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Jurnal Pembelajaran Matematika
Published by Universitas Sebelas Maret
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Mathematics
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Articles 347 Documents
 1   2   3   4   5 
PENGEMBANGAN MODEL ASSESSMENT FOR LEARNING (AfL) MELALUI PENILAIAN TEMAN SEJAWAT UNTUK PEMBELAJARAN MATEMATIKA PADA POKOK BAHASAN PERSAMAAN GARIS LURUS DI MADRASAH TSANAWIYAH PONDOK PESANTREN MODERN ISLAM ASSALAAM SUKOHARJO Kirbani, Kirbani
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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ABSTRACT:The aims of this research were: (1) to determine whether the AFL with peer assessment on topics straight line equation can be applied in MTs PPMI Assalaam, (2) to know the influence of the application of the AFL with peer assessment in improving students’ achievement compare with direct instruction, (3) to know the influence of students ability to cooperate toward mathematics learning achievement of students in the subject of straight line equation, (4) to determine the effect of the application of the AFL with peer assessment in improving student achievement compare with direct instruction in terms of students' ability to cooperate on subject of a straight line equation. The research was divided into two phases, namely the determination of the model development stage and the AfL with peer assessment are included in research and development. In this stage, data collection, prototype planning model, Focus Group Disscusion (FGD) were implemented and manufacture of prototype model then be tested. Tests carried out by 4 learning cycles. The next stage was to test the effectiveness of a model that includes quasi-experimental research design research 2×3. The population was eighth grade students of MTs PPMI Assalaam Sukoharjo first semester of the school year 2012/2013. Samples were divided into two groups, experimental and control groups. The data analysis technique used in this study was two-way analysis of variance unbalanced. Based on the result of the analysis, we can conclude that: (1) the model of the AFL with peer assessment can be applied in MTs PPMI Assalaam, (2) students taught using AFL with peer assessment have mathematics achievement better than students taught using direct instruction, (3) students with high cooperate ability levels have higher mathematics achievement than students with medium and low of ability to cooperate. While students with a medium level of ability to cooperate have a better achievement than students with a low level of ability to cooperate, (4) at all levels of ability to cooperate, students with applied learning AFL with peer assessment have better mathematics achievement than students with direct learning.Key words : Assessment, Assesment for Learning (AfL), Peer Assessment, Ability to Cooperate
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TEAMS GAMES TOURNAMENT, NUMBERED HEAD TOGETHER DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI DAN FAKTORISASI BENTUK ALJABAR DITINJAU DARI AKTIVITAS BELAJAR SISWA Asip Cakra Buana; Tri Atmojo Kusmayadi; Imam Sujadi
Jurnal Pembelajaran Matematika Vol 3, No 8 (2015): Pembelajaran Matematika
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Abstract: The aim of this research is to determine the influence of learning models using scientific approach with the students achievement viewed from the student activities. The learning models compared are TGT, NHT, and PBL. This research is a quasi experimental research. The population is all students of eight grade of state Junior High School in Bojonegoro Regency in the academic year of 2014/2015. The samples are 300 students. The methods of data collection are documentation, questionaire, and test. The technique of data analysis used is two ways analysis of variance with unbalanced cells. Based on the result of data analysis, it can be concluded that : (1) The students’ learning achievement by using cooperative learning model TGT, NHT, and PBL with the scientific approach had the same learning achievement. (2) The students’ learning achievement of students with high learning activity had better learning achievement than students with medium and low learning activity, while students with medium and low learning activity had the same result. (3) For category high, medium, and low learning activities, the learning achievement of students who were given by cooperative learning model TGT, NHT,  and PBL with scientific approach had the same result. (4.a) For category cooperative learning model TGT and PBL with scientific approach, the students’ learning achievement with high,  medium and low learning activities had the same learning achievement. (4.b) For category cooperative learning model NHT with scientific approach the students’ learning achievement with high learning activity had better learning achievement than medium and low learning activities. For students having medium and low learning activities had the same learning achievement.Keywords: Team Games Tournament (TGT), Numbered Head Together (NHT),  Problem Based Learning (PBL), Learning Activity.
EKSPERIMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH DAN PROBLEM POSING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN PENALARAN SISWAKELAS VIII SMP NEGERI DI KABUPATEN BANYUMAS TAHUN PELAJARAN 2013/2014 Rini, Juwita; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 8 (2014): Pembelajaran Matematika
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Abstract: The objective of this research was to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the reasoning ability of the students. The learning models compared were the problem based learning model, the problem posing learning model, and the direct learning model. This research used the quasi experimental research method. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Banyumas regency in Academic Year 2013/2014. The samples of the research were the students of State Junior Secondary School 4 of Purwokerto, State Junior Secondary School 2 of Sokaraja, and State Junior Secondary School 2 of Baturraden. They were taken by using the stratified cluster random sampling. The instruments used to gather the data of the research were test of learning achievement in Mathematics and test of reasoning abilities. The data were analyzed by using the two-way analysis of variance with unbalanced cells. The results of the research are as follows. 1) The problem-based learning model results in the same good learning achievement in Mathematics as the problem posing learning model but results in a better learning achievement in Mathematics than the direct learning model, and the problem posing learning model results in a better learning achievement in Mathematics than the direct learning model. 2) The students with the high reasoning ability have a better learning achievement in Mathematics than those with the moderate and low reasoning abilities, and the students with the moderate reasoning ability have a better learning achievement in Mathematics than those with the low reasoning ability.      3) In the students with the high reasoning ability, the problem-based learning results in the same good learning achievement in Mathematics as the problem posing model but results in a better learning achievement in Mathematics than the direct learning model, and the problem posing model results in the same good learning achievement in Mathematics as the direct learning model. In the students with the moderate and low reasoning abilities, the problem-based learning, the problem posing learning model, and the direct learning model result in the same learning achievement in Mathematics. 4) In the problem-based learning, the students with the high reasoning ability have a better learning achievement in Mathematics than those with the moderate an low reasoning abilities, and the students with the moderate reasoning ability have the same learning achievement in Mathematics as those with the low reasoning ability. In the problem posing learning model, the students with the high reasoning ability have the same learning achievement in Mathematics as those with the moderate reasoning ability, but the students both with the high and moderate reasoning abilities have a better learning achievement in Mathematics than those with the low reasoning ability. In the direct learning model, the students with the high, moderate, and low reasoning abilities have the same learning achievement in Mathematics.Key words: Problem Based Learning, Problem Posing, and Reasoning ability.
PERBANDINGAN PRESTASI BELAJAR MATEMATIKA SISWA DENGAN PENDEKATAN CTL ANTARA MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN NHT PADA POKOK BAHASAN SISTEM PERSAMAAN LINIER DUA VARIABEL DITINJAU DARI KEPERCAYAAN DIRI SISWA KELAS VIII SMP NEGERI DI KABUPATEN MAD Susanti, Vera Dewi; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract: The objectives of research are to find out, in mathematics learning for two-variable linear equation system subject matter: (1) which one providing better achievement, the CTL learning model with STAD, that with NHT or the direct learning model, (2) which one providing better achievement, high, medium or low self-confidence, and (3) in high, medium or low self-confidence, which one providing better achievement, CTL approach with STAD or NHT type or direct learning model.The population of research was the students of Junior High Schools throughout Madiun Regency in the first semester of VIII grade in the school year of 2011/2012. The sampling technique used was stratified cluster random sampling with the students of SMP Negeri 2 Dolopo, SMP Negeri 2 Kebonsari and SMP Negeri 2 Geger as the sample. The instruments used to collect the data included test to obtain the data of mathematic learning achievement and questionnaire for the on of student’s self-confidence. Technique of analyzing data used was 3x3 two-way variance analysis. From the result of analysis, it could be concluded that: (1) The mathematics learning achievement of students using STAD type of cooperative learning model with CTL approach was better than that using NHT type, that using STAD type with CTL approach was better than that using direct learning model, and that using NHT type with CTL approach was better than that using direct learning model. (2) The mathematics learning achievement with high self-confidence was better than that with medium one; that with high self-confidence was better than that with low one; and that with medium self-confidence was better than that with low one. (3) Viewed from self-confidence level, the mathematics learning achievement of the students using STAD type of cooperative learning with CTL approach was better than that using NHT type, that using STAD type of cooperative learning with CTL approach was better than that using direct learning model, and that using NHT type of cooperative learning with CTL approach was better than that using direct learning model.Keywords: Learning model, CTL approach STAD, NHT, , direct learning, self confidence.
ANALISIS PROSES PEMBELAJARAN MATEMATIKA PADA ANAK BERKEBUTUHAN KHUSUS (ABK) SLOW LEARNERS DI KELAS INKLUSI (Penelitian Dilakukan di SD Al Firdaus Surakarta) Fida Rahmantika Hadi; Tri Atmojo Kusmayadi; Budi Usodo
Jurnal Pembelajaran Matematika Vol 3, No 10 (2015): Pembelajaran Matematika
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Abstract: This research aims to find out: (1) the mathematics learning process in inclusive class includes readiness of teacher before learning process, implementation and evaluation and follow up; (2) the inhibiting factors encountered of slow learners child during mathematics learning process in inclusive class and the solution to them. It was a qualitative research. The subjects were taken by purposive sampling.The subjects of this research were mathematics teacherand special assistant teacher.Data collection techniques in this research were interviews and observation. Techniques to validate that the data triangulation time. The data analysis technique used was consisted of data reduction, data display, and conclusion. The results of this study were: (1) preparation of Lesson Plan has done after one basic competence finished and any Lesson Plan modified for slow learners child. Before learning proses began, specific media teachers has been prepared for slow learners child. In evaluation and follow-up stage, teachers planned follow-up activities in remedial learning, enrichment programs, counseling services for reguler students or special needs children with the help of a special assistant teacher. (2) Factors or the difficulties which have been slow learners child was difficult about mathematics concepts, beside of that also may lost interest in the task and refused to resume the task when they was bored. The teacher resolve problems by providing mathematical concepts step by step and intens, provide additional learning time, provide motivation and provide reward.Keywords: mathematics learning process, slow learners child, inclusive 
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN STRATEGI PETA KONSEP PADA MATERI SEGIEMPAT DITINJAU DARI KEMAMPUAN SPASIAL PESERTA DIDIK Yuwono, Muhammad Ridlo; Budiyono, Budiyono; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
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 Abstract: The objective of this research was to know the effect of the learning models on the learning achievement of quadrangle viewed from the spatial ability of the students. The learning models compared were the cooperative learning model of the TGT type with concept mapping strategy, the cooperative learning model of the TGT type, and the direct learning model. This research used the quasi experimental method. Its population was all of the students in grade VII of State Junior Secondary Schools of Pati regency in Academic Year 2013/2014. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisted of 325 students. They were grouped into three groups, namely: 109 in experimental group 1, 110 in experimental group 2, and 106 in control group. The instruments to gather the data were test of achievement on the learning topic of quadrangle, and test of spatial ability. The proposed hypotheses of the research were analyzed by using the two way analysis of variance with unbalanced cells. The results of the research were as follows. (1) The cooperative learning model of the TGT type with concept mapping strategy results in a better learning achievement than the cooperative learning model of the TGT type and the direct learning model, but the cooperative learning model of the TGT type results in the same learning achievement as the direct learning model. (2) The students with the high spatial ability had the same learning achievement as those with the moderate spatial ability, but the students with the high spatial ability and those with the moderate spatial ability had a better learning achievement than those with the low spatial ability. (3) In each category of the spatial abilities, the cooperative learning model of the TGT type with concept mapping strategy results in a better learning achievement than the cooperative learning model of the TGT type and the direct learning model, but the cooperative learning model of the TGT type results in the same learning achievement as the direct learning model. (4) In each of the learning models, the students with the high spatial ability had the same learning achievement as those with the moderate spatial ability, but the students with the high spatial ability and those with the moderate spatial ability had a better learning achievement than those with the low spatial ability.Keywords: TGT, concept mapping, and spatial ability.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER (NHT) DITINJAU DARI KEMANDIRIAN BELAJAR PADA PRESTASI BELAJAR MATEMATIKA PESERTA DIDIK SMA SE – KAB. MAGELANG TAHUN PELAJARAN 2012/2013 Pratiwi, Katherine Her; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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ABSTRACT: The objectives of this research are to investigate: 1) which of the cooperative learning model of the Jigsaw type, the cooperative learning model of the Numbered Heads Together (NHT), and the direct learning  results in a better learning achievement in mathematics, 2) which of  the students with the high self-regulated learning, the students with the medium self-regulated learning, and the students with the low self-regulated learning have a better learning achievement in mathematics, 3) in each of the learning models which of the students with the high self-regulated learning, the students with the medium self-regulated learning, and the students with the low self-regulated learning have a better learning achievement in mathematics, 4) in each of the self-regulated learning, which on the cooperative learning model of the Jigsaw type, the cooperative learning model of the NHT type, and the direct learning model results in a better learning achievement in mathematics. The research used the experimental quasi research method with the factorial design of 3x3. The population of the research was all of the students in Grade XI of Senior High School  in Magelang regency in academic year 2012/2013. The samples of research were taken by using the stratified cluster random sampling. The samples of the research were the students of Taruna Nusantara senior high school, state senior high school 1 of Bandongan, and state senior high school 1 of Dukun. The hypotheses of the research were analyzed by using the two-way analysis of variance with unbalanced cells at the significance level of a = 0,05. The results of the research are as follows: 1) Jigsaw better than NHT and direct learning, whereas NHT equal to direct learning in mathematics achievement, 2) the high self-regulated learning better than medium  and low, whereas the medium better than low in mathematics achievement, 3) Jigsaw with the high self-regulated learning better than the medium and low, whereas the medium better than the low in mathematics achievement. NHT with the high self-regulated learning better than the medium and low, whereas the medium equal to the low in mathematics achievement. Direct learning with the high self-regulated learning better than the medium and low, whereas the medium equal to the low in mathematics achievement. 4) The high self-regulated learning with the cooperative learning model of NHT type better than Jigsaw and direct learning, whereas Jigsaw better than direct learning. The medium self-regulated learning with the cooperative learning model of Jigsaw type better than NHT and direct learning, whereas NHT equal to direct learning. The Low self-regulated learning with NHT better than Jigsaw and direct learning in mathematics achievement. Keywords : Jigsaw, NHT, and self-regulated learning.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER DAN THINK PAIR SHARE DENGAN QUANTUM LEARNING DITINJAU DARI KECERDASAN MATEMATIS LOGIS SISWA SMP SE-KABUPATEN MAGELANG TAHUN PELAJARAN 2014/2015 Tanti Listiani; Tri Atmojo Kusmayadi; Riyadi Riyadi
Jurnal Pembelajaran Matematika Vol 4, No 1 (2016): Pembelajaran Matematika
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Abstract: The purpose of this study was to determine the effect of learning models on learning achievement viewed from the logical mathematical intelligence of the students. The learning models compared were the cooperative learning model of the Numbered Heads Together (NHT) type modified with Quantum Learning and scientific approach, Think Pair Share (TPS) type with Quantum Learning and scientific approach, and classical model with scientific approach. The type of this study was a quasi-experimental research with a 3×3 factorial design. The population was all of students on grade VIII of Junior High Schools in Magelang Regency in academic year 2014/2015. The data was analyzed by using two way analysis of variance with unbalanced cells. Based on the hypothesis, the results of the study could be summarized as follows. (1) NHT-Quantum Learning gave better achievement than TPS-Quantum Learning and classical model, TPS-Quantum Learning had same achievement as classical model. (2) Students with high logical mathematical intelligence gave better achievement than middle and low logical mathematical intelligence, students who had middle logical mathematical intelligence gave better achievement than those who had low logical mathematical intelligence. (3) In each category of the logical mathematical intelligence, NHT-Quantum Learning gave better achievement than TPS-Quantum Learning and classical model, TPS-Quantum Learning had same achievement as classical model. (4) In each of the learning models, the students who had high logical mathematical intelligence got better achievement than middle and low logical mathematical intelligence, the students who had middle logical mathematical intelligence got better achievement than those who had low logical mathematical intelligence.Keywords: Numbered Heads Together, Think Pair Share, Classical, Quantum Learning, Logical Mathematical Intelligence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SQUARE DENGAN METODE QUESTION STUDENT HAVE DAN THINK TALK WRITE PADA POKOK BAHASAN BANGUN RUANG DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SLEMAN TP 2013/2014 Asy’ari, Asy’ari; Usodo, Budi; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 1 (2015): Pembelajaran Matematika
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Abstract: The objektive of this research was to investigate the effect of the learning models on the learning achievement in mathematics viewed from learning independence of the students. The learning models compared were the TPSq learning model with the question student have method, the TTW learning model, and the conventional learning model. This study was a quasi-experimental study with a 3×3 factorial design. The study population was all of grade VIII students of State Junior Secondary School in Sleman regency. Sampling was done by stratified cluster random sampling. The samples in this study amounted to 262 students with the details of 87 students for experiment 1 and 87 for experiments 2 and 88 for the control class. The data collected instrument used mathematics achievement tests and a questionnaire of student’s learning  independence. Based on the hypothesis testing can be concluded as follows. (1) The learning achievement of the students treated with TPSq learning model  with the question student have method was as good as that of  those with the TTW learning model. In addition, students’ learning achievement treated by TPSq model with question student have method and TTW better than students treated by conventional learning model. (2) Students’ learning achievement which has high learning independence had better achievement than students who have moderate and low independence. In addition, students who have moderate learning independence had better achievement than students who have low learning independence. (3) In the TPSq learning model with the question student have method, TTW and conventional learning model, the students’ learning achievement who have high learning independence had better achievement than moderate and low learning independence, in addition the students’ learning achievement who have moderate learning independence had better achievement than students who have low learning independence. (4) In the learning independence category of high, moderate or low, the learning achievement of the students treated with TPSq learning model with the question student have method and TTW learning model was equally good. In addition, students’ learning achievement treated by TPSq  learning model with the question student have method and TTW learning model had better achievement than students treated by conventional learning model.Keywords: Think Pair Square (TPSq), Question Student Have, Think Talk Write (TTW), and Student’s Learning Independence.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN IRINGAN MUSIK INSTRUMENTAL PADA MATERI GARIS DAN SUDUT DITINJAU DARI KEMAMPUAN HITUNG ALJABAR PESERTA DIDIK SMP NEGERI DI KABUPATEN MAGELANG TAHUN PELAJARAN 2012/2013 Haryati, Ekaningsih; Mardiyana, Mardiyana; Sari, Dewi Retno
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract:The aims of the research were to determine the effect of learning models on learning achievement viewed from student’s algebra count ability. The learning models compared were cooperative learning (Numbered Heads Together (NHT) with instrumental musical accompaniment & NHT) and direct learning. The research typewasaquasi-experimental research.The research’s population wasthe 7th-grade students of the State Junior High Schools in Magelang Regency.It’s sampleswere takenby using stratified cluster random sampling techniquewhichconsisted of 97 students in the first experiment group, 99 students in the second experiment group, and 96 students in the control group.The datawas analyzed by using the unbalanced two-ways analysis of variance at the significance level of 0.05.The results of this research are as follows: (1) the both cooperative learningmodels result in the same goodlearning achievement, but its resultin a better learning achievement than the direct learning model; (2) the learning achievement of the students with the high level of algebra count ability is better than that of those with the medium and the low levels of it, the learning achievement of the students with the medium level of algebra count ability is better than that of those with the low level of it; (3) in each levelsof algebra count ability shows thatthe both cooperative learningmodels result in the same good learning achievement, but its result in a better learning achievement than the direct learning model; (4) in each learning model shows that the learning achievement of the students with the high level of algebra count ability is better than that of those with the medium and the low levels of it, the learning achievement of the students with the medium level of algebra count ability is better than that of those with the low levelof it. Keywords: NHT,instrumental music, algebra count ability, learning achievement.

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