cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
Pythagoras: Jurnal Matematika dan Pendidikan Matematika
Published by Universitas Negeri Yogyakarta
ISSN : 19784538     EISSN : 2527421X     DOI : 10.21831
Core Subject : Education,
Education Mathematics
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol 10, No 1: June 2015" : 10 Documents clear
Keefektifan Cooperative Learning Tipe Jigsaw dan STAD Ditinjau dari Prestasi Belajar dan Kepercayaan Diri Siswa Curie Putri Hijrihani; Dhoriva Urwatul Wutsqa
PYTHAGORAS Jurnal Pendidikan Matematika Vol 10, No 1: June 2015
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (780.365 KB) | DOI: 10.21831/pg.v10i1.9091

Abstract

Penelitian ini bertujuan untuk mendeskripsikan (1) keefektifan model pembelajaran kooperatif tipe Jigsaw dan Student Teams Achievement Divisions (STAD) ditinjau dari prestasi belajar dan kepercayaan diri siswa SMP dan (2) perbandingan keefektifan antara model pembelajaran kooperatif tipe Jigsaw dan STAD ditinjau dari prestasi belajar siswa dan kepercayaan diri siswa SMP. Penelitian ini merupakan penelitian eksperimen semu yang menggunakan dua kelompok eksperimen. Teknik analisis data yang digunakan meliputi: (1) one sample t-test yang digunakan untuk mendeskripsikan keefektifan Jigsaw dan STAD pada masing-masing variabel; (2) analisis multivariat yang digunakan untuk mengetahui ada tidaknya perbedaan keefektifan Jigsaw dan STAD secara simultan; (3) uji lanjut dengan prosedur Bonferroni, yang digunakan untuk untuk mengetahui model pembelajaran yang lebih efektif antara Jigsaw dan STAD ditinjau dari prestasi belajar dan kepercayaan diri siswa. Hasil penelitian menunjukkan bahwa: (1) model pembelajaran kooperatif tipe Jigsaw dan tipe STAD tidak efektif  ditinjau dari prestasi belajar siswa, tetapi efektif ditinjau dari kepercayaan diri siswa dan (2) model pembelajaran kooperatif tipe STAD tidak lebih efektif daripada model pembelajaran kooperatif tipe Jigsaw ditinjau dari prestasi belajar siswa, dan (3) model pembelajaran kooperatif tipe Jigsaw tidak lebih efektif daripada model pembelajaran kooperatif tipe STAD ditinjau dari kepercayaan diri siswa. Kata kunci: Jigsaw, STAD, prestasi, dan kepercayaan diri The Effectiveness of Cooperative Learning in Terms of Students’ Achievement and Self-Confidence AbstractThis research was aimed to describe: (1) the effectiveness of cooperative learning models of Jigsaw and STAD in terms of junior high school students’ achievement and self-confidence, (2) the difference of the effectiveness of cooperative learning models of Jigsaw and STAD in terms of junior high school students’ achievement and self-confidence. This research was a quasi-experimental study using two experimental groups. The data analysis techniques consisted of: (1) one sample t-test carried out to investigate the effectiveness of the Jigsaw and the STAD in each variable; (2) the multivariate analysis carried out to investigate the difference of the effectiveness of the Jigsaw and the STAD on two dependent variables simultaneously; (3) post-hoc test involving the Bonferroni procedure carried out to analyze which one was more effective between the Jigsaw and STAD in terms of students’ achievement and self -confidence. The results of the research showed that: (1) the cooperative learning models of Jigsaw and STAD were not effective in terms of students’ achievement, but effective in terms of students’ self-confidence; (2) the cooperative learning model of STAD was not more effective than Jigsaw in terms of students’ achievement; and (3) the cooperative learning model of Jigsaw was not more effective than STAD in terms of students’ achievement self-confidence.Keywords: Jigsaw, STAD, achievement, and self-confidence
Pengaruh Pembelajaran Kooperatif Tipe NHT dan TAI dengan Pendekatan Kontekstual terhadap Partisipasi dan Prestasi Belajar Matematika Rostien Puput Anggoro
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 10, No 1: June 2015
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (518.783 KB) | DOI: 10.21831/pg.v10i1.9111

Abstract

Penelitian ini bertujuan untuk mendeskripsikan: (1) pengaruh model pembelajaran kooperatif tipe NHT dan TAI dengan pendekatan kontekstual terhadap partisipasi dan prestasi belajar matematika siswa, (2) membandingkan pengaruh model pembelajaran kooperatif tipe NHT dan TAI dengan pendekatan kontekstual terhadap partisipasi dan prestasi belajar matematika siswa kelas VIII MTs Mu’allimin Muhammadiyah Yogyakarta. Penelitian ini adalah penelitian eksperimen semu dengan nonequivalent (pretest and posttest) group design. Instrumen penelitian terdiri dari angket partisipasi, dan soal tes. Hasil penelitian adalah (1) model pembelajaran kooperatif tipe NHT dengan pendekatan kontekstual berpengaruh terhadap partisipasi dan prestasi belajar matematika siswa kelas VIII MTs Mu’allimin Muhammadiyah Yogyakarta, (2) model pembelajaran kooperatif tipe TAI dengan pendekatan kontekstual berpengaruh terhadap partisipasi, tetapi tidak berpengaruh terhadap prestasi belajar matematika siswa kelas VIII MTs Mu’allimin Muhammadiyah Yogyakarta, dan  (3) tidak terdapat perbedaan pengaruh model pembelajaran kooperatif tipe NHT dan tipe TAI dengan pendekatan kontekstual terhadap partisipasi dan prestasi belajar matematika siswa kelas VIII MTs Mu’allimin Muhammadiyah Yogyakarta.Kata kunci: pembelajaran kooperatif NHT, TAI, partisipasi, dan prestasi belajar matematika The Effect of Cooperative Learning of NHT and TAI Type Using the Contextual Approach on the Participation and Mathematics Learning Achievement AbstractThis research was aimed to describe: (1) the effect of cooperative learning model of NHT and TAI type using the contextual approach on the participation and mathematics learning achievement, (2) comparing the effect of cooperative learning model of NHT and TAI types using the contextual approach on the participation and mathematics learning achievement of the eight grade students of MTs Mu’allimin Muhammadiyah Yogyakarta. This research was a quasi experiment research with nonequivalent (pretest and posttest) group design. The instruments of the research were using a questionnaire and test. The results of the research showed that (1) the cooperative learning model of NHT type using the contextual approach was affect to improve the participation and mathematics learning achievement of the eight grade students of MTs Mu’allimin Muhammadiyah Yogyakarta, (2) the cooperative learning model of TAI type using the contextual approach was affect to improve the participation and but it did not affect to improve the mathematics learning achievement of the eight grade students of MTs Mu’allimin Muhammadiyah Yogyakarta, and (3) there is no difference between the effect of cooperative learning model of NHT and TAI types using the contextual approach to improve the participation and mathematics learning achievement of the eight grade students of MTs Mu’allimin Muhammadiyah Yogyakarta.Keywords: NHT cooperative learning model, TAI cooperative learning model, participation, and mathematics learning achievement
Komparasi Pendekatan Penemuan Terbimbing dalam Pembelajaran Kooperatif Think Pair Share dengan Two Stay Two Stray Deny Sutrisno; Heri Retnawati
PYTHAGORAS Jurnal Pendidikan Matematika Vol 10, No 1: June 2015
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (711.155 KB) | DOI: 10.21831/pg.v10i1.9093

Abstract

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan pendekatan penemuan terbimbing dalam pembelajaran kooperatif Think Pair Share (TPS) ditinjau dari kemampuan berpikir tingkat tinggi (HOTS), prestasi belajar dan curiosity, (2) keefektifan pendekatan penemuan terbimbing dalam pembelajaran kooperatif tipe Two Stay Two Stray (TSTS) ditinjau dari HOTS, prestasi belajar, dan curiosity dan, (3) pembelajaran yang lebih efektif antara pendekatan penemuan terbimbing dalam pembelajaran kooperatif  tipe TPS dan tipe TSTS ditinjau dari HOTS, prestasi belajar, dan curiosity. Penelitian ini adalah penelitian eksperimen semu dengan the pretest-posttest two treatment design. Populasi dalam penelitian ini adalah seluruh siswa kelas X di MAN Yogyakarta 3 dan sampelnya dipilih 2 kelas dari 5 kelas yang ada. Instrumen yang digunakan untuk mengumpulkan data adalah tes HOTS, tes prestasi dan angket curiosity siswa. Hasil penelitian menunjukkan bahwa: (1) pendekatan penemuan terbimbing dengan setting kooperatif TPS efektif terhadap HOTS, prestasi belajar, dan curiosity, (2) pendekatan penemuan terbimbing dengan setting kooperatif TSTS efektif terhadap HOTS, prestasi belajar, dan curiosity dan, (3) pendekatan penemuan terbimbing dalam pembelajaran kooperatif  tipe TSTS lebih efektif dibandingkan dengan tipe TPS ditinjau dari HOTS dan prestasi belajar dan pendekatan penemuan terbimbing dalam pembelajaran kooperatif tipe TPS lebih efektif dibandingkan dengan tipe TSTS ditinjau dari curiosity.Kata Kunci: penemuan terbimbing, pembelajaran kooperatif, Think Pair Share, Two Stay Two Stray, kemampuan berpikir tingkat tinggi, prestasi belajar, curiosity. A Comparison Between Guided Discovery Aprroach Through Cooperative Learning Think Pair Share and Two Stay Two Stray AbstractThe aims of this study aims to describe: (1) the effectiveness of guided discovery aprroach through cooperative learning Think Pair Share (TPS) type in terms of higher order thinking skills (HOTS), learning achievement, and curiosity, (2) the effectiveness of guided discovery aprroach through cooperative learning Two Stay Two Stray (TSTS) type in terms of HOTS, mathematic learning achievement, and curiosity, and (3) the more effective learning between guided discovery aprroach through cooperative learning TPS type and TSTS type in terms of HOTS, learning achievement, and curiosity. This study was a quasi-experimental study using the pretest-posttest two treatment design. The research population comprised all Year X students of MAN Yogyakarta 3 and the sample was 2 out of 5 classes. The data collecting instruments consisted of a HOTS test, learning achievement test and questionnaires for students’ curiosity. The results showed: (1) guided discovery aprroach through cooperative setting TPS type were effective in terms of HOTS, learning achievement, and curiosity, (2) guided discovery aprroach through cooperative setting TSTS type were effective in terms of HOTS, learning achievement, and curiosity, and (3) guided discovery aprroach through cooperative learning TSTS type was more effective than TPS type in terms of HOTS and learning achievement and then guided discovery aprroach through cooperative learning TSTS type was more effective than TPS type in terms of curiosity.Keywords: guided discovery, cooperative learning, Think Pair Share, Two Stay Two Stray, High Order Thinking Skill, learning achievement, curiosity.
Implementasi Pendekatan Saintifik Mapel Matematika Kelas VII Tahun Pelajaran 2013/2014 pada Kurikulum 2013 DIY Rusindrayanti Rusindrayanti; Rusgianto Heru Santoso
PYTHAGORAS Jurnal Pendidikan Matematika Vol 10, No 1: June 2015
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (715.02 KB) | DOI: 10.21831/pg.v10i1.9112

Abstract

Penelitian ini bertujuan untuk mendeskripsikan (1) pemahaman guru matematika, (2) implementasi pendekatan saintifik, dan (3) hambatan dan solusi. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitian ini 20 orang guru matematika kelas VII di Provinsi DIY. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Instrumen penelitian ini adalah lembar review dokumen, lembar observasi, dan pedoman wawancara. Data dianalisis secara kualitatif dengan proses pengumpulan data, reduksi data, penyajian data, dan verifikasi atau penarikan kesimpulan. Hasil penelitian menunjukkan bahwa (1) pemahaman guru memiliki kriteria baik dengan rata-rata penilaian total 3,86 dari nilai maksimum 5 (2) Implementasi pendekatan saintifik memiliki kriteria baik dengan rata-rata penilaian total 3,65 dari nilai maksimum 5. (3) Terdapat hambatan pada pembuatan RPP dan pelaksanaan pembelajaran. Cara mengatasi hambatan di antaranya, yaitu aktif dalam kegiatan yang diselenggarakan oleh MGMP, mengikuti workshop/pelatihan, kreatif dan inovatif dalam melaksanakan pembelajaran dengan pendekatan saintifik, dan pendampingan dari tim pengembang kurikulum, guru inti, kepala sekolah, serta pengawas tingkat kabupaten atau kota.Kata Kunci: implementasi, pendekatan saintifik, matematika, Kurikulum 2013 The Implementation of Scientific Approach in Mathematics Subject for Grade VII in 2013/2014 of Curriculum 2013 DIY AbstractThis study is to describe (1) mathematics teachers' understanding, (2) the implementation of the Scientific Approach, and (3) the constraints and their solutions. This study is descriptive qualitative. The subjects in this study were 20 mathematics teachers of year VII in DIY. The data collection techniques used were observation, interviews, and documentation. The instruments used in this study were review document sheets, observation sheets, and interview manual sheets. The data were analyzed qualitatively based on the  process of data collecting, data reduction, data presenting, and verification or conclusion drawing. The results of the study showed that (1) the teachers' understanding is in  good criteria with the average total score of 3.86 for maximum score 5. (2) The implementation of the Scientific Approach is in good criteria with the total average score of 3.65 for maximum score 5. (3) There are  constraints in designing the lesson plan and its implementation. The ways to anticipate it include being active in MGMP routine activities, taking part in a workshop/training, being creative and innovative in using the Scientific Approach in the teaching process, getting the assistance from the curriculum developers, core teachers, school principals and   the regional superintendant.Keywords: implementation, scientific approach, mathematics, Curriculum 2013
Keefektifan Pendekatan Problem Posing Ditinjau dari Prestasi Belajar, Kemampuan Koneksi Matematis, dan Disposisi Matematis Erlyka Setyaningsih; Djamilah Bondan Widjajanti
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 10, No 1: June 2015
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (678.909 KB) | DOI: 10.21831/pg.v10i1.9100

Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan pendekatan problem posing dan pendekatan konvensional ditinjau dari prestasi belajar, kemampuan koneksi matematis, dan disposisi matematis. Jenis penelitian ini adalah eksperimen semu. Populasi mencakup seluruh siswa kelas VIII SMP Negeri 1 Tempel Sleman yang terdiri atas 6 kelas. Kelas VIII A dan VIII D terpilih secara acak sebagai sampel. Kelas VIII D sebagai kelas eksperimen diberikan pembelajaran dengan pendekatan problem posing. Kelas VIII A sebagai kelas kontrol diberikan pembelajaran konvensional. Teknik pengumpulan data menggunakan tes dan nontes, sedangkan instrumen yang digunakan meliputi soal tes prestasi belajar, soal tes kemampuan koneksi matematis, dan angket disposisi matematis siswa. Teknik analisis data menggunakan uji MANOVA,  uji t satu sampel, dan uji t dua sampel independen. Hasil penelitian pada taraf signifikan 5% menunjukkan bahwa pendekatan problem posing efektif ditinjau dari prestasi belajar dan kemampuan koneksi matematis. Pembelajaran konvensional tidak efektif ditinjau dari prestasi belajar, kemampuan koneksi matematis, dan disposisi matematis. Pendekatan pembelajaran problem posing lebih unggul dibandingkan dengan pembelajaran konvensional ditinjau dari prestasi belajar dan kemampuan koneksi matematis.Kata kunci: pendekatan pembelajaran problem posing, prestasi belajar, kemampuan koneksi matematis, disposisi matematis. The Effectiveness of Problem Posing Approach in Terms of Achievement, Mathematical Connection Ability and Mathematical Disposition in Mathematics AbstractThe aims of this study were to describe the effectiveness of problem posing approach, the conventional approach, and the comparison of the effectiveness between problem posing approach and conventional approach in terms of  achievement, mathematical connection ability, and mathematical disposition. The research design used quasi-experimental.. The population consisted of all 8th grade in State Junior High School 1 Tempel Sleman consisting of six classes. There were two classes involved. Class VIII D as the experiment class was taught using problem posing approach, while class VIII A as the control class was taught using conventional learning. The data collecting techniques were a test and non-test whereas the instruments were used to collect the data consisted of a mathematical achievement test, a mathematical connection test and a mathematical disposition questionnaire. The data were analyzed using MANOVA test, one sample t test, and two samples independent t test. The result of the study by using significance level 5%, showed that the problem posing approach was only effective in terms of achievement and mathematical connection ability. Conventional approach was not effective in terms of student’s achievement, mathematical connection ability and mathematical disposition. Problem-posing approach  was more excellent compared to conventional learning in terms of student’s achievement ability and  mathematical connection ability.Keywords: problem posing approach, learning achievement, mathematical connection ability and mathematical disposition
Pengaruh Open-Ended terhadap Prestasi Belajar, Berpikir Kritis dan Kepercayaan Diri Siswa SMP Vivi Nur Koriyah; Idris Harta
PYTHAGORAS Jurnal Pendidikan Matematika Vol 10, No 1: June 2015
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (610.263 KB) | DOI: 10.21831/pg.v10i1.9113

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan pengaruh pendekatan open-ended, pengaruh sekolah dan interaksi antara pendekatan open-ended dengan kategori sekolah terhadap prestasi belajar matematika, kemampuan berpikir kritis dan kepercayaan diri siswa SMP. Penelitian ini menggunakan penelitian eksperimen semu yang populasinya mencakup seluruh siswa kelas VII SMPN di Kecamatan Kebumen yang dikelompokkaan menjadi sekolah standar nasional (SSN) dan sekolah potensial. Sampel terdiri dari empat kelas yang dipilih secara acak dari masing-masing kategori sekolah. Teknik pengumpulan data dalam penelitian ini adalah tes dan nontes, sedangkan instrumen yang digunakan untuk mengumpulkan data meliputi soal tes prestasi belajar matematika, soal tes kemampuan berpikir kritis, dan angket kepercayaan diri siswa. Data yang dianalisis menggunakan uji statistik Analisis Varians Multivariat Dua Jalur (Two Way MANOVA) adalah data gain (gain score). Hasil penelitian pada taraf signifikan 5% menunjukkan bahwa ada pengaruh pendekatan open-ended terhadap prestasi belajar matematika, kemampuan berpikir kritis, dan kepercayaan diri siswa SMPN di Kecamatan Kebumen, tidak terdapat pengaruh sekolah serta tidak terdapat interaksi antara pendekatan open-ended dan sekolah terhadap prestasi belajar matematika, kemampuan berpikir kritis, dan kepercayaan diri siswa SMP.Kata Kunci: open-ended, prestasi belajar, kemampuan berpikir kritis, kepercayaan diri The Effect of Open-Ended on the Achievement, Critical Thinking and Self-Confidence of Junior High School Students AbstractThe purpose of this study was to describe the effect of the open-ended approach, the effect of school, interaction of open-ended approach and the school categories on mathematics achievement, critical thinking and self-confidence in mathematic of public junior high school students. This study used quasi-experimental research that includes the entire population of students of class VIIth graders in junior high schools in District of Kebumen, classified into a standard national school (SSN) and potential school. The sample consists of four classes chosen at random from each category of the school. Data collection techniques in this research was a test and non-test while the instruments used to collect data covering mathematics,achievement test, critical thinking test, and questionnaire of the confidence of students. The data of gain score were analyzed using Multivariate Statistical analysis of variance test of two lines (Two Way MANOVA). The results of the study, using significance level 5%, showed that there was an effect of open-ended approach on mathematics achievement, critical thinking, and self-confidence of the students of public junior school in Kebumen District, there is no effect of school and there is no interaction of open-ended approach and schools  on mathematics achievement, critical thinking and self confidence of the students of public junior high school. Keywords: open-ended, achievement, critical thinking, self-confidence
Pengembangan Soal Terbuka (Open-Ended Problem) pada Mata Pelajaran Matematika SMP Kelas VIII Maya Nurlita
PYTHAGORAS Jurnal Pendidikan Matematika Vol 10, No 1: June 2015
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (822.485 KB) | DOI: 10.21831/pg.v10i1.9106

Abstract

Penelitian ini bertujuan untuk menghasilkan soal terbuka (open-ended problem) pada mata pelajaran matematika SMP kelas VIII yang valid dan memiliki karakteristik soal yang baik. Penelitian ini merupakan penelitian pengembangan dengan model pengembangan yang ditetapkan oleh McIntire Miller. Langkah-langkah pengembangan dalam penelitian ini meliputi studi pendahuluan, perancangan produk dan pengembangan produk. Penelitian ini menghasilkan soal terbuka (open-ended problem) yang meliputi kisi-kisi soal, 28 butir soal uraian (essay), dan pedoman penskoran. Hasil validasi menunjukkan bahwa produk yang dikembangkan memiliki kategori valid. Soal terbuka yang dikembangkan juga memiliki karakteristik yang baik ditinjau dari tingkat kesulitan soal dan daya pembeda soal, keduanya berturut-turut berada pada kategori sedang dan soal diterima dengan baik. Hasil estimasi reliabilitas sebesar 0,72 dengan standar kesalahan pengukuran atau SEM sebesar 2,376. Berdasarkan hasil uji lapangan, kemampuan berpikir kreatif siswa hanya berada pada kemampuan kelancaran dan keterincian, sedangkan prestasi belajar matematika siswa mencapai kategori positif. Secara keseluruhan hasil penelitian menunjukkan bahwa soal terbuka (open-ended problem) yang dikembangkan adalah layak untuk digunakan.Kata Kunci: Pengembangan soal terbuka, open-ended problem Developing An Open Question Test (Open-Ended Problem) in Mathematics for Year Eight Students Of Junior High School AbstractThis aim of study were to produce a valid and good open question test (open-ended problem) in learning mathematics for 8th grade students of JHS. This was a developmental reserach using development model set by McIntire Miller. The steps in this study included preliminary study, product design, and product development. The result of this study was an open question test (open-ended problem), including test blueprint, 28 items of essay tests, and scoring guide. The validation result showed that the developed tests have a valid category. The developed open questions also have a good characteristic, viewed from the test difficulty and distinguishing power which are in medium category and available received. The generated reliability is 0,72 with the measurement error standard or SEM is 2,376. Based on the field trial result, students’ creative thinking ability just stated on fluently and detail, and student’ mathematics achievement was in positive category. Overall, the study result showed that the developed open questions (open-ended problem) are feasible to use.Keywords: Open question development, open-ended problem
Pengembangan Modul Pembelajaran Logika yang Memuat Pendidikan Karakter untuk Siswa Kelas X SMK Windarti Windarti
PYTHAGORAS Jurnal Pendidikan Matematika Vol 10, No 1: June 2015
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (787.697 KB) | DOI: 10.21831/pg.v10i1.9117

Abstract

Penelitian ini bertujuan untuk menghasilkan modul pembelajaran matematika yang berkualitas dan layak digunakan dalam proses pembelajaran serta mendeskripsikan kualitas modul berdasarkan pada kriteria dari Nieveen yaitu valid, praktis, dan efektif. Penelitian ini adalah penelitian pengem-bangan yang menggunakan model pengembangan Dick Carey yang telah dimodifikasi. Tahap-tahap yang dilakukan meliputi (1) tahap pendefisian kebutuhan, (2) tahap desain produk, (3) tahap pengembangan dan evaluasi, dan (4) tahap akhir. Uji coba dilaksanakan dalam tiga tahap, yaitu (1) uji coba/validasi ahli, (2) uji coba skala kecil, dan (3) uji coba skala besar/lapangan. Uji coba dilak-sanakan di SMK Pangudi Luhur Muntilan pada siswa kelas X Teknik Pemesinan. Instrumen penelitian yang digunakan adalah lembar validasi, lembar penilaian guru, dan lembar penilaian siswa. Data yang terkumpul dianalisis menggunakan teknik kualitatif dan kuantitatif. Penelitian ini menghasilkan modul pembelajaran matematika yang memuat pendidikan karakter untuk siswa kelas X SMK pada materi logika yang berkualitas dan layak digunakan dalam proses pembelajaran. Masing-masing komponen modul memenuhi kriteria valid, praktis, dan efektif.Kata Kunci: modul pembelajaran, logika, pendidikan karakter Developing a Logic Learning Module Loaded with Character Education for Class X Students of SMK AbstractThis research was aimed to produce a quality mathematics learning module and describe the quality of the developed product based on Niveen’s criteria, including validity, practicality and effectiveness. This research was a research and development study applying a model developed by Dick and Carey that has been modified. The stages were as follows: (1) needs identification, (2) product design, (3) development and evaluation, and (4) final. The experiments were carried out in three stages: (1) expert validation /experiment, (2) small scale try out, (3) large scale try out. The  try out was conducted at SMK Pangudi Luhur Muntilan assigned to Class X Machinery students. The research instruments applied were validation sheet, teacher assessment sheet, and student assessment sheet. The collected data were analyzed  using the qualitative and quantitative technique. The research has produced a learning module loaded with character education for Class X students of SMK on the topic logic which is qualified and suitable  for teaching learning processes. Each instructional package component is valid, practical, and effective.Keywords: learning module, logic, character education
Hubungan Antara Kemampuan Verbal, Kemampuan Interpersonal, dan Minat Belajar dengan Prestasi Belajar Matematika Nadzifah Ajeng Daniyati; Sugiman Sugiman
PYTHAGORAS Jurnal Pendidikan Matematika Vol 10, No 1: June 2015
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (540.665 KB) | DOI: 10.21831/pg.v10i1.9109

Abstract

Penelitian ini bertujuan untuk mendeskripsikan hubungan kemampuan verbal, kemampuan interpersonal, dan minat belajar dengan prestasi belajar matematika siswa SMP. Penelitian ini merupakan penelitian kuantitatif dengan jenis penelitian expost facto. Populasi penelitian mencakup seluruh siswa kelas VIII SMP di Kabupaten Purworejo. Sampel yang berasal dari sembilan sekolah di tiga daerah ditentukan dengan cluster random sampling technique. Pengumpulan data menggunakan tes dan angket. Hasil analisis menunjukkan kemampuan verbal, kemampuan interpersonal, dan minat belajar matematika secara bersama-sama berhubungan dengan prestasi belajar matematika siswa SMP, di mana kontribusi yang diberikan sebesar 38,60% serta persamaan regresi yang diperoleh ialah . Hubungan antara kemampuan verbal dan prestasi belajar matematika dengan kontribusi sebesar 23,62%; hubungan antara kemampuan interpersonal dan prestasi belajar matematika dengan kontribusi sebesar 1,64% dan hubungan antara minat belajar matematika dan prestasi belajar matematika dengan kontribusi sebesar 6,15%.Kata Kunci: kemampuan verbal, kemampuan interpersonal, minat belajar matematika, dan prestasi belajar matematika siswa. The Relationship Among Verbal Ability, Interpersonal Ability, Interest in Learning, and the Mathematics Learning Achievement AbstractThis study aims to describe correlation among verbal ability, interpersonal ability, interest in learning, and the mathematics learning achievement of junior high school (JHS) students. This study was a quantitative expost facto study. The population comprised all Year VIII students of JHS in Purworejo District. A sample consisting of nine schools from three areas was established using the cluster random sampling technique. The data were collected through a test and Likert-scale questionnaires. The results showed that verbal ability, interpersonal ability, and interest as an aggregate correlate with the learning mathematics achievement of JHS students, with a contribution of 38.6% obtained by the regression model Y = -1.385 + 0.635X1 + 0.039X2 + 0.085X3, the verbal ability and mathematics learning achievement with the contribution of 23.62%; the interpersonal ability and mathematics learning achievement with the contribution of 1.64%; and interest and mathematics learning achievement with the contribution of 6.15%.Keywords: verbal ability, interpersonal ability, interest in learning, and mathematics learning achievement.
Pengaruh Pendekatan Analogi Personal terhadap Prestasi, Penalaran dan Kemandirian Siswa Materi Dimensi Dua di SMK Pivi Alpia Podomi; Jailani Jailani
PYTHAGORAS Jurnal Pendidikan Matematika Vol 10, No 1: June 2015
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (620.983 KB) | DOI: 10.21831/pg.v10i1.9110

Abstract

Tujuan penelitian ini adalah untuk (1) mendeskripsikan pengaruh pendekatan analogi personal terhadap prestasi, penalaran dan kemandirian dan  (2) mendeskripsikan keunggulan pembelajaran dengan menggunakan pendekatan analogi personal dibandingkan dengan pembelajaran konvensional ditinjau dari prestasi, penalaran, dan kemandirian. Penelitian ini merupakan penelitian eksperimen semu. Populasinya adalah seluruh siswa kelas X jurusan Multimedia SMK Negeri 1 Kotamobagu yang terdiri dari 4 kelas dan dari 4 kelas tersebut diambil sampel dengan undian 2 kelas sehingga terpilih kelas X MM2 dan X MM4. Dari kedua kelas tersebut diundi dan diperoleh kelas X MM2 terpilih sebagai kelas eksperimen dan kelas X MM4 sebagai kelas kontrol. Instrumen yang digunakan untuk mengumpulkan data meliputi tes prestasi dan penalaran serta angket kemandirian belajar. Untuk melihat pengaruh pembelajaran dengan menggunakan pendekatan analogi personal terhadap variabel prestasi dan penalaran serta kemandirian belajar matematika siswa, data dianalisis dengan statistik Multivariate Analysis of Variance (Manova), sedangkan untuk menganalisis pendekatan manakah yang lebih unggul pada masing-masing variabel dependen digunakan uji statistik Independent Sample T-test. Hasil penelitian pada taraf signifikan 5% menunjukan bahwa (1) ada pengaruh pembelajaran dengan menggunakan pendekatan analogi personal terhadap prestasi, penalaran, dan kemandirian belajar matematika siswa pada siswa SMK Negeri 1 Kotamobagu, dan (2) pembelajaran dengan menggunakan pendekatan analogi personal lebih unggul untuk digunakan dibandingkan dengan pembelajaran konvensional ditinjau dari prestasi, penalaran dan kemandirian.Kata Kunci: pendekatan analogi personal, prestasi, penalaran, dan kemandirian belajar. The Effect of Personal Analogy Approach on Achievement, Reasoning and Independence of Students in Vocational Two Dimensional Materials AbstractThe purpose of this study was to: (1) describe the effect of personal analogy approach on achievement, reasoning, and self-reliance and (2) describe the advantages personal analogy approach compared with the conventional learning in terms of achievement, reasoning, and self-reliance. This study was a quasi-experimental study. The population was class X students majoring in Multimedia SMK Negeri 1 Kotamobagu which consists of 4 classes and 2 classes were elected that is class X MM2 and X MM4 as the samples. Drawn from the two classes, a class X MM2 was selected as the experimental class and class X MM4 as the control class. The instrument used to collect data included the achievement and reasoning tests and questionnaires of independent learning. To see the effect of learning by using the personal analogy approach to variable achievement and reasoning as well as the independence of mathematics learning, the data were analyzed with multivariate statistical Analysis of Variance (Manova), whereas for analyzing which approach is superior to each of the dependent variables, statistical tests Independent sample T-test was used. The results of the research on the significance level of 5% showed that (1) there was a learning effect by using the personal analogy approach on the achievement and reasoning as well as the independence of mathematics learning in students of SMK Negeri 1 Kotamobagu, and (2) learning to use a personal analogy approach was superior to using the conventional learning in terms of achievement, reasoning and self-reliance. Keywords: personal analogy approach, achievements, reasoning, and learning independence

Page 1 of 1 | Total Record : 10

 1 

Filter by Year

2015 2015


Reset
Filter By Issues
All Issue Vol 18, No 1: June 2023 Vol 17, No 2: December 2022 Vol 17, No 1: June 2022 Vol 16, No 2: December 2021 Vol 16, No 1: June 2021 Vol 15, No 2: December 2020 Vol 15, No 1: June 2020 Vol 14, No 2: December 2019 Vol 14, No 1: June 2019 Vol 13, No 2: December 2018 Vol 13, No 1: June 2018 Vol 12, No 2: December 2017 Vol 12, No 1: June 2017 Vol 11, No 2: December 2016 Vol 11, No 1: June 2016 Vol 10, No 2: December 2015 Vol 10, No 1: June 2015 Vol 9, No 2: December 2014 Vol 9, No 1: June 2014 Vol 8, No 2: December 2013 Vol 8, No 1: June 2013 Vol 7, No 2: Desember 2012 Vol 7, No 1: Juni 2012 Vol 5, No 2: Desember 2009 Vol 5, No 1: Juni 2009 Vol 4, No 2: Desember 2008 Vol 4, No 1: Juni 2008 Vol 3, No 2: Desember 2007 Vol 3, No 1: Juni 2007 Vol 2, No 2: Desember 2006 More Issue