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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 studentâs 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 achievementÂ

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.

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, artisanÂ 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 usingÂ time triangulation. The result of this researchÂ 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 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.Â

RESPON SISWA KELAS IX BERDASARKAN TAKSONOMI SOLO DALAM MENYELESAIKANSOAL BANGUN RUANG SISI LENGKUNG YANG DISUSUN SESUAI DENGAN TAKSONOMI BLOOM DI SMP NEGERI 1 MARGOMULYO BOJONEGORO Sriyati, Sriyati; Riyadi, Riyadi; Sujadi, Imam
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 frameworks of classifying statements to predict the studentsâ learning ability are Bloomâs Taxonomy and SOLO Taxonomy. Bloomâs Taxonomy is made for educational purpose, while SOLO Taxonomy is used for the reference in analyzing the response of learners.The purposes of this research were to know about the IX gradestudentsâ responses in solving geometry curved size based on Bloomâs Taxonomy and SOLO Taxonomy. The research method was qualitative and the data resourcesware eleven students of SMP Negeri 1 Margomulyo, Bojonegoro. The results of this research showed that the studentsâ response in understanding aspect on pre-structural level are 18,2%, uni-structural level are 9,1%, multi-structural level were 9,1%, relational level are 54,5%, and extended abstract level are 9,1%.Â None of he students response in applying aspect on pre-structural level,uni-structural level are 9,1%, multi-structural level are 54,5%, relational level are 18,2%, extended abstract level are 18,2%.The studentsâ response in analyzing aspect on pre-structural level are 27,3%, uni-structural level are 9,1% multi-structural level are 9,1%, relational level are 36,4%, and extended abstract levelare18,2%. The students on the same level were not necessarily showed the same response.Keywords: Studentsâ response, Geometry curved sized, Bloomâs Taxonomy, SOLO Taxonomy.Â

KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SESUAI DENGAN GENDER DALAM PEMECAHAN MASALAH PADA MATERI BALOK DAN KUBUS (STUDI KASUS PADA SISWA SMP KELAS VIII SMP ISLAM AL-AZHAR 29 SEMARANG) Imam Wijaya, Henry Putra; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 9 (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 analyze the ability of mathematical communication in solving the problem of cube and cuboid material among male and female students in grade VIII of Islam Junior High School 29 Al-Azhar Semarang. This research was a qualitative research using case studies approach and used purposive sampling techniques to select the subjects of the study. The subjects were 4 students namely 2 male and 2 female students. The technique of data collection was conducted by reviewing documents and archives, conducting written tests and interviews. This study used triangulation time to validate the data. The data analysis techniques used in this research were data reduction, data presentation, and conclusion. The results showed that: (1) male students: (a) could express, demonstrate, and deliver their mathematical ideas visually, understand and interpret their mathematical ideas in writen or other visual forms, were able to convey the matemathical terms, notations, and its structures, were able to make connections between their ideas and the problem situation in writen form, (b) were able to express, demonstrate, convey, understand, interpret, and evaluate mathematical ideas; able to use the mathematical terms, notations and its structures; were able to convey their ideas using mathematical terms, notations of mathematics and its structures; were able to convey ideas and the relation between models of the situation in spoken form. (2) female students: had the same ability with male students, but they could evaluate their mathematical ideas in writing or in visual forms in the mathematical written communication.Key words: Mathematical Communication, Problem Solving, Gender

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.

REPRESENTASI MATEMATIS SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA PADA MATERI ARITMATIKA SOSIAL DAN PERBANDINGAN DITINJAU DARI GAYA KOGNITIF SISWA KELAS VII SMP NEGERI 15 SURAKARTA TAHUN AJARAN 2014/2015 Tyas, Wahyu Handining; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 8 (2016): Pembelajaran Matematika
Publisher : Program Studi Magister Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan UNS

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Abstract: This research intended to describe the mathematical representation of 7th grade students in SMPN 15 Surakarta in solving mathematical problem based on Krulik-Rudnick steps on the topic of social arithmetic and comparison viewed from cognitive style of Field Independent and Field Dependent. The procedure used to select the subject was snowball sampling, with six subjects consisted of three subjects in each cognitive style being analyzed. The data validation was carried out using time triangulation. The representation used by Field Independent (FI) students in solving mathematical problem based on Krulik-Rudnick steps was as follows: 1) In the first two steps, Read and Think and Explore and Plan, students used verbal representation; 2) In the next step, Select a Strategy and Find an Answer, students used symbolic representation; 3) In the last step, Reflect and Extend, students used visual and symbolic representation. The representation used by Field Dependent (FD) students in solving mathematical problems based on Krulik- Rudnick steps was as follows: 1) In the first two steps, Read and Think and Explore and Plan, students presented the given information and asked questions by using verbal and visual representation gradually, clearly and correctly; 2) In the next step, Select a Strategy and Find an Answer, students used symbolic representation by assuming the given information and asked questions into âxâ and âyâ and wrote it in incorrect algebraic equation, wrote simple interest rate and proportion formula, as well as used symbolic representation by substituting one equation to another incompletely, yet had a correct final result; 3) In the last step, Reflect and Extend, students used verbal and visual representation.Keywords: mathematical representation, problem solving, cognitive styles

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 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 3Ã3 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

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