran Matematika Vol 4, No 6 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract : The purpose of Â this study was to determine the effect of the learning models on the learning achievement in Mathematics seen from the self confidence attitude of the students. The learning models compared were the cooperative learning model of the Numbered Head Together (NHT) type using scientific approach, Think Talk Write (TTW) type using scientific approach, and classical model using scientific approach.This study was a quasi-experimental with a 3x3 factorial design. Instruments used for data collection were mathematics learning achievement tests and a questionnaire of student self confidence attitude. The proposed hypothesis of the research were analyzed by using the two way analysis of variance with unbalanced cells. Based on the hypothesis testing it can be concluded as follows.Â (1) The mathematics learning achievement of student with NHT learning model using scientific approach are as high as that of the students with TTW learning model using scientific approach, the learning achievement of students with NHT learning model using scientific approach are as high as that of the students with classical learning model using scientific approach, and the learning achievement of students with TTW learning model using scientific approach is better than that ofÂ students with classical learning model using scientific approach, (2) high self confidence studentsâ learning achievement is as high as medium self confidence studentsâ, the high self confidence studentsâ learning achievement is better than the low self confidence studentsâ, and the medium self confidence studentsâ learning achievement is better than the low self confidence studentsâ, (3) Seen from self confidence attitude, the mathematics learning achievement of student with NHT learning model using scientific approach are as high as that of the students with TTW learning model using scientific approach, the learning achievement of student with NHT learning model using scientific approach are as high as that of the students with classical learning model using scientific approach, and the learning achievement of student with TTW learning model using scientific approach is better thanÂ students with classical learning model using scientific approach), (4) seen from the learning models, high self confidence studentsâ learning achievement is as high as medium self confidence studentsâ, the high self confidence studentsâ learning achievement is better than the low self confidence studentsâ, and the medium self confidence studentsâ learning achievement is better than the low self confidence studentsâKeywords: Number Head Together, Think Talk Write, Classical, Self Confidence Attitude

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DAN TEAMS GAMES TOURNAMENT DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION PADA MATERI LUAS PERMUKAAN DAN VOLUME BANGUN RUANG DITINJAU DARI ADVERSITY QUOTIENT Dewi, Lenny Puspita; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aims of this research were to determine: (1) which one providing the better mathematics learning achievement, the students using cooperative learning models of TAI type with RME, TGT with RME, or direct instruction model; (2) which one having the better mathematics learning achievement, the students with types of AQ either climbers, campers, or quitters; (3) at each learning models, which one having better learning achievement, the students with types of AQ either climbers, campers, or quitters; (4) at each studentsâ types of AQ, which one having better learning achievement, the students using cooperative learning model of TAI type with RME, TGT with RME, or direct instruction model. This research employed a quasy-experimental research method with 3x3 factorial design. The population of this research was all of the VIII grader of State Junior High School in Kulon Progo Regency. The sample was taken using stratified cluster random sampling, with 288 students as the sample consisting 95 students for first experiment class, 96 students for second experiment class, and 97 students for control class. The instruments that used to collect data were AQ questionnaire and test of mathematics achievement. The research hypothesis testing was done using a two-way variance analysis with unbalanced cells. The results of the research show that: (1) cooperative learning model of TAI type with RME gave better mathematics learning achievement than cooperative learning model of TGT type with RME and direct instruction model, and cooperative learning model of TGT type with RME gave better mathematics learning achievement than direct instruction model; (2) the students with AQ of climbers type have a better mathematics learning achievement than campers type and quitters type, and the students with AQ of campers type have a better mathematics learning achievement than quitters type; (3) at each types of the AQ, the students exposed to the cooperative learning model of TAI type with RME gave the better mathematics learning achievement than cooperative learning model of TGT type with RME and direct instruction model, and cooperative learning model of TGT type with RME gave better achievement than direct instruction model; (4) at each learning model, the students with AQ of climbers type have a better mathematics learning achievement than campers and quitters type, and the students with AQ of campers type have a better mathematics learning achievement than quitters type.Keywords: TAI with RME, TGT with RME, AQ, and mathematics learning achievement.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS (SNH) DAN TWO STAY TWO STRAY (TSTS) PADA PEMAHAMAN KONSEP DAN PEMECAHAN MASALAH SISWA KELAS VII SMP NEGERI SURAKARTA DITINJAU DARI KECEMASAN SISWA PADA MATERI POKOK BANGUN DATAR Sofia Hapsari, Alfonsa Maria; Budiyono, Budiyono; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 5 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: This research aims at determining the effect of learning models on conceptual understanding and problem-solving viewed from the Â anxiety on mathematics. The learning models compared were TSTS, SNH, and direct instruction. This research used the quasi experimental research method. The proposed hypotheses of research were tested by using the two-way multivariate variance analysis with unbalanced cells. The results of research are as follows: 1) the cooperative learning model of the TSTS type gives a better conceptual understanding and problem solving than the cooperative learning model of the SNH type and the direct learning model, but both the cooperative learning model of the SNH type and the direct learning model give the same good conceptual understanding and problem solving; (2) the students with the low anxiety level on Mathematics have a better conceptual understanding and problem solving than those with the moderate anxiety level on Mathematics, and those with high anxiety level on Mathematics, and the studentsÂ with the moderate anxiety level on Mathematics have a better conceptual understanding and problem solving than those with the high anxiety level on Mathematics; (3) in the direct learning model, the students with the low anxiety on Mathematics have a better conceptual understanding and problem solving than those with the moderate anxiety level on Mathematics and those with the high anxiety level on Mathematics, but in the cooperative learning model of the SNH type and the cooperative learning model of the TSTS type, all of the groups of the students have the same good conceptual understanding and problem solving; and (4) in each anxiety level, the three learning models give the same good conceptual understanding and problem solving.Keywords: SNH, TSTS, problem solving, conceptual understanding

EKSPERIMENTASI MODEL PEMBELAJARAN PBL, MODEL PEMBELAJARAN KOOPERATIF TIPE TGT, DAN STAD DITINJAU DARI TINGKAT AKTIVITAS METAKOGNISI Wahartojo, Sri; Budiyono, Budiyono; Usodo, Budi
Jurnal Pembelajaran Matematika Vol 4, No 10 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The purpose of this study was to know the effect of the learning models on the learning achievement in mathematics viewed from the students category of metacognition activity. The learning models compared were PBL learning model, the cooperative learning model of TGT, and STAD. The type of research was a quasi-experimental research with a 3x3 factorial design. The population of the study was all first grade students of Vocational High Schools in Surakarta in academic year 2015/2016 by using Curriculum 2013. Instruments used for data collection techniques were mathematics achievement test and questionnaire from metacognition activity. The data analysis technique used was the two-way ANOVA with unequal cell. Based on the hypothesis test, it was concluded that: 1) The mathematics learning achievement of TGT was better than PBL, the mathematics learning achievement of STAD was better than PBL. The mathematics learning achievement of TGT was equal STAD. 2) The mathematics learning achievement of the students with middle category in metacognition activity was better than the students with low category in metacognition activity. The mathematics learning achievement of the students with low category in metacognition activity was equal with the students who had high category in metacognition activity. The mathematics learning achievement of the students with middle category in metacognition activity was equal with the students who had high category in metacognition activity. 3) On all learning models, PBL learning model, TGT learning model, and STAD learning model, the mathematics learning achievement of the students with middle category in metacognition activity was better than students with low category, but the students with low category was equal with high category students then, middle category students was equal with high category students. 4) On all categories, the students with low, middle, and high category in metacognition activity who were treated by PBL, TGT, and STAD learning models, TGT was better than PBL, then, STAD was better than PBL, in addition TGT was equal with STAD.Key words: Achievement in Learning Mathematics, Metacognition Activity, PBL, STAD, TGT Learning Model.

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