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Keefektifan pendekatan PBL dan CTL ditinjau dari komunikasi matematis dan motivasi belajar siswa SMP Abdul Khamid; Rusgianto Heri Santosa
PYTHAGORAS Jurnal Pendidikan Matematika Vol 11, No 2: December 2016
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk menguji keefektifan pendekatan Problem-Based Learning (PBL) dan Contextual Teaching and Learning (CTL) ditinjau dari kemampuan komunikasi matematis dan motivasi belajar siswa dan manakah yang lebih efektif diantara keduanya. Penelitian ini merupakan penelitian eksperimen semu. Populasinya adalah seluruh siswa kelas VIII SMP Negeri 1 Margasari Kabupaten Tegal. Sampel penelitian kelas VIII-A dan VIII-H. Untuk menguji keefektifan pendekatan pembelajaran data dianalisis dengan uji one sample t- test pada taraf signifikansi 5%. Untuk mengetahui perbedaan keefektifan pembelajaran data diukur dengan uji Hotelling’s Trace pada taraf signifikansi 5% dan selanjutnya digunakan uji independent sample t-testuntuk mengetahui pembelajaran mana yang lebih efektif. Hasil penelitian menunjukkan bahwa: pendekatan PBL dan CTL efektif ditinjau dari kemampuan komunikasi matematis dan motivasi belajar siswa dan pendekatan PBL lebih efektif dibandingkan dengan pendekatan CTL ditinjau dari motivasi belajar siswa, namun tidak lebih efektif ditinjau dari kemampuan komunikasi matematis.Kata Kunci: pendekatan Problem-Based Learning, pendekatan Contextual Teaching and Learning, kemampuan komunikasi matematis, dan motivasi belajar siswa. The Effectiveness of PBL Approach and CTL Viewed from Mathematical Communication and Learning Motivation of Students Junior High School AbstractThis study aims to examine the effectiveness of Problem Based-Learning (PBL) and Contextual Teaching and Learning (CTL) viewed from students’ mathematical communication ability and learning motivation and which more effective instruction between PBL approach and CTL approach. This study was quasi experiment research. The population covered all grade VIII students of SMP Negeri 1 Margasari in Tegal Regency. The sample of class VIII-A and VIII-H. To test the effectiveness of the PBL and CTL approaches, the data were analyzed using the one-sample t-test at the significance level of 5%. To determine differences in the effectiveness of mathematics teaching data were analyzed using Hotteling Trace at the significance level of 5% and followed by independent sample t- test to determine which approach was more effective. The results of this study show that: the PBL approach and CTL is effective to increase students’ communication ability and learning motivation and the PB L approach is more effective than the CTL approach viewed from students’ learning motivation but not more effective viewed from mathematical communication ability .Keywords: Problem-Based Learning approach, Contextual Teaching and Learning approach, mathematical communication ability, student’s learning motivation.

Perbandingan keefektifan pendekatan problem solving dan problem posing dalam pembelajaran matematika pada siswa SMP Harinda Nurril Falach
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 11, No 2: December 2016
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mendeskripsikan: 1) keefektifan pendekatan problem solving terhadap kemampuan pemahaman dan penalaran matematis; 2) keefektifan pendekatan problem posing terhadap kemampuan pemahaman dan penalaran matematis; 3) perbandingan keefektifan antara pendekatan pembelajaran problem solving dan problem posing terhadap kemampuan pemahaman dan penalaran matematis siswa SMP pada pembelajaran bangun ruang sisi datar. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment). Data dianalisis menggunakan one sample t test, uji MANOVA rumus T2 Hotteling, dan uji t kriteria Bonferroni. Hasil penelitian menunjukkan bahwa: 1) pendekatan problem solving efektif terhadap kemampuan pemahaman dan penalaran matematis; 2) pendekatan problem posing efektif terhadap kemampuan pemahaman dan penalaran matematis; 3) pendekatan problem solving lebih efektif dibandingkan problem solving terhadap kemampuan pemahaman matematis tetapi pendekatan problem solving tidak lebih efektif dibandingkatn problem posingterhadap kemampuan penalaran matematis siswa SMP pada pembelajaran bangun ruang sisi datar.Kata kunci: pendekatan problem solving, pendekatan problem posing, kemampuan pemahaman matematis, dan kemampuan penalaran matematis. The effectiveness comparison of problem solving and problem posing approaches in mathematics learning towards junior high school students AbstractThe aim of this study is to describe: 1) the effectiveness of problem solving approach on mathematical understanding and reasoning ability; 2) the effectiveness of problem posing approach on mathematical understanding and reasoning ability; 3) the comparison effectiveness of polyhedral learning using problem solving approach and problem posing approach on mathematical understanding and reasoning ability of State Junior High School. This study was a quasi experiment. The data were analyzed using one-sample t test, MANOVA test with T2 Hotteling's formula, and t-test with Bonferroni criterion. The results of the study show that: 1) the problem solving approach has an effect on mathematical understanding and reasoning ability; 2) the problem posing approach has an effect on mathematical understanding and reasoning ability; and 3) the problem solving approach is more effective than the problem posing approach on mathematical understanding ability, but the problem solving approach is not more effective in polyhedral learning than the problem posing approach on mathematical reasoning ability of State Junior High.Keywords: problem solving approach, problem posing approach, mathematical understanding ability, and mathematical reasoning ability

Pengembangan perangkat pembelajaran geometri bangun ruang SMP dengan menggunakan model guided inquiry Siti Rochana
PYTHAGORAS Jurnal Pendidikan Matematika Vol 11, No 2: December 2016
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Tujuan penelitian ini adalah untuk menghasilkan perangkat pembelajaran perangkat pembelajaran geometri bangun ruang SMP dengan menggunakan model Guided Inquiry berorientasi pada kemampuan berpikir kreatif dan motivasi belajar siswa yang valid, praktis, dan efektif. Jenis penelitian ini adalah penelitian pengembangan (Development of Research). Penelitian ini mengembangkan perangkat pembelajaran yang meliputi rencana pelaksanaan pembelajaran (RPP) dan lembar kerja siswa (LKS) dengan menggunakan model pengembangan Plomp. Hasil validasi menunjukkan perangkat yang dikembangkan layak digunakan dengan kategori valid. Hasil uji coba menunjukkan bahwa perangkat yang dikembangkan praktis dan efektif. Ketuntasan belajar secara klasikal sudah mencapai kriteria minimal 80% yaitu untuk tes ketercapaian kompetensi mencapai 80% sedangkan tes kemampuan berpikir kreatif 86, 67%. Berdasarkan analisis angket motivasi belajar menunjukkan bahwa persentase siswa yang memiliki motivasi dengan kategori minimal baik adalah 80%.Kata kunci: pengembangan, perangkat pembelajaran, guided inquiry Developing a learning kit on geometry build space for junior high schools by using model-oriented guided inquiry AbstractThis research aims to produce a geometry learning device for SMP by using models of Guided Inquiry oriented to creative thinking skills and students' motivation which is valid, practical, and effective. This type of research is research development (Development of Research). This study developed a learning device that includes learning implementation plan (RPP) and the student worksheet (LKS) using a model developed by the development Plomp. The result of the validation shows that the kits device developed are decent with a valid category. The experimental results show that the device developed practical and effective. Classical learning completeness reached at least 80% criterion for the test of achievement of competence reached 80%, while creative thinking ability test 86, 67%. Based on the analysis of motivation questionnaire show that the percentage of students who have a good motivation with minimal category is 80%Keywords: development, learning kit, guided inquiry

Keefektifan problem posing dan problem solving ditinjau dari ketercapaian kompetensi, metode, dan sikap matematis Ahmad Nasrullah; Marsigit Marsigit
PYTHAGORAS Jurnal Pendidikan Matematika Vol 11, No 2: December 2016
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan pembelajaran problem posing dan problem solving ditinjau dari ketercapaian kompetensi dasar, metode matematis, dan sikap matematis siswa SMA. Penelitian yang digunakan adalah penelitian eksperimen semu dengan desain Nonequivalent (Pretest and Posttest) group design. Populasi dalam penelitian ini adalah siswa kelas X SMA Negeri 1 Sakra Lombok Timur yang terdiri dari tujuh kelas. Dari tujuh kelas tersebut, dipilih secara acak dua kelas sebagai kelas eksperimen. Hasil penelitian menunjukkan sebagai berikut. 1). Pendekatan problem posing dan problem solving efektif ditinjau dari ketercapaian kompetensi dasar, metode matematis, dan sikap matematis siswa SMA. 2). Ada perbedaan keefektifan pendekatan problem posing dan problem solving ditinjau dari ketiga variabel dependen secara simultan. 3). Pendekatan problem solving lebih efektif dibandingkan dengan pendekatan problem posingditinjau dari ketercapaian kompetensi dasar dan kemampuan metode matematis. 4). Tidak ada perbedaan keefektifan kedua pendekatan pembelajaran ditinjau dari sikap matematis siswa SMA.Kata Kunci: pendekatan problem posing, problem solving, ketercapaian kompetensi dasar, metode matematis, sikap matematis siswa. The effectiveness of problem posing and problem solving in terms of basic competence attainment, mathematical method, and mathematical attitude AbstractThis study aims to describe and compare the effectiveness of problem posing and problem solving approaches in terms of mathematics basic competence attainment, mathematical method, and mathematical attitude of senior high school students. This study was a quasi-experimental study using the nonequivalent pretest and posttest group design. The population was the X grade students of State Senior High School 1 of Sakra Lombok Timur that consisted of seven classes. The sample was two classes selected randomly from all Year X classes. The results of the study are as follows. 1) Problem posing and problem solving approaches are effective in terms of the mathematics basic competence attainment, mathematical method and mathematical attitude of Senior Hogh School students. 2) There is a different effect of problem posing and problem solving approaches on all dependent variables simultaneously. 3) Problem solving approach is more effective than problem posing in terms of the basic competence attainment and mathematical method. 4) There is no different effect of problem posing and problem solving approaches in terms of student mathematical attitude.Keywords: problem posing approach, problem solving approach, mathematics basic competence attainment, mathematical method, mathematical attitude.

Pengembangan pembelajaran penemuan terbimbing untuk meningkatkan berpikir kritis dan motivasi belajar geometri di SMP Siti Nuriyatin; Hartono Hartono
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 11, No 2: December 2016
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berbasis penemuan terbimbing untuk meningkatkan kemampuan berpikir kritis dan motivasi belajar matematika pada bangun ruang di SMP. Perangkat yang dikembangkan meliputi silabus, 3 RPP, 8 handout, 8 LKS, 1 perangkat tes ketercapain pada bangun ruang sisi datar; serta silabus, 3 RPP, 2 handout, 4 LKS, 1 perangkat tes ketercapaian kompetensi pada bangun ruang sisi lengkung. Penelitian ini adalah penelitian pengembangan (research development) dengan menggunakan model pengembangan 4D yaitu define, design, development, dan disseminate. Kevalidan perangkat ditinjau dari penilaian para ahli, kepraktisan ditinjau dari penilaian guru, penilaian peserta didik, dan observasi keterlaksanaan pembelajaran. Keefektifan ditinjau dari tes ketercapaian kompetensi, tes kemampuan berpikir kritis, dan motivasi belajar matematika peserta didik. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan valid, praktis, dan efektif.Kata kunci: pengembangan, perangkat pembelajaran, penemuan terbimbing, berpikir kritis, motivasi belajar matematika Developing of guided inquiry-based learning to increase critical thinking and motivation to learn on geometry in junior high school AbstractThis research is aimed to describe the development phase of guided inquiry-based learning package to increase critical thinking ablity and motivation to learn mathematics on solid figures and describe the quality of the developed product. The learning package consist of syllabus, 3 lesson plans, 8 handouts, 8 student work sheets, a competency achievement test on plane solid figure; and syllabus, 3 lesson plans, 2 handouts, 4 student work sheets, a competency achievement test on curve solid figure. This research is a developmental research study. The model of the instructional package in this research was adapted from 4-D development model. It consisted of five phases: define, design, develop, dan disseminate. The result of validation by expert jugdement shows that the kit that is developed is of valid category for each learning kit that has been developed. The aspects of practicality was of very practice category as seen from the evaluation by the teachers, evaluation by the students, and implementation of the learning. The aspect of effectiveness could be reached from the competency achievement test results, critical thinking ability test results, and the results of questionnaires of student’s motivation to learn mathematics. The result of this research is an instructional package component on solid figures is valid, practical, and effective.Keywords: development, instructional package, guided inquiry, critical thinking, motivation to learn mathematics

Kemampuan representasi dan komunikasi matematis peserta didik SMA ditinjau dari prestasi belajar dan gaya kognitif Ranisa Junita
PYTHAGORAS Jurnal Pendidikan Matematika Vol 11, No 2: December 2016
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan kemampuan representasi dan komunikasi matematis ditinjau dari prestasi belajar dan gaya kognitif. Jenis penelitian yang digunakan adalah quasi eksperimen dengan desain ex post facto. Data dianalisis menggunakan uji multivariat Hotelling’s Trace (T2) dan uji univariat t-Bonferroni. Hasil penelitian menunjukkan tidak terdapat interaksi prestasi belajar dan gaya kognitif yang membedakan representasi dan komunikasi matematis. Peserta didik field independent lebih baik dalam kemampuan representasi dan komunikasi matematis dibandingkan peserta didik field dependent, dan tingkat prestasi belajar membedakan kemampuan representasi dan komunikasi matematis.Kata kunci: representasi matematis, komunikasi matematis, prestasi belajar, dan gaya kognitif Mathematical representation and communication ability of senior high school students in terms of learning achievement and cognitive style AbstractThis study aims to describe mathematical and compare mathematical representation and communication ability in terms of learning achievement and cognitive style. Type of this study is used quasi eksperimen by ex post facto design. Data were analyzed using multivariate Hotteling’s Trace (T2) and univariate t-Bonfferoni. The result of this study that there isn’t interaction between learning achievement and cognitive style in different mathematical representation and communication ability. Students with field independent cognitive style have better mathematical representation ability and mathematical communication ability than students with field dependent cognitive style. The level of learning achievement different mathematical representation and communication ability.Keywords: mathematical representation, mathematical communication, learning achievement, and cognitive style

Pengembangan bahan ajar matematika untuk siswa SMP berdasarkan teori belajar ausubel Rahmita Yuliana Gazali
PYTHAGORAS Jurnal Pendidikan Matematika Vol 11, No 2: December 2016
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk menghasilkan bahan ajar matematika berdasarkan teori belajar Ausubel untuk siswa SMP berupa lembar kegiatan siswa (LKS), namun terlebih dahulu dikembangkan rencana pelaksanaan pembelajaran (RPP) dan tes prestasi belajar (TPB) dimana RPP dan LKS memenuhi kriteria valid, praktis, dan efektif serta TPB memenuhi kriteria valid, praktis, dan reliabel. Penelitian ini merupakan penelitian pengembangan yang diadaptasi dari model Borg Gall yang terdiri dari tiga langkah utama yaitu studi pendahuluan, desain produk, dan pengembangan dan evaluasi. Kevalidan produk dilihat dari hasil validasi ahli dan mencapai kriteria valid untuk LKS dan sangat valid untuk RPP dan TPB. Kepraktisan produk mencapai kategori sangat praktis ditinjau dari lembar kepraktisan guru dan siswa serta observasi keterlaksanaan pembelajaran. Keefektifan produk ditinjau dari sikap, pengetahuan, dan keterampilan. Hasil uji coba lapangan menunjukkan lebih dari 70% siswa mencapai Kriteria Ketuntasan Minimum untuk pengetahuan dan keterampilan, serta mencapai kriteria baik dan sangat baik untuk ranah sikap.Kata kunci: pengembangan, bahan ajar, teori belajar ausubel Development of mathematics teaching material for junior high school students based on ausubel learning theory AbstractThis research is aimed to produce teaching material of mathematics based on Ausubel learning theory for Junior High School students in the form of student’s activity sheet, but at first the lesson plan is developed and the completeness of learning achievement test, that is the lesson plan and student activity sheet to meet the criteria for a valid, practical, and effective devices and the learning achievement test to meet the criteria for a valid, practical, and reliable devices. This research is the development of a model adapted from Borg Gall which consists of three main steps such as the preliminary study stage, the stage of product design, and the development and evaluation stages. The validity of the products seen from the results of the validation experts stating that the products reach the valid criteria for student activity sheet and very valid for lesson plan and learning achievement test. The practicality of products seen from the practicality teachers sheet and practicality students sheet and study observation sheet. The effectiveness of the products obtained from attitudes, knowledge, and skills. The results of field trials showed more than 70 % of students achieving mastery Minimum Criteria for knowledge and skills , as well as achieving good and excellent criterion for the attitude sphere .Keywords: development, instructional materials, Ausubel learning theory

Pengembangan tes kemampuan pemecahan masalah dan penalaran matematika siswa SMP kelas VIII Nurul Afni Sinaga
PYTHAGORAS Jurnal Pendidikan Matematika Vol 11, No 2: December 2016
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk menghasilkan perangkat tes kemampuan pemecahan masalah dan penalaran matematika siswa SMP kelas VIII di Yogyakarta yang valid dan memiliki karakteristik yang baik. Penelitian ini merupakan penelitian pengembangan yang mengembangkan tes kemampuan pemecahan masalah dan penalaran SMP kelas VIII. Uji coba lapangan dilakukan di tiga sekolah SMP Negeri di Yogyakarta yaitu SMP Negeri I Yogyakarta, SMP Negeri 6 Yogyakarta dan SMP Negeri 14 Yogyakarta. Analisis data dilakukan dengan mengkonversi total skor aktual yang diperoleh menjadi data kualitatif skala lima untuk memperoleh kevalidan dan telaah butir soal secara kuantitatif melalui teori tes klasik (Clasiccal Test Theory) dan teori respons butir (Item Respone Theory) menggunakan model rasch dengan program QUEST. Hasil validasi isi menunjukkan bahwa perangkat yang dikembangkan memiliki kategori valid. Karakteristik dari tes yang dikembangkan juga memiliki karakteristik yang baik ditinjau dari tingkat kesulitan tes berada pada kategori sedang dan memiliki daya beda cukup memuaskan. Secara keseuruhan, hasil penelitian menunjukkan bahwa perangkat tes yang dikembangkan adalah layak untuk digunakan.Kata Kunci: pengembangan tes, pemecahan masalah, penalaran Development of problem solving ability and mathematical reasoning test of junior high school students class VIII AbstractThis research’s aim is to produce device for problem solving ability and mathematical reasoning test of JHS student class VIII in Yogyakarta which valid and has a good characteristic. This research is a development research which develops problem solving ability and reasoning test of JHS class VIII. Field trial was performed in three JHS in Yogyakarta namely JHS State I Yogyakarta, JHS State 6 Yogyakarta and JHS State 14 Yogyakarta. Data analysis was performed by converting the total collected actual score into five scales qualitative data to derive validity and study on question items quantitatively through classical test theory and item respone theory was using Rasch model with QUEST program. Content Validaty result suggested that this developed device has a valid category. Characteristic of the developed test was also has a good characteristic, reviewed from the test difficulty level it was in medium category and has a quite satisfying different power. Overall, the research result suggested that the developed test device was feasible to use.Keywords: test development, problem solving, reasoning

Keefektifan cooperative learning CRH dan NHT ditinjau dari sikap dan prestasi belajar matematika siswa Noor Laila Atini; Ali Mahmudi
PYTHAGORAS Jurnal Pendidikan Matematika Vol 11, No 2: December 2016
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mendeskripsikan keefektifan cooperative learning tipe Course Review Horay (CRH) dan tipe Numbered Heads Together (NHT) yang ditinjau dari sikap siswa terhadap matematika dan prestasi belajar matematika. Penelitian ini adalah penelitian eksperimen semu dengan desain pretest-posttest non equivalent group design. Penelitian ini menggunakan dua kelompok eksperimen. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar matematika dan angket sikap siswa terhadap matematika. Untuk menguji keefektifan pembelajaran matematika dengan kedua model pembelajaran digunakan analisis one sample t-test. Selanjutnya untuk membandingkan keefektifan pembelajaran matematika dengan kedua model pembelajaran data dianalisis dengan menggunakan uji T2 Hotelling, dan independent t-testuntuk menentukan model pembelajaran manakah yang lebih efektif. Hasil penelitian menunjukkan bahwa model pembelajaran kooperatif CRH dan NHT efektif ditinjau dari sikap siswa terhadap matematika dan prestasi belajar matematika dan model pembelajaran kooperatif tipe CRH lebih efektif dibanding model pembelajaran kooperatif tipe NHT ditinjau dari sikap siswa terhadap matematika dan prestasi belajar matematika siswa.Kata kunci: pembelajaran kooperatif, CRH, NHT, sikap siswa terhadap matematika, prestasi belajar matematika siswa The effectieveness of cooperative learning CRH and NHT in terms of attitudes and mathematics learning achievement of students AbstractThis study aims to describe the effectiveness of cooperative learning Course Review Horay (CRH) type and Numbered Heads Together (NHT) type in terms of student’s attitudes toward mathematics and mathematics learning achievement. This study was a quasi-experimental study using the pretest-posttest non-equivalent group design. It involved two experimental groups. The data collecting instruments consisted of a mathematics learning achievement test and questionnaires for students’ attitudes towards mathematics. To test the effectiveness of the mathematics learning through the CRH and NHT cooperative learning model, the one-sample t-test was carried out. Then, to compare the effectiveness of the two model, the data were analyzed using the T2 Hotelling test, and the independent t test to find out which of the two model was more effective. The results of the study show that mathematics learning through the CRH and NHT cooperative learning is effective in terms of student’s attitudes toward mathematics and mathematics learning achievement and the CRH cooperative learning model is more effective than the NHT cooperative learning model in terms of student’s attitudes toward mathematics and mathematics achievement of student’s. Keywords: cooperative learning, CRH, NHT, student’s attitude toward mathematics, mathematics achievement of student’s.

Keefektifan pembelajaran penemuan terbimbing dengan budaya lokal ditinjau dari prestasi dan motivasi belajar Maria Ulfah
PYTHAGORAS Jurnal Pendidikan Matematika Vol 11, No 2: December 2016
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pg.v11i2.10636

Penelitian ini bertujuan untuk: (1) mendeskripsikan keefektifan pembelajaran penemuan terbimbing, pembelajaran dengan budaya lokal, dan pembelajaran konvensional dalam pembelajaran matematika ditinjau dari prestasi dan motivasi belajar; (2) mendeskripsikan ada tidaknya perbedaan keefektifan ketiga metode pembelajaran tersebut; (3) mendeskripsikan pembelajaran mana yang lebih efektif diantara pembelajaran penemuan terbimbing dan pembelajaran dengan budaya lokal dalam pembelajaran matematika ditinjau dari prestasi dan motivasi belajar. Penelitian ini merupakan eksperimen semu dengan rancangan non equivalent group design menggunakan dua kelompok eksperimen. Populasi penelitian semua siswa kelas X SMK Negeri 4 dan SMK Negeri 6 Yogyakarta. Hasil penelitian menunjukkan bahwa: (1) pembelajaran penemuan terbimbing, pembelajaran menggunakan budaya lokal, serta pembelajaran konvensional tidak efektif ditinjau dari prestasi dan motivasi belajar; (2) terdapat perbedaan keefektifan yang signifikan antara pembelajaran penemuan terbimbing, pembelajaran dengan budaya lokal, dan pembelajaran konvensional dalam pembelajaran matematika ditinjau dari prestasi dan motivasi belajar; (3) pembelajaran menggunakan budaya lokal lebih efektif daripada pembelajaran penemuan terbimbing ditinjau dari prestasi dan motivasi belajar.Kata Kunci: pembelajaran penemuan terbimbing, budaya local, prestasi dan motivasi belajar. The effectivnees of the guided discovery learning with local culture in tearm of students achievement and motivation AbstractThis study aimed to: (1) describe the effectiveness of guided discovery learning, local cultural learning, and conventional learning in terms of students’ achievement and motivation; (2) describe wether there was difference of effectiveness among the three methods; and (3) describe learning method which was more effective between guided discovery learning and local cultural learning in terms of students’ achievement and motivation. This study was a quasi-experimental design with non-equivalent group design using two experimental groups. The study population were all grade X students of SMKN 4 and SMKN 6 Yogyakarta. Instruments used were in the form of achievement tests and questionnaires. The results show that: (1) guided discovery learning, local cultural learning, and conventional learning were not effective in terms of students’ achievement and motivation;( 2) there were differences significantly in the effectiveness between guided discovery learning, local cultural learning, and conventional learning; and (3) local cultural learning was more effective than guided discovery learning in terms of students’ achievement and motivation.Keywords: guided discovery learning, local cultural learning, achievement, learning motivation.

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