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All Journal Jurnal S2 Pendidikan Matematika Journal of Mathematics and Mathematics Education
Budiyono, Budiyono
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Education Mathematics

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Journal : Journal of Mathematics and Mathematics Education

 1 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION DAN TEAM ASSISTED INDIVIDUALIZATION DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING PADA POKOK BAHASANGARIS DAN SUDUT DITINJAU DARI SIKAP SISWATERHADAP MATEMATIKA KELAS VII SMP Maharani, Swasti; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Journal of Mathematics and Mathematics Education Vol 4, No 1 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The objectives of this research were to find out: (1) which learning model of the GI with CTL approach, TAI with CTL approach or conventional learning results in a better learning achievement in mathematics; (2) which students attitudes toward mathematics of the positive, neutral, or negative types results in a better learning achievement in mathematics; (3) in each students attitudes toward mathematics, which learning model of the GI with CTL approach, TAI with CTL approach or conventional learning results in a better learning achievement in mathematics; and (4) in each learning model, which students attitudes toward mathematics of the positive, neutral, or negative types results in a better learning achievement in mathematics. This research used the quasi experimental research method with the factorial design of 3x3. Its population was all of the students in Grade VII of State Junior High Schools in Ngawi regency. The samples of the research were taken by using the stratified cluster random sampling technique. The data of the research were analyzed by using the unbalanced two-way analysis of variance at the significance level of 5%. The results of this study showed that: (1) the GI and TAI with CTL approach learning models result in the same good learning achievement in mathematics, but both result in a better learning achievement in mathematics than the conventional learning model; (2) the mathematics learning achievement with positive attitudes toward mathematics was better than that with neutral and negative attitudes towards matematics, that with neutral attitude towards matematics was better than that with negative attitudes toward mathematics; (3) in each students attitudes toward mathematics type, the GI and TAI with CTL approach learning models result in the same good learning achievement in Mathematics, but both result in a better learning achievement in mathematics than the conventional learning model; (4) in each learning model, the mathematics learning achievement with positive attitudes toward mathematics was better than that with neutral and negative attitudes towards matematics, that with neutral attitude towards matematics was better than that with negative attitudes toward mathematics.Key words: learning model, GI, TAI, conventional, CTL approach, students attitudes toward mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STRUCTURED NUMBERED HEADS (SNH) DAN TWO STAY TWO STRAY (TSTS) DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) PADA PRESTASI BELAJAR MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA Sugesti, Fitri Era; Budiyono, Budiyono; Subanti, Sri
Journal of Mathematics and Mathematics Education Vol 4, No 1 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: This research aims at finding out: (1) which one results better mathematics learning achievement among type SNH through RME approach, type TSTS through RME approach, or direct instruction; (2) which one has better mathematics learning achievement among students with high, average, or low AQ; (3) at each of types (SNH through RME approach, TSTS through RME approach, and direct instruction), which group of students  has better mathematics learning achievement among groups with high, average, or low AQ; (4) at each of AQ categories (high, average, and low), which one results better mathematics learning achievement among type SNH through RME approach, type TSTS through RME approach, or direct instruction.This research employed quasi-experimental design taking all of the seventh grade students of State Junior High Schools in Surakarta as the population. The sampling technique used was stratified cluster random sampling. There were 285 students selected as the sample of this research. The techniques of collecting data were documentation which was used to know the students’ mid-test score in the even semester as the prior knowledge score, test which was used to know the students’ mathematics learning achievement, and questionnaire which was used to know the students’ AQ category. The hypothesis test used 3x3 two-way analysis of variance with unbalanced cells in the level of significance 0.05. The conclusions of the research were as follows. (1) Cooperative learning type SNH through RME approach results better mathematics learning achievement than type TSTS through RME approach does and cooperative learning type TSTS through RME approach results better mathematics learning achievement than direct instruction does; (2) Students with high AQ have better mathematics learning achievement than those with average and low AQ, and students with average AQ have better mathematics learning achievement than those with low AQ; (3) In the use of cooperative learning model type SNH through RME approach, students with high AQ have better mathematics learning achievement than those with low AQ, students with high AQ have relatively the same mathematics learning achievement as those with average AQ, and students with average AQ have relatively the same mathematics learning achievement as those with low AQ. In the use of cooperative leaning model type TSTS through RME approach, students with high, average, and low AQ have the same mathematics learning achievement; (4) For students  with high AQ, the use of learning model type SNH through RME approach results better mathematics learning achievement than that of type TSTS through RME approach and direct instruction, and the use of learning model type TSTS through RME approach results the same mathematics learning achievement as that of direct instruction. For students with average and low AQ, the use of learning model type SNH through RME approach results the same mathematics learning achievement as that of type TSTS through RME approach and direct instruction, and the use of learning model type TSTS through RME approach results the same mathematics learning achievement as that of direct instruction.Key words: Cooperative Learning Model, Structured Numbered Heads, Two Stay Two Stray, Realistic Mathematics Education Approach, Adversity Quotient
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THREE STEPS INTERVIEW (TSI) DAN THINK PAIR SHARE (TPS) PADA MATERI FUNGSI DITINJAU DARI KECERDASAN LOGIS MATEMATIS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN KLATEN TAHUN PELAJARAN 2015/2016 Rahayu, Heni Septi; Budiyono, Budiyono; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The purpose of this study was to determine the effect of the learning models TSI, TPS, and direct learning model on mathematics learning achievement viewed from the students logical mathematical intelligence. The type of this study was quasi experimental study with  factorial design. The population were the eighth-grade students of junior high schools in Klaten Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and logical mathematical intelligence test. The data analysis technique used was the two-way ANAVA with unbalanced cell. Based on the hypothesis, it was concluded as follows. 1) The  mathematics learning achievement of TSI was better than TPS and direct learning model, the mathematics learning achievement of TPS was better than direct learning model. 2) The mathematics learning achievement of the students with high logical mathematics was better than the students with average and low logical mathematics, the students with average logical mathematics was better than the students with low logical mathematics. 3) The students with high logical mathematics who were treated by TSI, TPS, direct learning models had the same mathematics learning achievement, students with low logical mathematics treated with TPS and TSI has the same result for both models and was better direct learning model, the students who were treated by TPS learning model was better than direct learning model, the students with low logical mathematics who were treated by TSI was same as TPS and was better than direct learning model. 4) In TSI learning model, the mathematics learning achievement of students with high logical mathematic was better than the students with both average and low logical mathematics, the students with average logical mathematic was better than students with low logical mathematics, in TPS learning model, the students with high logical mathematics was same as the achievement of  students with average logical mathematics and was better than the students with low logical mathematic, in direct learning model, the students with high logical mathematics was better than the students with average and low logical mathematics, the students with average logical mathematics was same as the students with low logical mathematics.Keywords: Three Steps Interview, Think Pair Share Direct Learning Model, Logical Mathematical Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI), GROUP INVESTIGATION (GI), DAN PEMBELAJARAN LANGSUNG PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Meilasari, Venty; Budiyono, Budiyono; Slamet, Isnandar
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

Abstract: This research aimed to find out: (1) which one providing better mathematics learning achievement, TAI model, GI model or direct instruction model, (2) which one providing better mathematics learning achievement, the high, medium or low independence of learning students, (3) in each learning models, which one providing better mathematics learning achievement, the high, medium, or low independence of learning students, (4) in each categories of independence of learning, which one providing better mathematics learning achievement, TAI model, GI model or direct instruction learning model. This research used the quasi-experimental research method. The research design was a 3×3 factorial design. The population were all students of the eight class of junior high school in Surakarta on academic year 2015/2016. The sample was taken using stratified cluster random sampling and consisted of 281 students. The instruments used were independence of learning questionnaire and mathematics achievement test. The proposed hypothesis of the research were analyzed by using two-way analysis of variance with unbalanced cells. The conclusions of this research were as follow. (1) TAI model provided the mathematics achievement as good as GI model, TAI model and GI model provided better mathematics achievement than direct instruction model. (2) The high independence of learning student had better mathematics achievement than medium and low independence of learning students, and the medium had better than low independence of learning students. (3) In TAI model and direct instruction model, the high, medium, and low independence of learning had the same mathematics achievement, in GI learning model, the high independence of learning students had mathematics achievement as good as the medium independence of learning students, the high independence of learning had better than the low independence of learning, and the medium independence of learning students had the same as the low independence of learning students. (4) In high and low independence of learning, TAI model, GI model, and direct instruction model provided the same achievement, in medium independence of learning, TAI model and GI model provided the same achievement, TAI model provided better achievement than direct instruction model, GI model was the same as direct instruction model.Keyword: TAI, GI, Direct Instruction, Independence of Learning, and Mathematics Achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TAI BERBASIS AFL PADA PERSAMAAN GARIS LURUS DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA Nurcahyo, Adi; Budiyono, Budiyono; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

Abstract: The purpose of this research was to determine the effect of learning models on mathematics achievement viewed from student attitude toward mathematics. The learning models compared were Team Assisted Individualization (TAI) based Assessment for Learning (AfL), TAI, and conventional learning model. The research was quasi experimental. The population of this research was all students of grade VIII State Junior High School of the District Karanganyar, academic year 2013/2014. The samples in this research were SMPN 1 Tasikmadu, SMPN 2 Jaten, and SMPN 2 Colomadu taken by stratified cluster random sampling. Instruments used to collect data were mathematics achievement instrument test and questionnaires students toward mathematics instrument. Data analysis technique used hypothesis test with two-way analysis of variance with unbalanced cells. From the results of the analysis, can be concluded that: 1) the learning achievement in mathematics of the students who were learning mathematics with cooperative learning model TAI Based AfL were better than the ones who were learning mathematics with cooperative learning model TAI and conventional learning model, however the students who were learning mathematics with cooperative learning model TAI were better than the ones who were learning mathematics with conventional learning model, 2) the learning achievement in mathematics of the students with the high attitude toward mathematics were better than the ones with the medium and low attitude toward mathematics, however the students with the medium  attitude toward mathematics were better  than the ones with the low attitude toward mathematics, 3) in the cooperative learning model TAI Based AfL, the learning achievement in mathematics of the students with ones who have the high attitude toward mathematics were better than the students with the low attitude toward mathematics, and students with the medium attitude toward mathematics were as good as the ones who have low attitude toward mathematics as well. In the cooperative learning model TAI and conventional learning model, the students with the high, medium, and low attitude toward mathematics had the same achievement in learning mathematics, 4) in the students with the high attitude toward mathematics, the learning achievement of the students who were learning mathematics with ones who have cooperative learning model TAI Based AfL were better than the students were learning mathematics with cooperative learning model TAI, the students who were learning mathematics with cooperative learning model TAI had the same achievement in learning mathematics with conventional learning model, and the students who were learning mathematics with cooperative learning model TAI Based AfL had the same achievement in learning mathematics with cooperative learning model TAI. The students with the medium and low attitude toward mathematics had the same achievement in learning mathematics among the ones who were given the cooperative learning model TAI Based AfL, TAI, and conventional learning model.Keywords: Team Assisted Individualization (TAI), Assessment for learning (AfL), students attitude toward mathematics, achievement learning mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN PBL, JIGSAW DAN STAD TERHADAP PEMAHAMAN KONSEP DAN PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA Ariati, Lia; Budiyono, Budiyono; Sari Saputro, Dewi Retno
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The aim of this research was to know the effect of the Problem Based Learning (PBL), Jigsaw, and Students Teams Achievement Divisions (STAD) to the mathematics conceptual understanding and problem solving viewed from students Adversity Quotient (AQ). The type of this research was quasi-experimental with factorial design 3x3. The population was all the students of grade XI IPS SMA/MA in Wonogiri on the second semester of 2014/2015 academic year. The sample of this research consisted of 224 students. The instruments that used to collect the data were early ability test, conceptual understanding test, problem solving test, and questionnaires Adversity Quotient of students. Data were analyzed using unbalanced two ways multivariate analysis of variance with a significance level α = 5%. The results of the research were as follows. (1)Students who were subjected to the PBL learning model have a better conceptual understanding than with the learning model of Jigsaw and STAD while students were subjected to the learning model of Jigsaw have a better conceptual understanding than with the learning model of STAD. (b) Students who were subjected to the PBL learning model have the same problem solving as students with the learning model of Jigsaw but it have better than with the learning model of STAD while students with Jigsaw learning models have the same problem solving as students with learning model of STAD (2)Students with high AQ have better conceptual understanding and problem solving than students with medium and low AQ, and the students with medium AQ were better than low AQ. (3)(a) In learning model of PBL and Jigsaw, students with high AQ have the same conceptual understanding as medium AQ but better than low AQ, and students with medium AQ have a better conceptual understanding than low AQ while in learning model of STAD, students with high AQ have a better conceptual understanding than students with medium and low AQ, and the students with medium AQ were better than low AQ. (b) In learning model of PBL, Jigsaw and STAD, students who have high AQ have better problem solving than students who have students with medium and low AQ, and students with medium AQ have a better problem solving than students with low AQ. (4)(a) For high and low AQ, students were subjected to the PBL learning model have the same conceptual understanding as students who were subjected to the learning model of Jigsaw and STAD while for medium AQ, students who were subjected to the learning model of PBL have the same conceptual understanding as students who were subjected to the learning model Jigsaw but better than STAD and students who were subjected to the learning model of Jigsaw have a better conceptual understanding than students who were subjected to the learning model of STAD. (b) In each AQ, students with the PBL learning model have the same problem solving as students with Jigsaw learning model but better than STAD learning model, and students with Jigsaw learning model have a better problem solving than students of  STAD learning model.Keywords : PBL, Jigsaw, STAD, AQ, conceptual understanding, problem solving. 
PENGEMBANGAN MODUL PEMBELAJARAN DENGAN PENDEKATAN DISCOVERY LEARNING PADA MATERI LIMIT FUNGSI ALJABAR KELAS X DI SMA INSAN CENDEKIA SUKOHARJO TAHUN AJARAN 2015/2016 Wulandari, Setyati Puji; Budiyono, Budiyono; Slamet, Isnandar
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The aims of this research were to: 1) determine the validity of the results of the development of learning modules with discovery learning approach on the material of limit algebra functions; 2) determine the practicality of the development of learning modules; 3) determine the effectiveness of the development of learning modules; 4) determine whether students achievement in the material of limit algebra functions using learning modules is better than the students who don’t use it. The development of the modules was done through the modified Four D, namely define, design, development, and disseminate. Data were analyzed using descriptive analysis. Validity analysis was based on an expert assessment. Practicality analysis was based on implementation of learning module. Effectiveness analysis was based on student response after using the module. Analysis of student achievement was based on t-test hypothesis. The result concluded that: 1) learning modules with discovery learning approach to the material limit algebra functions declared fit for use by experts with the validity score of 3.44 and be in very good criteria; 2) learning modules expressed practical use in learning with the practicality score gained from the sheet of implementation of learning is 0.919 and be in very good criteria; 3) learning modules is effective for use in learning with the scores of effectiveness obtained from the sheet of students response to the module is 3.03 and be in good criteria; 4) learning achievement of students who use the learning module is better than students who don’t use it, but isn’t significant.Keywords: learning module, discovery learning, limit algebra functions.
Co-Authors Adi Nurcahyo Anggraini, Putri Nurika Ardiyanto, David Ariati, Lia Astuti, Indra Puji Awalia, Kurnia Ayuningrum, Retna Budi Usodo Cahyani, Apri Winar Darmono, Prasetiyo Budi Dewi Retno Sari Saputro, Dewi Retno Fuany, Anggun Hapsari, Alfonsa Maria Sofia Heritin, Anisak Hermawati, Evi Isnandar Slamet, Isnandar Lenny Puspita Dewi Maharani, Swasti Meilasari, Venty Permatasari, Nisa Pratama, Yulian Surya Putri, Diah Purwaning Rahayu, Heni Septi Rahman, Arif Ratna Herawati Riyadi, Riyadi Sasongko, Anggi Sri Subanti Sugesti, Fitri Era Sujadi, Imam Susanti, Ika Susanti, Sarah Wahyu Wahartojo, Sri Wulandari, Setyati Puji Zuhanisani, Virlina