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Unnes Journal of Mathematics Education
ISSN : 22526927     EISSN : 24605840     DOI : https://doi.org/10.15294/ujme
Core Subject : Education,
Unnes Journal of Mathematics Education (UJME) publishes research issues on mathematics education. The UJME processes manuscripts resulted from a research in mathematics education scope, which includes, but is not limited to the topics of didactic development research (DDR), research and development (RnD) in mathematics education, ethnomathematics, realistic mathematics education, psychology of mathematics education and technology in mathematical instruction. The manuscript must be original research, written in English, and not be simultaneously submitted to another journal or conference.
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KEEFEKTIFAN PROBLEM BASED LEARNING DAN MODEL ELICITING ACTIVITIES TERHADAP KEMAMPUAN PEMECAHAN MASALAH Dzulfikar, Ahmad; Asikin, Muhammad; Hendikawati, Putriaji
Unnes Journal of Mathematics Education Vol 1 No 1 (2012): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v1i1.252

Abstract

AbstractTujuan penelitian ini adalah untuk menyelidiki keefektifan model pembelajaran Model Eliciting Activities dan Problem Based Learning terhadap kemampuan pemecahan masalah dan menyelidiki ketuntasan belajar kemampuan pemecahan masalah dengan kedua model tersebut. Pengambilan sampel dilakukan dengan cluster random sampling. Kelas eksperimen diberi perlakuan dengan menerapkan model pembelajaran Model Eliciting Activities dan kelas kontrol dengan menerapkan model pembelajaran Problem Based Learning. Teknik pengumpulan data yang digunakan adalah dengan metode dokumentasi, tes, dan observasi. Pengambilan data dilakukan dengan pemberian tes kemampuan pemecahan masalah pada akhir penelitian. Rata-rata tes kemampuan pemecahan masalah kelas eksperimen adalah 80,15 sedangkan kelas kontrol adalah 73,01. Berdasarkan hasil uji normalitas dan homogenitas data hasil tes, diperoleh bahwa data kedua sampel normal dan homogen, sehingga untuk pengujian hipotesis digunakan uji t. Dari hasil perhitungan diperoleh thitung = 2.27, sedangkan nilai ttabel = 2.00, karena thitung > ttabel maka H0 ditolak. Jadi, rata-rata kemampuan pemecahan masalah peserta didik pada kelas eksperimen lebih baik dibandingkan kelas kontrol. Berdasarkan hasil tersebut disimpulkan bahwa model pembelajaran Model Eliciting Activities dan Problem Based Learning efektif terhadap kemampuan pemecahan masalah, tetapi model pembelajaran Model Eliciting Activities lebih baik daripada Problem Based Learning.The purpose of this study was to investigate the effectiveness of learning models Eliciting Activities Model and Problem Based Learning to investigate the problem-solving ability and thoroughness learn problem-solving skills with both models. Sampling was conducted by cluster random sampling. Experimental class were treated by applying a learning model eliciting Activities Model and control class were treated by applying the learning model of Problem Based Learning. Data collection techniques used are the methods of documentation, testing, and observation. Data is collected by administering the test problem-solving abilities at the end of the study. Average problem-solving ability test of class experiment is 80.15 while the control class is 73.01. Based on the results of tests of normality and homogenity of the test result data, the data obtained that the two samples of normal and homogeneous, so to test the hypothesis used the t test. From the calculation results obtained tcount = 2.27, while the value of a ttable = 2.00, because tcount> ttable then H0 is rejected. Thus, the average problem-solving abilities of students in the experimental class is better than the control class. Based on these results concluded that the learning model eliciting Model Problem Based Learning Activities and effective problem-solving skills, but learning model eliciting Activities Model better than the Problem Based Learnin.
KEEFEKTIFAN PEMBELAJARAN KOOPERATIF STAD DENGAN MICROSOFT POWER POINT Fitawati, Diana Wahyuning; -, Sugiarto; Kharis, Muhammad
Unnes Journal of Mathematics Education Vol 1 No 1 (2012): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v1i1.253

Abstract

AbstractTujuan penelitian ini adalah untuk mengetahui apakah pembelajaran kooperatif STAD dengan Microsoft Power Point dapat mencapai ketuntasan belajar dan rata-rata hasil belajarnya lebih baik daripada pembelajaran kooperatif pada materi pokok keliling dan luas segiempat. Populasi dalam penelitian ini adalah seluruh peserta didik kelas VII SMP Negeri 1 Tunjungan tahun pelajaran 2011/2012 yang terdiri atas tujuh kelas. Pengambilan sampel dilakukan secara random sampling. Hasil penelitian menunjukkan bahwa rata-rata hasil belajar peserta didik kelas eksperimen sebesar 80,763 dan kelas kontrol sebesar 76,568. Dari hasil uji ketuntasan belajar dengan uji proporsi satu pihak diperoleh bahwa peserta didik kelas eksperimen telah mencapai ketuntasan belajar Dari hasil uji perbedaan rata-rata diperoleh thitung=2,338>ttabel=1,993, sehingga H_0 ditolak, berarti rata-rata hasil belajar peserta didik yang menggunakan model pembelajaran kooperatif STAD dengan Microsoft Power Point lebih baik dari rata-rata hasil belajar peserta didik yang menggunakan model pembelajaran kooperatif. Simpulan yang diperoleh adalah rata-rata hasil belajar dengan menggunakan pembelajaran kooperatif STAD dengan Microsoft Power Point dapat mencapai ketuntasan belajar dan rata-rata hasil belajar dengan menggunakan pembelajaran kooperatif STAD dengan Microsoft Power Point lebih baik daripada rata-rata hasil belajar dengan menggunakan pembelajaran kooperatif pada materi pokok keliling dan luas segiempat peserta didik SMP Negeri 1 Tunjungan kelas VII semester 2.The purpose of this study was to determine whether the STAD cooperative learning with Microsoft Power Point can be reached thoroughness of learning and learning outcomes on average better than cooperative learning in perimeter and area the quadrilateral subject matter. The population in this study were all students of VII SMP Negeri 1 Tunjungan school year 2011/2012 consisting of seven classes. Sampling was done by random sampling. The results showed that the average results of experimental study of students grade class at 80.763 and 76.568 for control. Thoroughness of the test results to learn by trial found that the proportion of the experimental class students have achieved learning thoroughness of the test results mean difference obtained tcount = 2.338> = 1.993 ttable, so that H0 is rejected, then the average of learning outcomes of students who use STAD cooperative learning models with Microsoft Power Point better than average of learning outcomes of students who use cooperative learning model. The conclusions obtained are the average of the learning outcomes by using STAD cooperative learning with Microsoft Power Point can be reached thoroughness of learning and the average of learning outcomes by using STAD cooperative learning with Microsoft Power Point is better than average of learning outcomes by using cooperative learning in perimeter and area of quadrilateral subject matter of SMP Negeri 1 Tunjungan class VII semester 2 learners.
EFEKTIVITAS PEMBELAJARAN MATEMATIKA DENGAN METODE PROBLEM POSING BERBASIS PENDIDIKAN KARAKTER Susanti, Eka Lia; Sukestiyarno, YL; Sugiharti, Endang
Unnes Journal of Mathematics Education Vol 1 No 1 (2012): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v1i1.255

Abstract

AbstractTujuan penelitian ini adalah untuk mengetahui apakah pembelajaran matematika dengan metode Problem Posing berbasis pendidikan karakter di laboratorium TeenZania pada materi garis singgung lingkaran efektif. Populasi dalam penelitian ini adalah peserta didik di SMP N 2 Pati. Sampel dalam penelitian ini diambil dengan teknik cluster random sampling. Variabel dalam penelitian ini yaitu keaktifan sebagai variabel independen dan prestasi belajar sebagai variabel dependen. Cara pengambilan data dengan lembar pengamatan dan tes. Data diolah dengan uji banding t dan uji pengaruh regresi. Hasil penelitian menunjukkan bahwa prestasi belajar kelas eksperimen (82,74) secara statistik melebihi KKM (75). Dengan uji regresi linear sederhana diperoleh persamaan regresi Ŷ=-15,847 + 1,194X dan R^2=0,829. Koefisien X merupakan bilangan positif sehingga keaktifan berpengaruh positif pada prestasi belajar sebesar 82,9%. Rata-rata prestasi belajar kelas eksperimen (82,74) dan rata-rata prestasi belajar kelas kontrol (72,91). Secara uji stastistik prestasi belajar kelas eksperimen lebih baik daripada prestasi belajar kelas kontrol. Berdasarkan hasil analisis disimpulkan (1) pembelajaran mencapai tuntas belajar; (2) adanya pengaruh positif pada keaktifan terhadap prestasi belajar; dan (3) prestasi belajar kelas eksperimen lebih baik daripada prestasi belajar kelas kontrol; sehingga pembelajaran matematika dengan metode problem posing berbasis pendidikan karakter di laboratorium TeenZania merupakan pembelajaran yang efektif.The purpose of this study was to determine whether the learning of mathematics by Problem Posing method in a TeenZania laboratory based character education in circle tangent material effectively. The population in this study were students in SMP N 2 Pati. The sample in this study were drawn by cluster random sampling technique. The variables in this study is the activity as an independent variable and learning achievement as the dependent variable. Method of data collection with observation sheets and tests. Data processed by the t test and the comparative effect of regression testing. The results showed that the experimental class learning achievement (82.74) was statistically exceed KKM (75). With simple linear regression test obtained regression equation Y = -15.847 + 1.194 X and R2 = 0.829. The coefficient of X is a positive number so that the activity has a positive effect on learning achievement of 82.9%. Average learning achievement experimental class (82.74) and the average learning achievement control class (72.91). In statistical learning achievement test experimental class is better than the control class learning achievement. Based on the results of the analysis is concluded (1) learning to achieve complete learning, (2) a positive influence on the activity of learning achievement, and (3) experimental class learning achievement is better than the control class learning achievement; that learning mathematics with problem posing method based on character education in the TeenZania laboratory is an effective learning.
KEEFEKTIFAN PEMBELAJARAN SNOWBALL THROWING BERBANTUAN LEMBAR KEGIATAN SISWA Purbowo, Gallant Alim; -, Mashuri; Hendikawati, Putriaji
Unnes Journal of Mathematics Education Vol 1 No 1 (2012): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v1i1.256

Abstract

AbstractTujuan penelitian ini adalah untuk mengetahui keefektifan pembelajaran Snowball Throwing berbantuan LKS terhadap hasil belajar siswa kelas VIII SMP Negeri 1 Kaliori pada materi lingkaran tahun ajaran 2011/2012. Populasi dalam penelitian ini adalah semua siswa kelas VIII SMP Negeri 1 Kaliori tahun ajaran 2011/2012. Sampel dalam penelitian ini diambil secara cluster random sampling. Data hasil penelitian diperoleh dengan metode tes yang dianalisis dengan menggunakan uji proporsi, uji rata-rata, uji kesamaan dua proporsi, dan uji perbedaan dua rata-rata untuk menguji hipotesis. Hasil penelitian menunjukkan: (1) zhitung )=0,5>-(z(0,5-α) ) )=-1,64, artinya siswa yang tuntas terhadap hasil belajar pada kelas eksperimen dapat mencapai persentase ketuntasan minimal siswa, (2) thitung=3,9001 >t(1-α) =1,69 artinya rata-rata hasil belajar siswa pada kelas eksperimen dapat mencapai KKM, (3) zhitung=2,335>z(0.5-α) )=1,64, artinya siswa yang tuntas pada kelas eksperimen lebih besar dari kelas kontrol, (4) thitung=2,0194 ≥ 1,668, artinya rata-rata hasil belajar siswa pada kelas eksperimen lebih dari kelas kontrol. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa penerapan Pembelajaran Snowball Throwing berbantuan LKS efektif terhadap hasil belajar siswa kelas VIII SMP Negeri 1 Kaliori pada materi lingkaran.The purpose of this study was to determine the effectiveness of Snowball Throwing learning assisted students’ worksheets to learning outcomes of VIII grade in SMP Negeri 1 Kaliori in circle material of the school year 2011/2012. The population in this study were all students in VIII grade SMP Negeri 1 Kaliori academic year 2011/2012. The sample in this study were drawn by cluster random sampling. Research data obtained with the test method were analyzed using the proportion test, test averages, test the equality of two proportions, and test the average difference in the two hypotheses. The results showed: (1) zcount = 0.5> - z(0,5-α) = -1.64, meaning that students who complete the results of experiments studying the class could achieve a minimum percentage of completeness students, (2) tcount = 3.9001> t(1-α) = 1.69 means that the average student learning outcomes can be achieved in the experimental class KKM, (3) zcount = 2.335> z(0.5-α ) = 1.64, meaning that students who completed the experimental class is greater than the control class, (4) tcount = 2.0194 ≥ 1.668, meaning that the average student learning outcomes in the experimental class over the control class. Based on these results we can conclude that the application of Snowball Throwing learning assisted Student’s Worksheet effective against student learning outcomes VIII grade SMP Negeri 1 Kaliori in circle material.
KEEFEKTIFAN PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE PROBING-PROMPTING DENGAN PENILAIAN PRODUK Ulya, Himmatul; -, Masrukan; -, Kartono
Unnes Journal of Mathematics Education Vol 1 No 1 (2012): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v1i1.257

Abstract

AbstractTujuan penelitian ini adalah untuk mengetahui apakah pembelajaran kooperatif tipe probing-prompting dengan penilaian produk dan pembelajaran kooperatif tipe probing-prompting materi keliling dan luas lingkaran dapat mencapai ketuntasan belajar dan lebih baik dari pembelajaran ekspositori pada peserta didik kelas VIII. Populasi dalam penelitian ini adalah peserta didik kelas VIII MTs. Nurussalam Gebog Kudus tahun pelajaran 2011/2012. Dengan cara acak terpilih sampel yaitu peserta didik kelas VIIIA dan VIIIC sebagai kelas eksperimen 1 dan 2, serta VIIIB sebagai kelas kontrol. Diperoleh hasil penelitian bahwa rata-rata hasil belajar peserta didik kelas eksperimen 1 sebesar 79,91, kelas eksperimen 2 sebesar 73,21, dan kelas kontrol sebesar 66,10. Dari hasil uji ketuntasan belajar diperoleh peserta didik kelas eksperimen mencapai ketuntasan belajar (individual dan klasikal). Dari hasil uji Anava nilai Sig.= 0,000 < 0,05 artinya ada perbedaan rata-rata, kemudian dilakukan uji lanjut Scheffe menunjukkan adanya perbedaan rata-rata yang signifikan antara masing-masing kelas. Simpulan yang diperoleh adalah pembelajaran kooperatif tipe probing-prompting yang disertai dengan penilaian produk dan pembelajaran kooperatif tipe probing-prompting materi keliling dan luas lingkaran dapat mencapai ketuntasan belajar, model pembelajaran kooperatif tipe probing-prompting dengan penilaian produk lebih baik dari pembelajaran kooperatif tipe probing-prompting, dan pembelajaran kooperatif tipe probing-prompting lebih baik dari pembelajaran ekspositori.The purpose of this study was to determine whether the cooperative learning of probing-prompting by assessing products of circle perimeter and circle area material could reach the completeness learning of students. The population of this study was the students of grade VIII MTs. Nurussalam Gebog Kudus year 2011/2012. Randomly, the selected samples were the students of VIIIA and VIIIC as the experiment classes 1 and 2, and the control class was VIIIB. The results showed that the learning outcome average of experiment class 1 was 79,91, experiment class 2 was 73.21, and 66.10 for the control class. From the result of the test was obtained that experiment class students achieved the learning completeness (individual and classical). From the test results of ANAVA Sig. value= 0.000 < 0.05 which was meant that there were differences in the average, then Scheffe test was done and showed the significant difference average between classes. The conclusions obtained were the cooperative learning of probing-prompting type by assessing products and the cooperative learning of probing-prompting type of circle perimeter and circle area materials could reach the completeness learning; the cooperative learning model of probing-prompting type by assessing products was better than the cooperative learning of probing-prompting type; and the cooperative learning of probing-prompting type was better than expository learning.
PENERAPAN PEMBELAJARAN TWO STAY-TWO STRAY TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DAN MINAT Saraswati, In Diyah; Soedjoko, Edy; Susilo, Bambang Eko
Unnes Journal of Mathematics Education Vol 1 No 1 (2012): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v1i1.258

Abstract

AbstractPenelitian ini bertujuan untuk mengetahui: (1) apakah model pembelajaran Two Stay-Two Stray (TS-TS) berbantuan LKPD dan alat peraga dapat meningkatkan minat belajar matematika peserta didik, (2) apakah model pembelajaran TS-TS berbantuan LKPD dan alat peraga dapat meningkatkan minat belajar matematika peserta didik, (3) apakah model pembelajaran TS-TS berbantuan LKPD dan alat peraga dapat meningkatkan minat belajar matematika peserta Didik. Metode dalam penelitian ini adalah kuantitatif dengan pedekatan penelitian eksperimen. Populasi dalam penelitian ini adalah seluruh peserta didik kelas VIII SMP N 5 Pemalang tahun pelajaran 2011/2012. Sampel dalam penelitian ini yaitu kelas VIIIF sebagai kelas eksperimen dan kelas VIIIE kelas kontrol. Hasil penelitian menunjukkan penerapan model pembelajaran TS-TS berbantuan LKPD dan alat peraga dapat meningkatkan minat belajar peserta didik, ketuntasan belajar baik individual maupun klasikal dapat tercapai, berarti penerapan model ini efektif terhadap kemampuan pemahaman konsep, dan kemampuan pemahaman konsep peserta didik yang mendapatkan pembelajaran dengan model pembelajaran ini untuk materi kubus dan balok lebih baik dari pada yang mendapatkan pembelajaran dengan model ekspositori.The reserch aims to determine: (1) whether the model Two Stay-Two Stray (TS-TS) assisted learning LKPD and props can enhance student interest in learning mathematics, (2) whether the model TS-TS assisted learning and teaching aids LKPD can increase interest in learning math learners, (3) whether the model TS-TS assisted learning and teaching aids LKPD can increase interest in learning math Educate participants. The method in this study is a quantitative experimental study pedekatan. The population in this study were all class VIII students SMP N 5 Pemalang school year 2011/2012. The sample in this study, namely the class VIIIF as a class experimental and class VIIIE as control class. The results of his research is the application of learning models TS-TS assisted LKPD and props can enhance learning interest of students, either individually or completeness classical learning can be achieved, this means that the application of this model is effective against the ability of understanding the concepts, understanding of concepts and skills of learners who have learning this learning model for the cube and beam material is better than receiving expository model.
KEEFEKTIFAN MODEL PEMBELAJARAN MIND MAPPING DENGAN PENDEKATAN PMRI TERHADAP HASIL BELAJAR Pratidina, Inung; Supriyono, Supriyono; Hendikawati, Putriaji
Unnes Journal of Mathematics Education Vol 1 No 1 (2012): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v1i1.259

Abstract

AbstractTujuan penelitian ini adalah untuk mengetahui keefektifan model pembelajaran mind mapping dengan pendekatan PMRI terhadap hasil belajar peserta didik. Populasi dalam penelitian ini adalah semua peserta didik kelas VIII SMP N 3 Semarang tahun ajaran 2011/2012 yang tersebar di delapan kelas. Pengambilan sampel dilakukan dengan teknik cluster random sampling terpilih kelas VIIIC sebagai kelas eksperimen dan kelas VIIIA sebagai kelas kontrol. Metode pengumpulan data yang digunakan yakni dokumentasi dan tes. Hasil uji rata-rata diperoleh maka Ho diterima, artinya rata-rata hasil belajar kelas eksperimen kurang dari atau sama dengan 73 atau belum mencapai KKM individual. Hasil uji proporsi < 1,64 maka Ho diterima artinya banyak peserta didik kelas eksperimen yang tuntas belum mencapai 75% atau belum mencapai KKM klasikal. Hasil uji t diperoleh thitung=2,131 > ttabel =1,673 sehingga H1 diterima yang berarti rata-rata hasil belajar kelas eksperimen lebih baik dibandingkan rata-rata hasil belajar kelas kontrol. Berdasarkan uraian di atas, dapat dikatakan bahwa model pembelajaran mind mapping dengan pendekatan PMRI belum efektif, khususnya dalam hal pencapaian KKM klasikal maupun individual dalam penyampaian materi pokok lingkaran kelas VIII SMP N 3 Semarang tahun ajaran 2011/2012.The purpose of this study was to determine the effectiveness of mind mapping learning model with approach PMRI to the learning outcomes of students. The population in this study were all class VIII students SMP N 3 Semarang academic year 2011/2012 are spread across eight classes. Sampling was conducted by cluster random sampling technique was chosen as the experimental class VIIIC class and class VIIIA as the control class. Data collection methods used documentation and the test. Average test results obtained by the Ho is accepted, meaning that the average learning outcomes of experiment class of less than or equal to 73 or individual has not reached the KKM. Proportion of test results <1.64 then the Ho accepted means many experimental class students who have not reached 75% complete or have not yet reached the classical KKM. The test results obtained tcount t = 2.131> ttable = 1.673 so H1 accepted which means that the average learning outcomes of experiment class better than average learning outcomes of control class. Based on the above, it can be said that the mind mapping learning model with approach PMRI has not been effective, particularly in terms of the classical KKM and individual achievement in the delivery of class VIII SMP N 3 Semarang in circle subject matter academic year 2011/2012.
KEEFEKTIFAN PEMBELAJARAN KOOPERATIF MODEL MIND MAPPING BERBANTUAN CD PEMBELAJARAN TERHADAP HASIL BELAJAR Rahayu, Ratri; Suyitno, Amin; Sugiharti, Endang
Unnes Journal of Mathematics Education Vol 1 No 1 (2012): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v1i1.260

Abstract

AbstractTujuan penelitian ini adalah untuk mengetahui keefektifan pembelajaran kooperatif model mind mapping berbantuan CD pembelajaran terhadaphasil belajar peserta didik kelas VIII SMP Negeri 2 Semarang tahun pelajaran 2011/2012. Populasi dalam penelitian ini adalah peserta didik kelas VIII SMP Negeri 2 Semarang tahun pelajaran 2011/2012 yang berada dalam enam kelas. Sampel diambil secara random sampling. Metode pengumpulan data yang digunakan adalah dengan metode dokumentasi dan tes. Hasil penelitian menunjukkan rata-rata hasil belajar matematika dengan pembelajaran mind mapping berbantuan CD pembelajaran lebih baik dari rata-rata hasil belajar matematika dengan pembelajaran direct instruction, hasil belajar peserta didik mencapai KKM, dan proporsi hasil belajar peserta didik yang diajar dengan pembelajaran mind mapping berbantuan CD pembelajaran yang telah memenuhi KKM lebih baik daripada proporsi hasil belajar peserta didik yang diajar dengan pembelajaran direct instruction. Simpulan yang diperoleh dalam penelitian ini adalah pembelajaran mind mapping berbantuan CD pembelajaran lebih efektif daripada pembelajaran matematika dengan direct instruction untuk meningkatkan hasil belajar peserta didik kelas VIII pada materi pokok teorema Pythagoras.The purpose of this study was to determine the effectiveness of cooperative learning model of mind mapping assisted CD learning againts learning outcomes class VIII students of SMP Negeri 2 Semarang school year 2011/2012. The population in this study is class VIII students of SMP Negeri 2 Semarang school year 2011/2012 which is in six classes. Samples were taken by random sampling. Data collection methods used are the methods of documentation and tests. The results show the average results of math learning with mind mapping learning assisted CD learning is better than average learning outcomes of learning mathematics with direct instruction, student learning outcomes achieved KKM, and the proportion of study of students who were taught mind mapping learning assisted CD learning has met KKM better than the proportion of study of students who are taught with direct instruction teaching. The conclusions obtained in this study is the learning mind mapping assisted CD learning is more effective than learning mathematics with direct instruction to improve learning outcomes of students in class VIII in the Pythagorean theorem subject matter.
DIAGNOSIS KESULITAN BELAJAR MATEMATIKA SMP PADA MATERI PERSAMAAN GARIS LURUS Tanjungsari, Retno Dewi; Soedjoko, Edy; -, Mashuri
Unnes Journal of Mathematics Education Vol 1 No 1 (2012): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v1i1.261

Abstract

AbstractTujuan penelitian ini adalah untuk mengetahui jenis kesulitan siswa dalam memahami dan menggunakan konsep/prinsip dalam materi Persamaan Garis Lurus. Jenis penelitian yang digunakan adalah penelitian kualitatif. Subjek dalam penelitian ini adalah siswa kelas VIII-C SMP Negeri 2 Kertanegara Kabupaten Purbalingga tahun pelajaran 2011/2012. Metode yang digunakan dalam penelitian ini adalah metode dokumentasi, tes, dan wawancara. Hasil penelitian dan simpulan yang diperoleh antara lain jenis kesulitan siswa dalam materi persamaan garis lurus adalah (1) kesulitan dalam kemampuan menerjemahkan (linguistic knowledge) ditunjukkan dengan kesalahan dalam menafsirkan bahasa soal; (2) kesulitan dalam menggunakan prinsip termasuk didalamnya siswa tidak memahami variabel, kurangnya penguasaan dasar-dasar aljabar dan kurangnya kemampuan memahami (schematic knowledge) yang ditunjukkan dengan kesalahan dalam mengubah bentuk persamaan, kesalahan dalam komputasi aljabar, kesulitan dalam menerapkan prinsip gradien tegak lurus dan kesalahan dalam operasi bilangan; (3) kesulitan dalam menggunakan konsep termasuk didalamnya ketidakmampuan untuk mengingat konsep, ketidakmampuan mendeduksi informasi berguna dari suatu konsep dan kurangnya kemampuan memahami (schematic knowledge) yang ditunjukkan dengan kurang lengkap dalam menuliskan rumus; dan (4) kesulitan dalam kemampuan algoritma termasuk didalamnya kurangnya kemampuan perencanaan (strategy knowledge) dan dalam kemampuan penyelesaian (algorithmic knowledge) ditunjukkan dengan tidak mengerjakan soal, krang langkah, belum selesai, kurangnya ketelitian siswa dalam mengerjakan.The purpose of this study was to determine the student difficulties type in understanding and using concepts / principles in the equation of straight lines material. This type of study is a qualitative study. Subjects in this study were students in grade VIII-C SMP Negeri 2 Kertanegara Purbalingga school year 2011/2012. The method used in this study is the method of documentation, testing, and interviews. The results and conclusions obtained among other types of difficulties students in the material equation of a straight line is (1) the difficulty in translating abilities (linguistic knowledge) are indicated by an error in interpreting the language problem, (2) difficulty in using the principle of including the students do not understand the variables, lack of mastery of the fundamentals of algebra and a lack of ability to understand (schematic knowledge) are indicated by an error in changing the form of the equation, the error in the computational algebra, difficulties in applying the principle of vertical gradients and errors in the operation number, (3) difficulty in using the concept includes inability to remember the concept, the inability to deduce useful information from a concept and a lack of ability to understand (schematic knowledge) as indicated by the complete lack of writing down the formula, and (4) difficulties in the ability of the algorithm including the lack of planning skills (strategy knowledge) and the ability of the settlement (algorithmic knowledge) is shown with no work on the problems, krang step, not yet finished, the lack of rigor in the work of students
KEEFEKTIFAN PEMBELAJARAN KOOPERATIF NUMBERED HEAD TOGETHER TERHADAP KEMAMPUAN PEMAHAMAN KONSEP Hadiyanti, Rini; -, Kusni; -, Suhito
Unnes Journal of Mathematics Education Vol 1 No 1 (2012): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v1i1.262

Abstract

AbstractTujuan penelitian ini adalah untuk mengetahui kemampuan pemahaman konsep peserta didik yang dikenai model pembelajaran kooperatif tipe Numbered Head Together (NHT) dapat mencapai ketuntasan dan untuk mengetahui persentase ketuntasan kemampuan pemahaman konsep peserta didik yang dikenai model pembelajaran kooperatif tipe NHT lebih besar daripada kemampuan pemahaman konsep peserta didik yang dikenai model pembelajaran ekspositori. Metode yang digunakan adalah teknik sampling menggunakan teknik cluster random sampling. Analisis data menggunakan uji proporsi pihak kanan dan uji perbedaan dua proporsi. Hasil penelitian diperoleh rata-rata kemampuan pemahamn konsep kelas eksperimen adalah 83,89. Pada uji proporsi ketuntasan pemahaman konsep, diperoleh zhitung=2,1746 >ztabel=1,64 maka H0 ditolak (telah mencapai ketuntasan). Hasil uji perbedaan dua proporsi ketuntasan pemahaman konsep, diperoleh zhitung=1,834>ztabel=1,64, maka H0 ditolak (proporsi ketuntasan pemahamn konsep kelas eksperimen lebih baik daripada kelas kontrol). Untuk rata-rata keaktifan peserta didik kelas eksperimen adalah 74%, sedangkan kelas kontrol adalah 73%. Dengan demikian dapat disimpulkan model pembelajaran kelas kooperatif tipe NHT lebih efektif dibandingkan model pembelajaran ekspositori dalam kemampuan pemahaman konsep peserta didik. Oleh karena itu guru matematika hendaknya mengembangkan pembelajaran melalui pembelajaran kooperatif, terutama model pembelajaran NHT untuk meningkatkan kemampuan pemahaman konsep peserta didik.The aims of this research was to determine the ability of understanding the concept of learner type are cooperative learning model Numbered Head Together (NHT) to achieve completeness and thoroughness ability to determine the percentage of students understanding the concept of cooperative learning models that are larger than the NHT type of understanding of the concept of the ability of participants students who are models of expository teaching. The method used is a sampling technique using random cluster sampling technique. Analysis of test data using the right proportions and test the difference of two proportions. The results obtained by the average ability pemahamn concept class experiments is 83.89. On the proportion of test thoroughness of understanding the concept, obtained zcount = 2.1746> ztable = 1.64 then H0 is rejected (has reached the exhaustiveness). The results of the difference of two proportions test the thoroughness of understanding the concept, obtained zcount = 1.834> ztable = 1.64, so H0 is rejected (the proportion of exhaustiveness pemahamn experimental class concept better than the control class). For the average active learners experimental class was 74%, while the control class is 73%. It can be concluded cooperative learning model of type NHT classes are more effective than expository learning model in the ability of understanding the concept of the learner. Therefore mathematics teachers should develop learning through cooperative learning, especially learning model NHT to improve understanding of the concept of the learner

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