Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP Ã¢Â€Â“ UNS

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RESPONS MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS VETERAN BANGUN NUSANTARA DALAM MENYELESAIKAN SOAL LOGIKA BERDASAR TAKSONOMI SOLO Exacta, Annisa Prima; Sujadi, Imam; Subanti, Sri
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 objectives of this research were: 1) to describe the response level of mathematics students in Veteran Bangun Nusantara University Sukoharjo based on SOLO taxonomy in solving logic problems; 2) to describe the characteristic of students response at each level of SOLO taxonomy; 3) to study if there is misconception at each level of SOLO taxonomy about students response.This research was a qualitative research. The subject in this research were the students of Mathematics Education, Veteran Bangun Nusantara University on the first semester academic year 2014/2015. The main instruments used in this research to collect the data was the researcher and the other instruments were test instrument and interview guide instrument. Data analysis technique was conducted by data reduction, data presentation and data verification or made conclusion. The conclusions as follows. 1) Students response level based on SOLO taxonomy in solving logic problems comprised prestructural, unistructural, multistructural, relational, and extended abstract, 2) Students response characteristic at each level of SOLO taxonomy as follows. a) Prestructural: the answer completely irrelevant, could not understand the problem given, could not connect the concept and the answer, and the answer was illogical. b) Unistructural: there was a clear and simple relationship between one concept to another but the core of concept widely was not yet understood. c) Multistructural: understood some of the components but still separated from each other so a comprehensive understanding was not formed, some simple connections have been established however metacognitive abilities have not appeared yet at this level. d) Relational: could connect the fact and the theory and also connect the action and the objective, showed understanding ability of some components from the whole concept, understood the role of the parts to the whole and has been able to apply a concept in similar circumstances, have better ability to expressed ideas and made some automatic repetition. e) Extended Abstract: have the ability to think conceptually, to connect not only limited to the concepts that have been given alone but with concepts beyond that, could made generalizations in different problems and made parables in specific situations. 3) Based on the 5 response level of SOLO that happened to students, scheme on each level as shown below. At prestructural and unistructural response levels that were students who have misconceptions. At the multistructural response level, there were students who have a scheme but invalid because the result of the first and second data collection was not the same. The first result were correct scheme but the second result were misconceptions. At the relational response level, there were students who have misconceptions and at the extended abstract response level, there were students who have a correct scheme or in other words did not experience misconceptions.Keywords: SOLO taxonomy, response level, scheme, misconception.
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 mathematicâs learning. So this research intends to know the studentsâ 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 studentsâ achievement of mathematics was better among the students were learnt by PBL with WA, CPS or direct learning models (4) in each model, the studentsâ 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 varianceâ analysis was used to test the hypothesis, followed by Scheffeâ technique.Â  The results of analysisÂ  were as follows. (1) The studentsâ achievement by PBL with WA were better than by CPS and direct learning. The studentsâ achievement by CPS were better than by direct learning. (2) The studentsâ achievement with high creativities were better than with medium and low creativity. The studentsâ achievement with medium creativity were better than with low creativity. (3) In every category of creativities (high, medium and low), the studentsâ achievement by PBL with writing activities were better than CPS and direct learning. The studentsâ achievement by CPS were better than direct learning. (4) In every model of learnings (PBL with WA, CPS, and direct learning), the studentsâ achievement with high creativity were better than medium creativity and low creativity. The studentsâachievement with medium creativity were better than with low creativity.Keywords: Problem Based Learning with Writing Activities, Creative Problem Solving, Creativities, achievement of mathematics.
AKTIVITAS METAKOGNISI SISWA KELAS X SMAN 1 TEMBILAHAN DALAM PEMECAHAN MASALAHAN MATEMATIKA DITINJAU DARI GAYA KOGNITIF Annur, M. Firman; Sujadi, Imam; Subanti, Sri
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 aims of this research were to described: (1) the metacognition activities of 10th grade students of Senior High School at 1st Tembilahan with field dependent cognitive style in solving mathematics problem, and (2) the metacognition activities of 10th grade students of Senior High School at 1st Tembilahan with field independent cognitive type in solving mathematics problem.The research was a qualitative descriptive research. The subjects of the research were four 10th grade students of Senior High School at 1st Tembilahan, which consisted of two students with field dependent cognitive style and the rest with field independent cognitive style. The prosedure of selecting the subjects used snowball sampling technique. The data of research was collected through questionnaire and task-based interview technique on subject matter of logarithm. The data were validated using time triangulation. The data were also analyzed using a Miles and Hubermanâs concept, that was data reduction, presentation, and conclusion.The result of this research showed that: (1) the metacognition activities of FIâs students in solving mathematics problem that seems on: (a) plans development activities: writing out all informations that they got quickly, finding out the goal only by viewed important contents of problem, designing a problem solving and imagining itâs steps, and researched the connection between theirs related memory and the problem. (b) performance monitoring activities: correcting theirs own missteps, rethingking of theirs plans and fully convinced with theirs own answer, rechecking over and over theirs answer, finding the different way to solve the problem, analyzing the compatibilities between the answer and the plans that they had. (c) the actions evaluating activities: reobservating to find out the features and lacks of theirs actions, convincing that they capable to solve problem with different ways, evaluating the entire process from beginning until the end. (2) the metacognition activities of FDâs students in solving mathematics problem that seems on: (a) plans development activities: writing out all informations that they got slowly, finding out the goal only by viewed important contents of problem, designing a problem solving and imagining itâs steps, and researched the connection between theirs related memory and the problem. (b) the actions evaluating activities: reobservating of all theirs missteps, and evaluating the entire process from beginning until the end. Futhermore, there was no performance monitoring activities about to find on FDâs students.Keywords: Metacognition Activities, Field Dependent and Field Independent Cognitive Style, Problem SolvingÂ
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 Bloomâs Taxonomy and SOLO Taxonomy. Bloomâs 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 Bloomâs 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, Bloomâs 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
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 âxâ and âyâ 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 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
PENGEMBANGAN MODUL MATEMATIKA UNTUK PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) PADA MATERI POKOK PERSAMAAN GARIS LURUS KELAS VIII SMP Khayati, Fitrotul; Sujadi, Imam; Sari Saputro, Dewi Retno
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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Absrtact:The objectives of this research were to investigate: (1) how to develop of Mathematics module development for problem-based learning on the topic of discussion ofÂ  Linear Equation of Straight Line for Grade VIII of Junior Secondary School; and (2) the effectiveness of result of Mathematics module development for problem-based learning on the topic of discussion of Linear Equation of Straight Line for Grade VIII of Junior Secondary School. This research consisted of two phases. The first phase was the phase for development and stipulation of a module as a product of research and development. It included preliminary study, module development, module validation, focus group discussion, product testing, and revision. The second phase was the phase of module effectiveness testing with the quasi experimental research with the factorial design of 2x1. The population of research was the students in Grade VIII of Junior Secondary Schools in Yogyakarta City. Sample consisted of students of SMP N 5 Yogyakarta and SMP N 2 Yogyakarta.Â  The data of research were gathered through observation, unstructured interview, questionnaire, and test of learning result. They were then analyzed by using the descriptive quantitative analysis.Â  Based on the result of the analysis, we can conclude that: 1) development of Mathematics module for problem-based learning on the topic of discussion of Linear Equation of Straight Line for Grade VIII of Junior Secondary School includes preliminary study, module drafting, module validation, module revision I,focus group discussion, module revision II, initial field testing, module revision III, field testing or module effectiveness testing, module revision IV (Finalizing the final product). The result of development in this research was Mathematics module for problem-based learning on the topic of discussion of Equation of Straight Line for Grade VIII of Junior Secondary School. 2) The result of module effectiveness testing shows that Mathematics module for problem-based learning on the topic of discussion of Linear Equation of Straight Line for Grade VIII of Junior Secondary School is proven to be effective.Keywords: Development, Mathematics Module, Problem-based learningÂ
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 Â perform activity associated with self-knowledgeKeywords: metacognition, mathematics problem solving, genderÂ
INTUISI SISWA KELAS VII SMP NEGERI 1 NGANJUK DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI ADVERSITY QUOTIENT (AQ) Etika, Erdyna Dwi; Sujadi, Imam; Subanti, Sri
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: The aims of this research were toÂ  describe: (1) the category of intuition of seventh grade student of SMPN 1 Nganjuk with type of climber, camper, and Â quitter in solving mathematics problems. (2) the type of intuition of seventh grade student of SMPN 1 Nganjuk with type of climber, camper, and quitter in solving mathematics problems. The type of this research was a case study research. The prosedure of selecting the subject used purposive snowball sampling. Data was collected by using think aloud method. To determine the validity of data was undertaken with time-triangulation. The results showed as follows: (1) The category of intuition on the students of SMP N 1 Nganjuk : (a) students with climbers type, students used category affirmatory intuition in understanding the problem; students used affirmatory intuition in devising a plan; students used anticipatory intuition in carrying out the plan; students used affirmatory intuition in looking back the answer. (b) Students with campers types, students used affirmatory intuition in understanding the problem; students usedÂ  antisipatori intuition in devising a plan; students didnât use intuition in carrying out the plan; students Â didnât use intuition in looking back the answer. (c) Students with quitters types, students didnât use intuition in understanding the problem; students used affirmatory intuition in devising a plan; students used anticipatory intuition in carrying out the plan; students didnât use intuition in looking back the answer. (2) Type of intuition on students of SMP N 1 Nganjuk: (a) Students with climber types, students used intuition based on the senses in understanding the problem; students used intuition based on the senses in devising a plan; students use intuition based on the senses in carrying out the plan; students used intuition based on the senses in looking back the answer. (b) Students with campers types, students used intuition based on the senses in understanding the problem; students used intuition based on real mathematical thinking in devising a plan; students didnât use intuition in carrying out the plan; students didnât use intuition in looking back the answer. (c) Students with quitters types, students didnât use intuition in understanding the problem; students used intuition based on the senses in devising a plan; students used intuition based on the sense in carrying out the plan; students didnât use intuition in looking back the answer.Keywords: Intuition, Category of intuition, Type of intuition, Adversity Quotient (AQ)Â