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

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EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) DAN TIPE THINK-PAIR-SHARE DENGAN PENDEKATAN SAINTIFIK PADA MATERI POKOK SISTEM PERSAMAAN DAN PERTIDAKSAMAAN LINEAR DITINJAU DARI MOTIVASI BERPRESTASI SISWA Hartono, Edy; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 7 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: The aim of the research was to determine the effect of learning models on mathematics achievement viewed from student’s Learning Achievement Motivation. The learning models compared were Problem Based Learning model with scientific approach (PBL-S), Think Pair Share with scientific approach (TPS-S) and classical with scientific approach (Classical -S). The type of the research was a quasi experimental research with the factorial design of 3 x 3. The population were all ten grade students of Senior High School in Madiun City on academic year 2014/2015. The sample consisted of students of SMAN 1 Madiun, SMAN 5 Madiun, and SMAN 4 Madiun, which taken by using stratified cluster random sampling technique. The data of the research were collected through documentation, questionnaire, and test. The data was analyzed using unbalanced two-ways anova at the significance level of 0.05. Based on the data analysis, it can be concluded as follows. (1) PBL-S gives better mathematics achievement than TPS-S and Classical-S, whereas TPS-S gives better mathematics learning achievement than Classical-S. (2) Students with high Learning Achievement Motivation are better in mathematics learning achievement than students with medium and low Learning Achievement Motivation, and also medium Learning Achievement Motivation have better mathematics learning achievement than low Learning Achievement Motivation. (3) For PBL-S, students with high Learning Achievement Motivation give better mathematics learning achievement than medium and low Learning Achievement Motivation, whereas students with medium and low Learning Achievement Motivation have the same mathematics learning achievement. For TPS-S with medium Learning Achievement Motivation gives the same mathematics learning achievement with high and low Learning Achievement Motivation, also high Learning Achievement Motivation gives better mathematics learning achievement than low Learning Achievement Motivation. For Classical-S, students with high, medium, and low Learning Achievement Motivation give the same mathematics learning achievement. (4) For students with high Learning Achievement Motivation, TPS-S gives the same mathematics learning achievement with PBL-S and Classical-S, whereas PBL-S gives better mathematics learning achievement than Classical-S. For students with medium and low Learning Achievement Motivation, all learning models give the same mathematics achievement.Keywords: PBL, TPS, scientific approach, classical learning, learning achievement motivation, learning achievement 
KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS IX SEKOLAH MENENGAH PERTAMA DALAM MEMECAHKAN MASALAH MATEMATIKA BERDASARKAN TIPE KEPRIBADIAN SISWA (Studi Kasus di SMPN 1 Gondangwetan Pasuruan) Mufarrihah, Iftitaahul; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 7 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: This research is aimed at decribing the ability of mathematical communication of students with guardian, artisan, rational, and idealist personality type in solving mathematics problems. This research was a descriptive qualitative research. The subject of this research was taken by using a purposive sampling. The subjects of this research were 8 students of the ninth grade at SMPN 1 Gondangwetan Pasuruan, consisting 2 students with guardian type personality, artisan  type personality, rational type personality, and idealist type personality. The technique of collecting data in this research used interview-based task on similarity subject. The technique of validating data was conducted by using  time triangulation. The result of this research  showed that each type personality has difference ability of mathematical communication. The student with guardian type personality can communicate the ideas well in both written and spoken ways and process as well as reorganize information in such a way that the problem-solving ideas presented can reveal the actual problem solution. The student with artisan type personality guardian can communicate the ideas well in both written and spoken ways and process as well as reorganize information in such a way that the problem-solving ideas presented can reveal the actual problem solution. Meanwhile, the students with rational type personality can communicate the ideas in written well but they have difficulties in communicating ideas in spoken ways as well as inclination to receive information without reorganising it in such a way that the problem-solving ideas presented cannot reveal the actual problem solution. Similarly, the student with idealist type personality can communicate the ideas in written well but they have difficulties in communicating ideas in spoken ways as well as inclination to receive information without reorganising it in such a way that the problem-solving ideas presented cannot reveal the actual problem solution.Keywords: Mathematical Communication, Problem Solving, Personality Type
EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DENGAN WRITING ACTIVITIES DAN MODEL CREATIVE PROBLEM SOLVING (CPS) PADA MATERI BARISAN DAN DERET DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA KELAS X SMK SE-KOTA TEGAL TAHUN AJARAN 2014/2015 Yuliana, Tri; Kusmayadi, Tri Atmojo; Sujadi, Imam
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: Problem solving ability was main objective in this mathematic’s learning. So this research intends to know the students’ achievement of mathematics which was better (1) students were taught by Problem Based Learning (PBL) with Writing Activities (WA), students were taught by Creative Problem Solving (CPS) or students were taught by Direct Learning, (2) students with high creativity, students with medium creativity, or srudents with low creativity, (3) in each category creativities, the students’ achievement of mathematics was better among the students were learnt by PBL with WA, CPS or direct learning models (4) in each model, the students’ achievement of mathematics was better among the students with high creativity, students with medium creativity, students with low creativity. This research used a quasi-experimental research with the population of tenth grade of High Schools in Tegal city in the Academic Year of 2014/2015. The sampling technique used stratified cluster random sampling and three schools were selected namely SMK N 1 Tegal, SMK N 2 Tegal, and SMK N 3 Tegal. Two-way variance’ analysis was used to test the hypothesis, followed by Scheffe’ technique.  The results of analysis  were as follows. (1) The students’ achievement by PBL with WA were better than by CPS and direct learning. The students’ achievement by CPS were better than by direct learning. (2) The students’ achievement with high creativities were better than with medium and low creativity. The students’ achievement with medium creativity were better than with low creativity. (3) In every category of creativities (high, medium and low), the students’ achievement by PBL with writing activities were better than CPS and direct learning. The students’ achievement by CPS were better than direct learning. (4) In every model of learnings (PBL with WA, CPS, and direct learning), the students’ achievement with high creativity were better than medium creativity and low creativity. The students’achievement with medium creativity were better than with low creativity.Keywords: Problem Based Learning with Writing Activities, Creative Problem Solving, Creativities, achievement of mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN THINK TALK WRITE DAN NUMBERED HEAD TOGETHER DENGAN PENDEKATAN SAINTIFIK DISERTAI STRATEGI PETA KONSEP PADA MATERI BILANGAN DITINJAU DARI GAYA BERPIKIR SISWA KELAS VII SMPN Se-KOTA METRO LAMPUNG TAHUN PELAJARAN 2014/2015 Fitriani, Nur Syarifah; Kusmayadi, Tri Atmojo; 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 aimed to know: (1) which one of the learning models with scientific approach gave a better achievement between TTW-Concept Mapping, NHT- Concept Mapping, or classical, (2) which one of the students with thinking style had a better achievement between students with concrete sequential, abstract sequential, concrete random, or abstract random, (3) at each of learning models with scientific approach, which one of the students with thinking style had a better achievement between students with sequential concrete, sequential abstract, concrete random, or abstract random, (4) at each thinking style, which one of learning models with scientific approach gave a better achievement between TTW-Concept Mapping, NHT- Concept Mapping, or classical. Population of the research was the seventh class students of Junior High School at Metro city on academic year 2014/2015. Instrument used to gather data were mathematics achievement test and thinking style questionnaire. Data analysis technique used was unbalanced two ways analysis of variance. Based on the data analysis, it was concluded as follows. 1) TTW-CM gave better achievement than NHT-CM, NHT-CM gave better achievement than classical, 2) Students with concrete sequential had better achievement than students with abstract sequential, concrete random, and abstract random, students with abstract sequential gave the same achievement with concrete random, and abstract random, student with concrete random gave the same achievement with abstract random, 3) In each learning models, student with concrete sequential had better achievement than students with abstract sequential, concrete random, and abstract random. Students with abstract sequential had better achievement than students with concrete random, and abstract random, the student with concrete random gave the same achievement with abstract random, 4) In each of thinking style, students who was subject to TTW-CM models gave better achievement than NHT-CM, NHT-CM gave better achievement than classical.Keywords: Think Talk Write, Numbered Head Together, Thinking Style, Achievement. 
EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEAD TOGETHER (NHT) DAN THINKING ALOUD PAIR PROBLEM SOLVING (TAPPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS VIII SMP NEGERI DI SURAKARTA Hidayat, Edisut Taufik; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
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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Abstract: The objectives of research were to find out: 1) which one is better learning achievement, scientific NHT, scientific TAPPS, or scientific classical, 2) which one is better learning achievement, students with high, medium, or low AQ, 3) in each learning models, which one is better learning achievement, students with high, medium, or low AQ, 4) in each AQ level, which one is better learning achievement, scientific NHT, scientific TAPPS, or scientific classical. This research was the quasi experimental research with 3×3 factorial design. The population of research was all grade VIII students of Junior High School in Surakarta. The samples were chosen by using stratified cluster random sampling. The instruments that used were achievement test and Adversity Quotient (AQ) questionare. The proposed hypothesis of the research were tested by using the unbalanced two-way ANOVA. The results of this research were as follows. 1) Scientific NHT had better learning achievement than scientific TAPPS and scientific classical, while scientific TAPPS had better learning achievement than scientific classical. 2) The students with high AQ had better learning achievement than medium and low AQ, while the students with medium AQ had better learning achievement than low AQ. 3) In scientific NHT, the students with high, medium, and low AQ had the same learning achievement. In scientific TAPPS, the students with high AQ had better learning achievement than medium AQ, while the students with high and medium AQ had better learning achievement than low AQ. In scientific classical, the students with high AQ had better learning achievement than medium and low AQ, while the students with medium AQ had better learning achievement than low AQ. 4) At the students with high AQ, scientific NHT and scientific classical had the same learning achievement with scientific TAPPS, while scientific NHT had better learning achievement than scientific classical. At the students with medium AQ, scientific NHT had the same learning achievement with scientific TAPPS, while scientific NHT and scientific TAPPS had better learning achievement than scientific classical. At the student with low AQ, scientific NHT had better learning achievement than scientific TAPPS and scientific classical, while scientific TAPPS had the same learning achievement with scientific classical.Keywords: scientific NHT, scientific TAPPS, scientific classical, Adversity Quotient (AQ), Achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION DAN PROBING-PROMPTING DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR DITINJAU DARI KECEMASAN BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI DI KABUPATEN KARANGANYAR Kurniasari, Dewi; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
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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Abstract: The objective of this research was to investigate the effect of learning model toward learning achievement in mathematics viewed from the mathematics anxiety. The learning models of this research were cooperative learning model of the GI with Scientific Approach, the cooperative learning model of the Probing-Prompting with Scientific Approach, and classical learning model with Scientific Approach. This was a quasi-experimental study with 3×3 factorical design. The study population was all eighth grade students of state junior high school in Karanganyar District. The sample was taken by using stratified cluster random sampling method. The sample consisted of 280 students with 95 students in the first experimental class, 93 students in the second experimental class, and 92 students in the control class. Instruments used to colled data were mathematics achievement test and the student’s mathematics anxiety questionnaire. The proposed hypotheses of the research were tested by using the two-way analysis of variance with unbalanced cells. The results of the research were as follows: 1) GI cooperative learning model with scientific approach gave better achievement than probing-prompting with scientific approach and classical learning model with scientific approach while probing-prompting and classical learning model with scientific approach gave same achievement, 2) the students with low mathematics anxiety had better achievement than the students with moderate and high mathematics anxiety, and the students with moderate mathematics anxiety had better achievement than the students with high mathematics anxiety, 3) in all categories of student’s mathematics anxiety, GI cooperative learning model with scientific approach, Probing-Prompting cooperative learning model with scientific approach, and classical learning model with scientific approach gave the same learning achievement in mathematics, 4) in the GI cooperative learning model with scientific approach and Probing-Prompting cooperative learning model with scientific approach, the students with low mathematics anxiety had better achievement than the students with moderate and high mathematics anxiety, and the students with moderate mathematics anxiety had better achievement than the students with high mathematics anxiety. In the classical learning model with scientific approach, the students with low mathematics anxiety had better achievement than the students with moderate and high mathematics anxiety, while the students with moderate and high mathematics anxiety had the same achievement.Keywords: Group Investigation (GI), Probing-Prompting, Classical Instruction, Scientific Approach, Mathematics Anxiety, Learning Achievement in Mathematics.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN THINK TALK WRITE (TTW) PADA MATERI FUNGSI DITINJAU DARI ADVERSITY QUOTIENT SISWA KELAS VIII SMP NEGERI SE-KABUPATEN BOYOLALI TAHUN PELAJARAN 2015/2016 Ulfa, Nur Fitriyana; Kusmayadi, Tri Atmojo; Sujadi, Imam
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 adversity quotient. The learning models compared were the cooperative learning of TAI, TTW, and direct learning model. The type of research was a quasi-experimental research with a 3x3 factorial design. The study population was all grade eighth students of Junior High Schools in Boyolali Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and adversity quotient questionnaire. 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 TAI was better than TTW and direct learning model, the mathematics learning achievement of TTW was better than direct learning model. 2) The mathematics learning achievement of students with climbers category was better than students with campers and quitters category; the mathematics learning achievement of students with campers category was better than students with quitters category. 3) Students with climbers category who were treated by TAI, TTW, and direct learning models had same mathematics learning achievement; the mathematics achievement of students with campers category who were treated by TAI was same of TTW and was better than direct learning model, students who were treated by TTW was better than direct learning model; students with quitters category who were treated by TAI had better mathematics learning achievement than students with TTW and direct learning model, students with TTW was same students with direct learning model. 4) In TAI, the mathematics learning achievement of students with climbers category was better than students with campers and quitters category, students with campers category was same students with quitters category; in TTW, the mathematics learning achievement of students with climbers category was same students with campers category and was better than students with quitters category, students with campers category was better than students with quitters category; in direct learning model, the mathematics learning achievement of students with climbers category was better than students with campers and quitters category, students with campers category was same students with quitters category.Key words: TAI, TTW, Direct Learning Model, Adversity Quotient, Mathematics Learning Achievement
AKTIVITAS METAKOGNISI DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI GENDER SISWA KELAS VII SMP NEGERI 1 NANGGULAN KABUPATEN KULON PROGO Sari, Retno; Kusmayadi, Tri Atmojo; Sujadi, Imam
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 was aimed to decribe metacognition activity of male and female students in mathematics problem solving. This research was a qualitative research which used case study method. The subject of the research was 7th students of SMP Negeri 1 Nanggulan. The subject selection criteria was based on students opinion expressing competency either in spoken and written form. The data was collected using think aloud method where the students were asked to express their ideas and questions loudly in mathematical problem solving processes. Then the time triangulation was run to produce a valid data from the research subject. The data analysis was conducted using Miles and Huberman model. The result of research showed : 1) the metacognition activity of the male students are : a) understanding the problems phase : perform activities related to strategic knowledge; b) devising a plan phase : perform activities associated with knowledge about cognitive tasks; c) carrying out the plan phase : perform activities related to strategic knowledge and associated with knowledge about cognitive tasks; d) looking back phase : perform activities related to knowledge strategy and perform activities associated with self-knowledge. 2) the metacognition activity of the female students are : a) understanding the problems phase: perform activities related to strategic knowledge and perform activity associated with self-knowledge; b) devising a plan phase : perform activity associated with knowledge about cognitive tasks; c) carrying out the plan phase : perform activity related to strategic knowledge and associated with knowledge about cognitive tasks; d) looking back phase: perform activities related to strategic knowledge and  perform activity associated with self-knowledgeKeywords: metacognition, mathematics problem solving, gender 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN SAINTIFIK PADA MATERI BILANGAN DITINJAU DARI KEMANDIRIAN BELAJAR SISWA SMP NEGERI KELAS VII DI-KABUPATEN BOYOLALI Pratama, Fika Widya; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
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 aim of the research was to determine the effect of learning models on mathematics learning achievement viewed from self regulated learning (SRL). The learning models compared were cooperative learning model of TAI-PS, NHT-PS, and classical-PS learning. The research used the quasi-experimental research with the factorial design of 3  3. The population of the research were all of the students in grade VII of junior high school at Boyolali regency in the first semester of the academic year 2014/2015. The hypotheses of the research were analyzed by using two-way analysis of variance with unbalanced cells at the significance level of . The result of these research are as follows. (1) TAI-PS model gives better mathematics learning achievement than NHT-PS and classical-PS, whereas NHT-PS model gives better mathematics learning achievement than classical-PS. (2) Students with high SRL are better in mathematics learning achievement than students with medium and low SRL, and also medium SRL have better mathematics learning achievement than low SRL. (3) (a) TAI-PS with high, medium, and low SRL have the same mathematics learning achievement. (b) NHT-PS with high and medium SRL and also medium and low SRL have the same mathematics learning achievement, whereas high SRL have better mathematics learning achievement than students with low SRL. (c) classical-PS with high SRL are better in mathematics learning achievement than students with medium and low SRL, whereas students with medium and low SRL have the same mathematics learning achievement. (4) (a) The high SRL with the TAI-PS, NHT-PS, and classical-PS give the same mathematics learning achievement. (b) The medium SRL with TAI-PS and NHT-PS, and also NHT-PS and classical-PS give the same mathematics learning achievement, whereas TAI-PS give better in mathematics learning achievement than classical-PS. (c) The low SRL with TAI-PS and NHT-PS give the same mathematics learning achievement, whereas TAI-PS and NHT-PS give better in mathematics learning achievement than classical-PS.Keywords: Team Assisted Individualization (TAI), Numbered Heads Together (NHT), classical learning, scientific approach, and Self-Regulated Learning (SRL).
ALUR PIKIR GURU MATEMATIKA DALAM MEMBELAJARKAN SUATU KOMPETENSI DASAR DI KELAS VII SMP (Studi Kasus pada Guru Matematika SMP Negeri 1 Karanganyar) Wulandari, Asih; Sujadi, Imam; Kusmayadi, Tri Atmojo
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 objective of this research is to describe the mindset of Mathematics teachers in planning and implementation of learning process of a basic competency in Grade VII of State Junior High School 1 of Karanganyar. This research used the qualitative approach with the case study. The subjects of research were Mathematics teachers in Grade VII of State Junior High School 1 of Karanganyar, an experienced Mathematics teacher and a young Mathematics teacher. The data of research were collected through documentation, interview, and observation, and validated by using the source triangulation. The data that did not match were used as other findings. The data were analyzed by using the technique of data analysis from Miles and Huberman, by reducing the data, displaying the data, and drawing the conclusion. The results of this research are the mindset of teachers in the planning of the learning process begins with determining the basic competencies  of each Core Competencies by examining the syllabus and describing it into indicators of competency achievement through School’s Subject Teachers Forum, designing learning objectives, determining learning materials, and determining learning activities with scientific approaches. The designing of the assessment tools begins with describing the basic competencies of each core competency into indicator of competency achievement, determining assessment technique, and designing assessment tools. The mindset of teachers in implementation of the learning process refers to the Lesson Plan. It is shown by the use of scientific approaches, various learning methods that emphasize on the student-centered learning and authentic assessment.Keywords: Mindset of mathematics teacher, Lesson Plan,  learning process, curriculum 2013.
Co-Authors Adeyanto, Rizki Anggreini, Dewi Ardiantoro, Gigih Ariastutik, Endah Arisjanti, Nova Ayu Budi Usodo Dian Ratna Puspananda Fika Widya Pratama Fitriani, Nur Syarifah Hartono, Edy Hasanah, A.K Uswatun Hidayat, Edisut Taufik Irnistisia, Firna Kurniasari, Dewi Kurniawati, Eriska Fitri Malikhah, Siti Mubarok, Ahmad Husni Mufarrihah, Iftitaahul Muhtarom, Muhtarom Nirawati, Lia Septy Panglipur Yekti, Sherly Mayfana Riyadi, Riyadi Sari, Retno Soeyono, Soeyono Sujadi, Imam Ulfa, Nur Fitriyana Via Yustitia Wulandari, Asih Yuliana, Tri