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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF MISSOURI MATHEMATICS PROJECT (MMP) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP NEGERI SE-KABUPATEN PEMALANG Adeyanto, Rizki; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
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: The aim of the research was to determine the effect of learning models scientific MMP, scientific TPS, scientific classical onÂ mathematics achievementÂ viewed from student Emotional Quotient (EQ). The objectives of research were to find out: 1) which one providing better learning achievement, scientific MMP, scientific TPS, or scientific classical. 2) which one having better learning achievement, students with high, medium, or low EQ. 3) in each learning models, which one having better learning achievement, students with high, medium, or low EQ. 4) in each EQ level, which one providing better learning achievement, scientific MMP, scientific TPS, or scientific classical. The type of the research was quasi experimental research using design factorial 3x3. The population was the students in grade VIII junior high school in a city of Pemalang. The size of the sample was 309 students. The hypothesis test used unbalance two ways analysis of variance. The conclusions of the research were as follows. 1) Scientific MMP provided better learning achievement than scientific TPS and scientific classical, while scientific TPS provided better learning achievement than scientific classical.Â 2)Â The students with high EQ had better learning achievement than medium and low EQ, while the students with medium EQ had better learning achievement than low EQ. 3)Â In scientific MMP, scientific TPS, scientific classical, the students with high EQ had better learning achievement than medium and low EQ, while the students with medium EQ had better learning achievement than low EQ. 4) At the students with high, medium, and low EQ, Scientific MMP provided better learning achievement than scientific TPS and scientific classical, while scientific TPS provided better learning achievement than scientific classical.Keywords: scientific MMP, scientific TPS, scientific Classical, Emotional Quotient,n Achievement

PROFIL KETERAMPILAN GEOMETRI SISWA TUNANETRA DI SEKOLAH INKLUSI PADA MATERI SEGIEMPAT ( Studi Kasus di SMP MIS Surakarta) Ardiantoro, Gigih; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
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: This research is aimed to describe the skills in geometry of visually impaired inclusion students on rectangular learning. This research was qualitative research. The research subjects were grade IX student of SMP MIS Surakarta. There were 3 students consisting of 1 low vision student, 1 totally blind when he was 15 years old, and 1 totally blind since she was born. The procedure of selecting the subject used in this research was purposive sampling technique. The data of research was collected through interviews based on rectangular task. The data was analyzed based the theory skill in Geometryâs of Hoffer. The steps are : analyze all data are available from several sources, perform data reduction, compiling data in units, categorization the obtained data unit which shows each information on skill in Geometry of blind students in SMP MIS Surakarta as well as implementation of inclusion programs at SMP MIS Surakartaâs data. Skill in Geometryâs data was validated using time triangulation andÂ implementation of inclusion programs at SMP MIS Surakartaâs data was validated using sources triangulation. The result of this research show that: 1) skills in geometry of low vision student cannot reach level 2 at all; 2) skills in geometry of student with totally blind when he was 15 year old can reach level 2 just on drawings skill. However, he cannot mastering level 0 on drawings skill well; 3) skills in geometry of student with totally blind since she was born cannot reach level 2 at all; 4) factors that affect skills in geometry of the students are availability of textbooks for students with visual impairment, the role of special guidances teachers, availability and uses of learning medium, teacher who has skills to handle student with visual impairment.Keywords: Geometry, Skills in Geometry, Visually impaired Student, Inclusions Student, RectangularÂ

ANALISIS MISKONSEPSI MAHASISWA STKIP PGRI PACITAN PADA MATA KULIAH PENGANTAR DASAR MATEMATIKA POKOK BAHASAN LOGIKA DITINJAU DARI GAYA KOGNITIF MAHASISWA Irawan, Edi; Riyadi, Riyadi; Triyanto, Triyanto
Journal of Mathematics and Mathematics Education Vol 2, No 1 (2012): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstrak :Miskonsepsi adalah gagasan yang tidak sesuai dengan pengertian ilmiah atau pengertian yang dicetuskan oleh para pakar dalam suatu bidang serta bisa berupa pengertian yang tidak akurat terhadap konsep, penggunaan konsep yang salah, klasifikasi contoh-contoh yang salah, kekacauan konsep-konsep yang berbeda dan hubungan hierarkis konsep-konsep yang tidak benar. Oleh karena itu, diperlukan informasi mengenai miskonsepsi untuk menghindari terjadinya miskonsepsi yang berkelanjutan. Salah satu faktor yang berpengaruh terhadap penguasaan konsep seseorang adalah gaya kognitif. Penelitian ini bertujuan untuk mengidentifikasi dan mendeskripsikan terjadinya miskonsepsi pada mata kuliah pengantar dasar matematika pokok bahasan logika, ditinjau dari gaya kognitif mahasiswa. Penelitian ini termasuk penelitian deskriptif kualitatif dengan metode studi kasus. Subjek pada penelitian ini adalah mahasiswa semester satu Program Studi Pendidikan Matematika STKIP PGRI Pacitan, tahun 2011. Teknik yang digunakan dalam pengambilan subjek adalah purposive sampling. Identifikasi terjadinya miskonsepsi dilakukan dengan menggunakan teknik Certainly of Response Index(CRI) yang dikembangkan oleh Saleem Hasan. Sedangkan identifikasi gaya kognitif mahasiswa dilakukan dengan menggunakan instrumen Group Embedded Figures Test(GEFT) yang dikembangkan oleh Witkin. Analisis data hasil penelitian dilakukan dengan menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa proporsi miskonsepsi pada mahasiswa dengan gaya kognitif Field dependent(FD) lebih tinggi dibandingkan dengan miskonsepsi pada mahasiswa dengan gaya kognitif Field independent(FI). Mahasiswa FD lebih banyak mengalami miskonsepsi pada konsep invers, konvers, dan kontraposisi (38 %) sedangkan pada mahasiswa FI lebih banyak mengalami miskonsepsi pada konsep negasi pernyataan majemuk dan pernyataan berkuantor (32 %). Miskonsepsi pada mahasiswa FD lebih banyak disebabkan oleh prakonsepsi yang salah dan rendahnya kemampuan mahasiswa. Sedangkan miskonsepsi pada mahasiswa FI lebih banyak disebabkan oleh Simplifikasi dan intuisi yang salah dari mahasiswa.Kata kunci: miskonsepsi, gaya kognitif, CRI, GEFT.

PROSES BERPIKIR SISWA KELAS VII SMP NEGERI 2 SEMEN KEDIRI BERDASARKAN TAHAP PROSES BERPIKIR SOLSO DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) Hanafiah, Anis; Riyadi, Riyadi; Sujadi, Imam
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 purposes of the research were to describe (1) Thinking process of climber students grade VII SMPN 2 Semen in problem solving of mathematics. (2) Thinking process of camper students grade VII SMPN 2 Semen in problem solving of mathematics (3) Thinking process of quitter students grade VII SMPN 2 Semen in problem solving of mathematics. The thinking process in this research uses steps of Solso thinking, forming concept, logically, and taking decision. This research is qualitative descriptive research. The subjects in this research are taken by purposive sampling. The subjects of this research are 3 students from grade VII SMPN 2 Semen, they are 1 student of climber type, 1 student of campers type, and 1 student of quitters type. The data collection of this research uses polling and questionaire technic based on duties that is done for comparison material. The legality of data used in this research is triangulation time and using reference sufficience. The technic of data analysis used is Miles and Huberman concept, these are data reduction, giving data and getting conclution. The results of this research show that (1) the thinking process of climber students, in problem solving of mathematics on steps: (a) understanding the problem that have done: (i) forming concept, (ii) thinking logically, (iii) taking decision; (b) arranging the plan for problem solving by: (i) forming concept, (ii) thinking logically, (iii) taking decision. (c) doing the plan of problem solving by: (i) forming concept, (ii) thinking logically, (iii) taking decision. (d) recheck the result by: (i) forming concept, (ii) thinking logically, (iii) taking decision; (2) The thinking process of camper students in problem solving of mathematics on steps: (a) understanding the problem by: (i) forming concept, (ii) thinking logically, (iii) taking decision. (b) arranging the plan for problem solving by: (i) forming concept, (ii) thinking logically, (iii) not taking decision. (c) doing the plan for problem solving, by (i) forming concept, (ii) thinking logically, (iii) taking decision. (d) recheck the result by: (i) forming concept, (ii) thinking logically, (iii) not taking decision. (3) The thinking process of quitter students in problem solving of mathematics on steps: (a) understanding the problem by, (i) forming concept, (ii) not thinking logically, (iii) canât take decision. (b) planning for problem soving: (i) not forming concept, (ii) thinking logically, (iii) canât take decision, (c) canât run for the probem solving. (d) not rechecking the problem solving.Keywords: thinking process, problem solving, Adversity Quotient (AQ)

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW YANG BERORIENTASI PADA PENEMUAN TERBIMBING DENGAN PENGGUNAAN ALAT PERAGA PADA MATERI BANGUN DATAR SEGI EMPAT DITINJAU DARI KEMAMPUAN PENALARAN MATEMATIKA Djumaliningsih, Nosa Putri; Riyadi, Riyadi; Iswahyudi, Gatut
Journal of Mathematics and Mathematics Education Vol 2, No 2 (2012): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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ABSTRACTÂ This research aims to find out: (1) which one providing better mathematics learning achievement, the learning using guided inquiry-oriented Jigsaw type of cooperative learning model, Jigsaw type of cooperative or conventional learning model in rectangular flat structure material, (2) which one having mathematics learning achievement, the student with high, medium, or low mathematics reasoning skill in rectangular flat structure material, (3) in each mathematics reasoning skill (high, medium, and low), which one providing better learning achievement between guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use, Jigsaw type of cooperative or conventional learning model in rectangular flat structure material, (4) in each learning model (guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use, Jigsaw type of cooperative or conventional), which one providing better mathematics learning achievement, the students with high, medium or low mathematics reasoning skill in rectangular flat structure material.This study belonged to a quasi-experimental research with a 3x3 factorial design taken place in VII grade of SMPN Ponorogo in second semester of 2011/2012 school year. The population of research was all VII graders of Junior High Schools in Ponorogo, consisting of 51 school. The sampling technique used was stratified cluster random sampling. The classification of school was made according to National Examination value in the school year of 2010/2011. The samples of research were 280 students from SMPN 2 Ponorogo for high classification, SMPN 6 Ponorogo for medium classification, SMPN 2 Babadan for low classification. The data of mathematic reasoning skill and learning achievement were collected using a multiple-choice test. Technique of analyzing data used was a two-way variance analysis with different cells.The conclusions of research were (1) there was an effect of learning model on the learning achievement (Fobs = 8.10 > FÂtable = 3), from inter-row mean comparative test, it could be found that the guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use (marginal mean of 74.0833) provided better achievement than Jigsaw type of cooperative did (marginal mean of 69.5652) and both of them provided better achievement than the conventional learning model did (marginal mean of 65); (2) there was an effect of student mathematics reasoning skill on the learning achievement (Fobs = 32.74 > FÂtable = 3), from inter-row mean comparative test, it could be found that the students with high reasoning skill (marginal mean of 74.8785) provided reasoning skill equaling to the students with medium reasoning skill did (marginal mean of 71.5506), and both of them provided better achievement than the students with low reasoning skill did (marginal mean of 60.8571); (3) in high reasoning skill, the guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use provided achievement equaling to the Jigsaw type of cooperative did and both of them provided achievement equaling to the conventional learning model did, while in medium and low reasoning skill, the three learning model provided the same learning achievement; (4) in the guided inquiry-oriented Jigsaw type of cooperative learning model with visual aid use, the students with high mathematics reasoning skill had mathematics learning achievement as same as those with medium mathematics reasoning skill had, and both of them had mathematics learning achievement as same as those with low mathematics reasoning skill had, while in Jigsaw type of cooperative and conventional learning model, the students with high mathematics reasoning skill had mathematics learning achievement as same as those with medium and low mathematics reasoning skill had.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN GROUP INVESTIGATION (GI) PADA PEMBELAJARAN DIMENSI TIGA SISWA KELAS X SMA NEGERI SE-KABUPATEN WONOGIRI DITINJAU DARI TINGKAT KECERDASAN EMOSIONAL TAHUN PELAJARAN 2012/2013 Tarmo, Tarmo; Riyadi, Riyadi; Sujadi, Imam
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 investigate: (1) which one providing better learning achievement, the Jigsaw learning model, GI or direct instruction; 2) which one having better learning achievement, the students with high, medium or low emotional quotient (EQ); 3) in each category of EQ, which one providing better learning achievement, the Jigsaw, GI or direct instruction; 4) in each type of the learning model, which one having better learning achievement, the students with high, medium or low EQ. This research was a quasi-experimental research using factorial design of 3x3. The population of the research were all students of the Public Senior High Schools in Wonogiri Regency. The samples were chosen by using stratified cluster random sampling. The samples of the research were tenth grade students of SMA N 1 Wonogiri, SMA N 2 Wonogiri, and SMA N 1 Sidoharjo. In collecting the data, the instruments used were test and questionnaire. The technique of analyzing the data was unbalanced two-ways Anova. The results of the research are as follows: (1) the JigsawÂ result in a better learning achievement than GI and direct instruction, the GI result in a better learning achievement than direct instruction; (2) the students with the high EQ result in a better learning achievement than the students with the medium or low EQ, the students with the medium EQ result in a better learning achievement than the students with the low EQ; (3) the students with the low EQ, the Jigsaw, GI and direct instruction have the same learning achievement; the students with the medium EQ, the Jigsaw and GI result in the same learning achievement, the GI learning model and direct instruction result in the same learning achievement and the Jigsaw result in a better learning achievement than direct instruction; the students with the high EQ the Jigsaw and GI result in the same learning achievement, and both result in a better learning achievement than the direct instruction; (4) in the Jigsaw and GI, the students with the low and medium EQ result in the same learning achievement, but students with the high EQ result in a better learning achievement than the students with the low or medium EQ, in the direct instruction, the students with the low, medium and high EQ result in the same learning achievement.Key words: learning model, Jigsaw, GI, emotional quotient.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN JIGSAW BERBANTU MEDIA FLASH PADAMATERI DIMENSI TIGA DITINJAU DARI GAYA BELAJAR SISWA KELAS XI SMK DI KABUPATEN SRAGEN TAHUN AJARAN 2015/2016 Kurniawati, Rina; Riyadi, Riyadi; Sujadi, Imam
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: This research was purposed to determine: (1) which one produced better mathematics learning achievement, cooperative learning model type Jigsawand Jigsaw Flash, or direct instruction; (2) which one had better mathematics learning achievement between students with visual learning style, those with auditory or those with kinesthetic learning style; (3) on each learning style, which one learning model that produced better mathematics learning achievement, cooperative learning model type Jigsawand Jigsaw Flash or direct instruction (4) on each learning model, which one student had better mathematics learning achievement , student who had visual learning style, those with auditory or those with kinesthetic learning style. This study was a quasi-experimental study with factorial 3x3 design. Population in this research were eleventh grade students of Vocational High School in Sragen. Sample collection were done by stratified cluster random sampling. Data collection were done by the method of documentation in order to test the balance of the population, the questionnaire were used to determine the students learning style and test were used to know the students achievement on material dimension three. Data analysis techniques used ANAVA two ways with unbalanced cells. The results of this study concluded as follows (1) cooperative learning model type Jigsaw Flash gave better mathematics learning achievement than cooperative learning type Jigsaw and direct instruction, cooperative learning type Jigsaw gave better mathematics learning achievement than direct instruction; (2) Students with kinesthetic learning style had better mathematics learning achievement than students with visual learning style and auditory learning style; students with visual learning style had better mathematics learning achievement than students with auditory learning style; (3) on each learning style, cooperative learning model type Jigsaw Flash gave better mathematics learning achievement than cooperative learning type Jigsaw and direct instruction, cooperative learning type Jigsaw gave better mathematics learning achievement than direct instruction; (4) on each learning model (Jigsaw, Jigsaw Flash, and direct instruction), students with kinesthetic learning style had better mathematics learning achievement than students with visual learning style and auditory learning style with visual learning style had better mathematics learning achievement than students with auditory learning style.Keywords: Learning Model, Jigsaw, Jigsaw Flash, Learning Style, learning achievement

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW YANG DIMODIFIKASI DITINJAU DARI GAYA KOGNITIF SISWA KELAS VIII SMP NEGERI DI KABUPATEN GROBOGAN TAHUN 2010/2011 E.P.U, Moertiningsih; Riyadi, Riyadi; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 2, No 1 (2012): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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ABSTRAK Â Â Â Â Â Â Â Â Â Â Â Tujuan penelitian ini adalah untuk mengetahui: (1) Apakah pembelajaran matematika dengan menggunakan model pembelajaran kooperatif tipe Jigsaw yang dimodifikasi memberikan prestasi yang lebih baik dibandingkan dengan model pembelajaran kooperatif tipe Jigsaw, dan keduanya lebih baik daripada pembelajaran konvensional. (2) Apakah siswa dengan gaya kognitif field independent mempunyai prestasi belajar matematika yang lebih baik daripada siswa dengan gaya kognitif field dependent. (3) Apakah penerapan model pembelajaran kooperatif tipe Jigsaw yang dimodifikasi memberikan prestasi yang lebih baik daripada model pembelajaran kooperatif tipe Jigsaw dan pembelajaran konvensional pada siswa dengan gaya kognitif field dependent maupun field independent.Penelitian ini merupakan penelitian eksperimental semu dengan desain eksperimen 32. Populasi penelitian ini adalah seluruh siswa kelas VIII (delapan) SMP Negeri di Grobogan semester dua tahun pelajaran 2010/2011. Pengambilan sampel dilakukan dengan stratified cluster random sampling. Sampel dalam penelitian ini berasal dari SMP Negeri 1 Purwodadi, SMP Negeri 2 Grobogan, dan SMP Negeri 6 Purwodadi yang berjumlah 307 siswa. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar matematika dan tes gaya kognitif siswa. Uji instrumen meliputi validitas isi instrumen tes dilakukan oleh validator dan uji reliabilitas instrumen tes menggunakan rumus KR-20. Uji keseimbangan menggunakan uji anava satu jalan dengan sel tak sama. Uji prasyarat meliputi uji normalitas dengan menggunakan metode uji Lilliefors dan uji homogenitas menggunakan metode Bartlett dengan statistik uji Chi Kuadrat. Uji hipotesis menggunakan uji anava 2 jalan dengan sel tak sama.Hasil analisis data dengan anava dua jalan sel tak sama menunjukkan (1) Terdapat perbedaan rataan antara model pembelajaran kooperatif tipe JigsawÂ yang dimodifikasi, tipe Jigsaw dan konvensionalÂ terhadap prestasi belajar matematika (Fa = 26,749Â > F0,05;2;301 = 3,026). (2) Terdapat pengaruh yang signifikan gaya kognitif siswa terhadap prestasi belajar matematika (Fb = 22,652 > F0,05;1;301 = 3,026). (3) Tidak terdapat interaksi antara model pembelajaran dengan gaya kognitif terhadap prestasi belajar matematika (Fab = 1,618 < F0,05;2;301 = 3,026).Berdasarkan uji hipotesis dan uji pasca anava diperoleh kesimpulan bahwa: (1) Pembelajaran matematika dengan menggunakan model pembelajaran kooperatif tipe Jigsaw yang dimodifikasi menghasilkan prestasi belajar yang lebih baik dibandingkan dengan pembelajaran kooperatif tipe Jigsaw, dan keduanya menghasilkan prestasi belajar yang lebih baik dibandingkan dengan menggunakan pembelajaran konvensional. (2) Siswa dengan gaya kognitif field independent mempunyai prestasi belajar lebih baik daripada siswa dengan gaya kognitif field dependent. (3) Pada siswa dengan gaya kognitif field independent maupun field dependent yang diberikan model pembelajaran kooperatif tipe Jigsaw yang dimodifikasi mempunyai prestasi belajar lebih baik dibandingkan dengan model pembelajaran kooperatif tipe Jigsaw dan keduanya lebih baik daripada pembelajaran konvensional.Â Kata kunci:Â Jigsaw yang dimodifikasi, Jigsaw, Gaya Kognitif, Field Independent, Field Dependent.

EKSPERIMENTASI MODEL PROBLEM BASED LEARNING DAN MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL KELAS VII SMP NEGERI SE-KABUPATEN BELITUNG Irnistisia, Firna; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
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: The objective of this research was to investigate the effect of theÂ learning models on the learning achievement in mathematics viewed from students attitude toward mathematics. The learning models compared were the problem based learning (PBL) type, the cooperative learning model of the missouri mathematicsÂ project (MMP) type, and the direct learning model. This research used the quasi experimental research. Its population was all of the students in Grade VII of State Junior Secondary Schools of Belitung regency in Academic Year 2014/2015. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 285 students. They were grouped into three classes, namely: 95 students in Experimental Class 1, 96 students in Experimental Class 2, and 94 students in Control Class. The instruments to gather the data were test of achievement in learning mathematics and the students attitude toward mathematics questionnaire. The proposed hypotheses of the research were analyzed by using the two way analysis ofÂ variance with unbalanced cells. The results of the research were as follows. 1) The cooperative learning model of the PBL type results in a better learning achievement in Mathematics than the cooperative learning model of the MMP typeÂ andÂ theÂ directÂ learningÂ model,Â the cooperativeÂ learningÂ model ofÂ theÂ MMP type results in a better learning achievement in Mathematics than the direct learning model. 2) Â TheÂ studentsÂ withÂ the high attitudes toward mathematics have a better learning achievement in mathematics than those with the moderate students attitudes toward mathematics andÂ those withÂ the low students attitudes toward mathematics, the students with the moderate attitudes toward mathematics have a better learning achievement in mathematics than those with the low students attitudes toward mathematics. 3) There was an interaction the aforementioned learning models and the categories students attitude toward mathematics on the learning achievement in mathematics of the students.Keywords: PBL, MMP, and students attitude toward mathematics.

PENALARAN MATEMATIS SISWA DALAM PEMECAHAN MASALAH ALJABAR DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT - FIELD INDEPENDENT Panglipur Yekti, Sherly Mayfana; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
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 research aims to describe the mathematical reasoning of students with Field Dependent (FI) and Field Independent (FD) cognitive style in solving algebra problems. Type of this research is descriptive qualitative. The cognitive styles of 32 students of class VIII H SMPN 2 Karanganyar were determined using Group Embedded Figures Test (GEFT). Each category of cognitive styles was taken three students with the high, medium, and low scores and were used as research subjects. Data was collected by interview based tasks. Validity of the data used time triangulation. Techniques of data analysis were done by: (1) classfying the data into Polyaâs problem solving steps, (2) presenting the data in narrative text, and (3) concluding the studentsâ mathematical reasoning in each Polyaâs problem solving steps. The results of this research showed that mathematical reasoning students with FD cognitive styles in algebra problem solving is: (1) able to identify the problem clearly and completely, (2) able to describe the conditions of the problem, (3) able to connect different elements of information but not perfect. While the mathematical reasoning students with FI cognitive styles in algebra problem solving is: (1) able to identify the problem clearly and completely, (2) able to describe the conditions of the problem, (3) able to connect different elements of information completely, (4) able to apply algebraic concepts that have been studied previously, and (5) able to make conjectures for problem solving strategies but incomplete.Keywords: Mathematical reasoning, algebra problems, cognitive styles

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