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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
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Search results for , issue "Vol 8, No 1: June 2013" : 10 Documents clear
Scaffolding to Support Better Achievement in Mathematics Nila Mareta Murdiyani
PYTHAGORAS Jurnal Pendidikan Matematika Vol 8, No 1: June 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (426.438 KB) | DOI: 10.21831/pg.v8i1.8496

Abstract

According to the National Science Education Standards, teachers should emphasize students’ interests, needs, experiences, inquiry, collaboration and understanding in their classrooms. One of the characteristics of inquiry is using scaffolding. Because of the benefits, it is important to investigate the effect of scaffolding on achievement in mathematics. Based on some relevant previous studies, scaffolding can be used to support better achievement in mathematics. In scaffolding, teacher’s guidance decreases gradually and student’s autonomy increases gradually. By giving guidance, teacher revises student’s misconceptions; while by giving autonomy, teacher supports student’s motivation in learning. Minimizing misconceptions and maximizing motivation can lead students to better achievement in mathematics. Many studies in this paper emphasize the importance of teachers' contribution in giving scaffolding to their students. Further research should be conducted to investigate the role of other people surrounding the students, such as parent and peer, in supporting effective scaffolding.Keywords: scaffolding, achievement in mathematics, misconceptions, motivation
Pengembangan Perangkat Pembelajaran Geometri SMP dengan Pendekatan Open-Ended Berorientasi Kemampuan Berpikir Kritis Astuti Ariani; Djamilah Bondan Widjajanti
PYTHAGORAS Jurnal Pendidikan Matematika Vol 8, No 1: June 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (530.508 KB) | DOI: 10.21831/pg.v8i1.8491

Abstract

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran geometri bangun ruang sisi datar kelas VIII SMP. Perangkat pembelajaran tersebut terdiri atas: Rencana Pelaksanaan Pembelajar-an (RPP), Lembar Kegiatan Siswa (LKS) dan tes hasil belajar. RPP dan LKS menggunakan pendekatan open-ended dengan berorientasi kemampuan berpikir kritis. Penelitian ini merupakan penelitian pengembangan (R D) yang dikembangkan oleh Borg dan Gall dengan modifikasi. Hasil penelitian disimpulkan bahwa perangkat pembelajaran yang dikembangkan dinyatakan: (1) valid berdasarkan penilaian ahli/praktisi, (2) praktis digunakan berdasarkan: (a) observasi keterlaksanaan pembelajaran, (b) penilaian guru, dan (c) angket respons siswa, dan (3) efektif berdasarkan hasil tes kemampuan berpikir kritis siswa.Kata Kunci: pengembangan, perangkat pembelajaran geometri, pendekatan open-ended, kemampuan berpikir kritis. Developing the Learning Kits for the Topics of Geometry Using Open-Ended Approach with Critical Thinking Ability Orientation at Junior High School AbstractThis study aims at developing the learning kits for the topics Polyhedral of geometry at grade 8th in Junior High School. The learning kits consist of the Lesson Plans, the Student Worksheets, and the learning achievement test. The Lesson Plans and Student Worksheets use open-ended approach with critical thinking ability orientation. This is a research and development (RD) study by modifying Borg and Gall’s procedures. The result of study can be concluded that: (1) the learning kits are valid based on experts evaluation, (2) they are practical based on the result of: (a) the learning observation, (b) the teachers evaluation, and (c) the students’ responses questionnaire, and (3) they are effective based on the result of students’ critical thinking ability test.Keywords: develop, learning kits of geometry, open-ended approach, critical thinking ability.
Model PBL dan Cooperative Learning Tipe TAI Ditinjau dari Aspek Kemampuan Berpikir Reflektif dan Pemecahan Masalah Matematis Nurma Angkotasan
PYTHAGORAS Jurnal Pendidikan Matematika Vol 8, No 1: June 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (506.467 KB) | DOI: 10.21831/pg.v8i1.8497

Abstract

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan, dan (2) perbandingan keefektifan  pembelajaran matematika dengan model problem-based learning dan keefektifan model cooperative learning tipe TAI  ditinjau dari kemampuan berpikir reflektif matematis dan kemampuan pemecahan masalah matematis pada siswa SMA Negeri 4 dan 5 Kota Ternate.Penelitian ini merupakan penelitian eksperimen semu, yang terdiri atas dua kelompok eksperimen. Populasi dalam penelitian ini adalah seluruh siswa kelas XII IPA di SMA N 4 dan 5 Kota Ternate. Dipilih secara acak satu kelas dari lima kelas pada masing-masing sekolah untuk dijadikan sampel penelitian. Untuk mengetahui kesamaan rerata vektor kelompok model problem based learning dan cooperative learning tipe TAI  digunakan uji manova. Setelah itu dilakukan uji statistic one sample t-test  untuk masing-masing vektor. Selanjutnya dilakukan uji Mancova untuk mengetahui perbedaan keefektifan antara kedua kelompok. Hasil penelitian menunjukkan bahwa: (1) model problem-based learning dan model cooperative learning tipe TAI efektif ditinjau dari kemampuan berpikir reflektif matematis dan kemampuan pemecahan masalah matematis siswa, (2) tidak terdapat perbedaan keefektifan antara model problem-based learning dengan co-operative learning tipe TAI ditinjau dari kemampuan berpikir reflektif matematis dan kemampuan pemecahan masalah matematis.Kata Kunci: problem-based learning, cooperative learning tipe TAI, kemampuan berpikir reflektif matematis, kemampuan pemecahan masalah matematis. PBL and TAI Type Cooperative Learning Model in Terms of Reflective Thinking and Mathematic Problem Solving Abilities AbstractThis study aims to describe: (1) the effectiveness and (2) the comparison of the effectiveness of mathematics instruction through the problem-based learning model and TAI type cooperative learning in terms of mathematical and reflective thinking and mathematics problem solving abilities of the students of SMA Negeri 4 and 5 Ternate City. This study was a quasi-experimental research and used two experimental groups.the research population copmprised all grade XII IPA students of SMA Negeri 4 and 5 Ternate City. To know the mean vector similarity the group problem based learning model and TAI type cooperative learning modelused manova test. After that, done statistical tests one sample t-test for each vector. Then mancova testing was carried out to reveal the difference of the effectiveness between the two groups. The results of the study show that: (1) the problem based learning model and TAI type cooperative learning model are effective in terms of the mathematic reflective thinking abilities and mathematic problem solving abilities of the students, and (2) there is not difference in the effectivness of the problem-based learning model and  TAI type cooperative learning model in terms of students mathematic reflective thinking abilities and mathematics problem solving abilities.Keywords: problem based learning model, TAI type cooperative learning, reflective thinking mathematics abilities,  mathematics  problem solving abilities
Problem Posing dalam Setting Kooperatif Tipe TAI Ditinjau dari Kemampuan Komunikasi dan Pemecahan Masalah Kusnaeni Kusnaeni; Heri Retnawati
PYTHAGORAS Jurnal Pendidikan Matematika Vol 8, No 1: June 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (621.842 KB) | DOI: 10.21831/pg.v8i1.8492

Abstract

Penelitian ini bertujuan: (1) mendeskripsikan keefektifan pendekatan problem posing dalam setting pembelajaran kooperatif tipe TAI dan pendekatan konvensional ditinjau dari kemampuan komunikasi dan pemecahan masalah matematis, (2) membandingkan keefektifan pendekatan problem posing dalam setting pembelajaran kooperatif tipe TAI dan pendekatan konvensional ditinjau dari kemampuan komunikasi dan pemecahan masalah matematis. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 11 Purworejo yang berjumlah 190 orang dan tersebar dalam 6 kelas. Berdasarkan pengambilan sampel diperoleh kelas VIII F sebagai kelompok eksperimen dan kelas VIII E sebagai kelompok kontrol. Data dianalisis menggunakan one-sample t-test, uji MANOVA dengan rumus T2 Hotteling dan uji-t dengan kriteria Bonferroni. Hasil penelitian adalah sebagai berikut. (1) Pada taraf kepercayaan 95%, penerapan pendekatan problem posing dalam setting pembelajaran kooperatif tipe TAI efektif, sedangkan pendekatan konvensional tidak efektif ditinjau dari kemampuan komunikasi dan pemecahan masalah matematis. (2) Penerapan pendekatan problem posing dalam setting pembelajaran kooperatif tipe TAI lebih efektif dibandingkan dengan penerapan pendekatan konvensional.Kata Kunci: problem posing, pembelajaran kooperatif tipe TAI, komunikasi matematis, pemecahan masalah matematis. The Cooperative of the TAI Type-Set Problem posing in Terms of the Communication and Problem Solving Competencies AbstractThis study aims to: (1) describe the effectiveness of the cooperative learning of the TAI type-set problem posing approach and the conventional approach in terms of the mathematical communication and problem solving competencies, (2) compare the effectiveness of the two approaches in terms of their mathematical communication and problem solving competencies. The research population comprised the 190 Grade VIII students, distributed in six classes, of SMP Negeri 11 Purworejo. The selected sample consisted of Class VIII F as the experimental group and Class VIII E as the control group. 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 are as follows. (1) At the 95% level of signi-ficance, the mathematics teaching through the cooperative learning of the TAI type-set problem posing approach is effective and the conventional approach is not effective in terms of the mathematical communication and problem solving competencies. (2) The application of the cooperative learning of the TAI type-set problem posing approach is more effective than that of the conventional approach.Keywords: Problem posing, Cooperative Learning of the TAI Type, Mathematical Communication, Mathematical Problem Solving
Pengaruh Pendekatan PMRI terhadap Aktivitas dan Pemahaman Konsep Matematika Siswa SMP Esti Ambar Nugraheni; Sugiman Sugiman
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 1: June 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (868.681 KB) | DOI: 10.21831/pg.v8i1.8498

Abstract

Penelitian ini bertujuan untuk menyelidiki apakah pendekatan PMRI berpengaruh terhadap aktivitas dan pemahaman konsep matematika siswa, dan apakah pendekatan PMRI lebih baik dibandingkan direct instruction ditinjau dari aktivitas dan pemahaman konsep matematika siswa kelas VII SMP Negeri 4 Banguntapan Bantul pada pembelajaran garis dan sudut. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas VII SMP Negeri 4 Banguntapan Bantul tahun pelajaran 2011/2012 yang terdiri dari empat kelas. Dari empat kelas diambil dua kelas secara acak. Kelas VII B diberi perlakuan dengan pendekatan pembelajaran PMRI, sedangkan kelas VII A diberi perlakuan dengan direct instruction. Instrumen yang digunakan untuk mengumpulkan data berupa angket untuk mengukur aktivitas siswa dan tes uraian (pretest dan posttest) untuk mengukur pemahaman konsep matematika siswa. Uji normalitas data menggunakan jarak Mahalanobis dan uji homogenitas menggunakan Box’s M test (= 0,05). Data dianalisis menggunakan uji MANOVA dan uji t dengan kriteria Bonferroni. Hasil penelitian menunjukkan bahwa: pendekatan PMRI berpengaruh terhadap aktivitas dan pemahaman konsep matematika, dan pendekatan PMRI lebih baik dibandingkan direct instruction ditinjau dari aktivitas dan pemahaman konsep matematika siswa kelas VII SMP Negeri 4 Banguntapan Bantul pada pembelajaran garis dan sudut.Kata Kunci: PMRI, direct instruction, aktivitas siswa, pemahaman konsep matematika The Effects of PMRI Approach According to Students’ Activities and Mathematics Concept Understanding of State Junior High School AbstractThis study is aimed to investigate whether the PMRI approach has an effects according to students’ activities and mathematics concept understanding, and whether the PMRI approach has better than direct instruction viewed from the activities and mathematics concept understanding of the 7th Graders of State Junior High School 4 Banguntapan Bantul on the teaching of the topics on line and angle. This study was a quasi experiment conducted in the second semester of the academic year 2011/2012. The research population was all the 7th graders of State Junior High School 4 Banguntapan Bantul, consisting of four classes. From the four classes, two classes were established as the sample randomly. The 7th-B class was taught using the PMRI approach, while 7th-A class was taught using the direct instruction. The instrument to collect the data was a questionnaire to measure the students’ activity and an essay test (pretest and posttest) to measure mathematics concept understanding. The normality testing of the data used Mahalonobis’ distance and the homogenity testing used Box’s M test (  = 0.05). The data were analyzed using MANOVA test and t test with Bonferroni criterion. The results of the study show that: the PMRI approach has an effects according to students’ activities and mathematics concept understanding, and the PMRI approach has better than the direct instruction viewed from students’ activities and mathematics concept understanding of the 7th graders of State Junior High School 4 Banguntapan Bantul on the teaching of the topics on line and angle.Keywords: PMRI, direct instruction, student activity, mathematics concept understanding
Pengembangan Multimedia Pembelajaran Matematika SMA untuk Meningkatkan Motivasi dan Prestasi Belajar Matematika Materi Logika Matematika Muhammad Istiqlal; Dhoriva Urwatul Wutsqa
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 1: June 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (698.923 KB) | DOI: 10.21831/pg.v8i1.8493

Abstract

Tujuan penelitian ini adalah untuk menghasilkan multimedia pembelajaran matematika yang berkualitas baik dan layak untuk digunakan dalam pembelajaran matematika dan mendeskripsikan seberapa baik kualitas perangkat pembelajaran matematika yang dihasilkan. Kriteria kualitas yang digunakan mengacu pada kriteria Nieveen, yaitu valid, praktis dan efektif. Materi yang dikembangkan adalah materi Logika Matematika. Jenis penelitian ini adalah penelitian pengembangan (Development research). Penelitian ini mengembangkan perangkat pembelajaran matematika dengan menggunakan model pengembangan yang diadaptasi dari model pengembangan Borg Gall. Tahap-tahap yang dilalui sampai diperoleh multimedia pembelajaran matematika yang valid, praktis dan efektif adalah analisis kebutuhan dan perumusan tujuan, desain/pengembangan produk, uji coba, revisi dan kajian produk akhir. Uji coba yang dilakukan meliputi ujicoba ahli/validasi ahli (expert judgement), uji coba kelompok kecil (small group try-out) dan uji coba lapangan (field try-out). Uji coba lapangan (field try-out) dilakukan pada dua kelas X di MA Nurul Ummah. Instrumen penelitian yang digunakan adalah lembar validasi, lembar penilaian guru, lembar penilaian siswa, angket motivasi dan tes hasil belajar. Penelitian ini menghasilkan multimedia pembelajaran matematika yang berkualitas dan layak. Hasil penelitian menunjukkan bahwa multimedia pembelajaran matematika yang dikembangkan valid, praktis dan efektif.Kata Kunci: pengembangan, multimedia pembelajaran, matematika Developing Instructional Multimedia of Mathematics of Senior High School to Improve Motivation and Achievement of Mathematic Learning on the Topic of Mathematics Logical AbstractThis study aims at developing a quality and appropriate instructional multimedia of mathe-matics, and describing its quality. The quality criteria used refer to Nieveen criterion, namely valid, practical, and effective. The developed material is Mathematical Logic. This study is development research that develops the instructional multimedia of mathematics using the development model adapted from Borg Gall Model. The steps to get the valid, practical and effective instructional multimedia of mathematics are: need assessment and the formulation of purpose, product design, try-out, revision and final product review. The try out consists of expert judgement, small group try-out, and field try-out. The Field try-out was held at two year-ten classes of  MA Nurul Ummah. The research instruments were validation sheets, teacher assessment sheets, student assessment sheets, motivation sheets, and evaluation sheets. The study produces a quality and appropriate instructional multimedia of mathematics. The result of the study shows that the developed instructional multimedia of mathematics are valid, practical, and effective.Keywords: development, instructional multimedia, mathematics
Pengaruh PMR dengan TGT terhadap Motivasi, Sikap, dan Kemampuan Pemecahan Masalah Geometri Kelas VII SMP Mohammad Saeful Amri; Agus Maman Abadi
PYTHAGORAS Jurnal Pendidikan Matematika Vol 8, No 1: June 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (564.563 KB) | DOI: 10.21831/pg.v8i1.8494

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Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan Pembelajaran Matematika Realistik (PMR) dan Pembelajaran Matematika Realistik (PMR) dengan metode belajar kooperatif tipe Teams Games Tournaments (TGT) ditinjau dari motivasi, sikap, dan kemampuan pemecahan masalah; (2) apakah PMR dengan TGT lebih baik dari pada PMR ditinjau dari motivasi, sikap, dan kemampuan pemecahan masalah Geometri pada siswa kelas VII SMP Budi Mulia Yogyakarta. Penelitian ini merupakan penelitian eksperimen semu dengan pretest-postest non equivalent group design. Populasi penelitian ini adalah seluruh siswa kelas VII yang terdiri atas tiga kelas. Kemudian diambil dua kelas secara acak sebagai sampel. Kelas VIIA diberi perlakuan PMR sedangkan VIIB diberi perlakuan PMR dengan TGT. Instrumen yang digunakan berupa angket motivasi, sikap, dan tes kemampuan pemecahan masalah. Validasi instrumen menggunakan validasi isi dan validasi konstruk. Reliabilitas instrumen menggunakan Alpha Cronbach. Data dianalisis dengan uji t-test one sample dan uji Manova. Hasil penelitian ini menunjukkan bahwa: (1) PMR dan PMR dengan TGT efektif ditinjau dari motivasi, sikap dan kemampuan pemecahan masalah; (2) MPR dengan TGT tidak lebih baik dari pada PMR ditinjau dari motivasi, sikap, dan kemampuan pemecahan masalah Geometri pada siswa kelas VII SMP Budi Mulia Yogyakarta.Kata Kunci: PMR, metode belajar kooperatif tipe TGT, motivasi, sikap, kemampuan pemecahan masalah matematika. AbstractThis study aimed to describe: (1) the effectiveness of Realistic Mathematic Education (RME) and Realistic Mathematic Education (RME) with cooperative learning of Teams Games Tournaments (TGT) type in terms motivation, attitude, and problem solving skills; (2) whether the RME with of TGT was better than RME in terms motivation, attitudes, and problem solving skills in geometry of The grade VII SMP Budi Mulia Dua Yogyakarta. This research is a quasi experiment with pretest-postest non equivalent group design. The research population was all students of grade VII SMP that tree classes. Two classes were taken randomly as the sample. VIIA class implemented RME while VIIB class implemented RME with TGT. The instruments used to collect the data were motivation and attitude questionnaires, and problem solving skills test. The instruments were validated using their content and construct. Reliability was measured using Cronbach Alpha. The data were analyzed statistically using the one sample t-test and Manova. The results of research show that: (1) RME and RME with TGT are effective in terms of motivation, attitudes, and mathematical problem solving skills; (2) RME with TGT is not better than RME in terms of motivation, attitude, and mathematical problem solving skills in geometry of grade VII SMP Budi Mulia Dua Yogyakarta.Keywords: RME (Realistic Mathematics Education), cooperative learning of TGT type, motivation, attitude, mathematical problem solving skills
Hubungan Kepemimpinan Kepala Sekolah, Motivasi Kerja, dan Komunikasi Interpersonal dengan Kinerja Guru Matematika SMA Aleksius Madu; Jailani Jailani
PYTHAGORAS Jurnal Pendidikan Matematika Vol 8, No 1: June 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (664.032 KB) | DOI: 10.21831/pg.v8i1.8490

Abstract

Penelitian ini bertujuan menjelaskan: (1) kepemimpinan kepala sekolah, motivasi kerja guru dan komunikasi interpersonal dengan kinerja guru matematika; (2) kepemimpinan kepala sekolah dengan kinerja guru matematika; (3) motivasi kerja dengan kinerja guru matematika; (4) komunikasi interpersonal dengan kinerja guru matematika SMA di Kabupaten Ngada.Penelitian ini merupakan penelitian survei dengan menggunakan pendekatan kuantitatif-korelasional dengan analisis linear berganda. Populasi penelitian ini seluruh guru dan Kepala Sekolah SMA di Kabupaten Ngada dengan sampel sebanyak 50 orang. Pengambilan sampel dilakukan dengan teknik purposive stratifed sampling. Pengumpulan data menggunakan angket (r = 0,91) dan tes (r =0,76). Validitas isi dilakukan oleh ahli sebanyak dua orang dan uji coba terhadap 25 responden di Kabupaten Manggarai, estimasi reliabilitas menggunakan rumus Alpha-Cronbach.Hasil penelitian menunjukkan bahwa (1) adanya hubungan antara kepemimpinan kepala sekolah (X1), motivasi kerja guru (X2), dan komunikasi interpersonal (X3) dengan kinerja guru matematika SMA (Y), dengan korelasi sebesar 0,889 dengan model regresi Y = 59,840 + 0,084X1 + 0,377X2 + 0,799X3; (2) kepemimpinan kepala sekolah  dengan kinerja guru matematika SMA, dengan korelasi sebesar 0,746 serta korelasi murninya sebesar 0,399; (3) motivasi kerja dengan kinerja guru matematika SMA, dengan korelasi sebesar 0,622 serta korelasi murninya sebesar 0,384; dan (4) komunikasi interpersonal dengan kinerja guru matematika SMA, dengan kontribusi sebesar 0,741 dan korelasi murninya sebesar 0,685.Kata Kunci: kepemimpinan kepala sekolah, motivasi kerja, komunikasi interpersonal, kinerja guru matematika The Relationship between the Principals’ Leadership, Work Motivation, and Interpersonal Communication and the Performance of High School Math Teachers’ AbstractThis study aims to clarify the: (1) principals’ leadership, work motivation, and interpersonal communication and the performance of the high school math teachers; (2) principals’ leadership and the performance of the high school math teachers; (3) teachers’ work motivation and the performance of high school math teachers; (4) interpersonal communication and the performance of the high school math teachers in Ngada District. This research is survey with approach kuantitave-correlational by using multiple linear regression analysis. The population of the study were all math teacher and principal Senior High School in Ngada District with sampel is 50 respondents. Sampel selected by using purposive stratifed sampling. While the reliability of estimation is done by using Alpha-Cronbach formula. The results show that there is (1) principals’ leadership (X1), motivation of teachers (X2), and interpersonal communication (X3) and high school math teachers’ performance (Y), with the correlation of 0.889 obtained by the regression model (Y) = 59.840 + 0.084X1 + 0.377X2 + 0.799X3; (2) the principals’ leadership and high school math teachers’ performance, with the correlation of 0.746 and pure correlations of 0.399; (3) teachers’ working motivation and high school math teachers’ performance, with the correlation of 0.622 and pure correlation of 0.348; and (4) interpersonal communication and high school math teachers’ performance, with the correlation of 0.742 and pure correlation of 0.685.Keywords: school leadership, motivation, interpersonal communication, math teacher performance.
Keefektifan Pembelajaran Kooperatif STAD-PS dan JIGSAW-PS ditinjau dari Motivasi Belajar, Kemampuan Interpersonal, dan Prestasi Belajar Muhammad Yusuf
PYTHAGORAS Jurnal Pendidikan Matematika Vol 8, No 1: June 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (663.442 KB) | DOI: 10.21831/pg.v8i1.8495

Abstract

Telah dilakukan penelitian yang bertujuan untuk mengetahui dan membandingkan keefektifan pembelajaran kooperatif tipe STAD-PS dan tipe Jigsaw-PS masing-masing ditinjau dari motivasi belajar, kemampuan interpersonal dan prestasi belajar. Penelitian ini termasuk penelitian experimen semu dengan menggunakan dua kelompok eksperimen. Populasi penelitian mencakup seluruh siswa kelas X SMA Negeri 5 Yogyakarta yang terdiri dari 7 kelas. Dari populasi yang ada diambil sampel secara acak dua kelas yaitu kelas XE diberi perlakuan STAD-PS dan kelas XF diberi perlakuan Jigsaw-PS. Instrumen yang digunakan untuk mengumpulkan data adalah angket motivasi belajar dan angket kemampuan interpersonal dan tes prestasi belajar. Instrumen telah divalidasi oleh dua orang ahli dan telah dinyatakan valid. Untuk menguji keefektifan menggunakan statistik uji one sample t-test, untuk membandingkan keefektifan menggunakan statistik uji two-group MANOVA, dilanjutkan dengan independent samples t-test. Hasil penelitian menunjukkan bahwa pembelajaran kooperatif tipe STAD-PS dan tipe Jigsaw-PS masing-masing efektif ditinjau dari motivasi belajar, kemampuan interpersonal, dan prestasi belajar, dan terdapat perbedaan keefektifan pembelajaran kooperatif tipe STAD-PS dan tipe Jigsaw-PS ditinjau dari motivasi belajar, kemampuan interpersonal, dan prestasi belajar. Pembelajaran kooperatif tipe STAD-PS sama unggul dengan pembelajaran kooperatif tipe Jigsaw-PS ditinjau dari motivasi belajar dan prestasi belajar, sedangkan pembelajaran kooperatif tipe Jigsaw-PS lebih unggul dibandingkan dengan tipe STAD-PS ditinjau dari kemampuan interpersonal.Kata Kunci: STAD-PS, Jigsaw-PS, motivasi belajar, kemampuan interpersonal, prestasi belajar The Effectiveness of STAD-PS and JIGSAW-PS Cooperative Learning Viewed from the Learning Motivation, Interpersonal Skills, and Learning Achievement AbstractHas done research that aims to determine and to compare the effectiveness of STAD-PS  and Jigsaw-PS cooperative learning types viewed from the learning motivation, interpersonal skills, and learning achievement. This research is a quasi-experimental study with using two experimental groups. The population comprised all grades X students, consisting of seven classes of SMA Negeri 5 Yogyakarta. From the population, two classes, were established as the research sample using the random sampling technique, XE class was treated using STAD-PS and XF class with Jigsaw-PS. The data collecting instruments consisted of a questionnaire about learning motivation and interpersonal skills, and learning achievement test. Instruments were validated by two experts and they were valid. To test the effectiveness using a statistical test of one sample t-test, to compare the effectiveness using statistical two-group MANOVA test and followed by a post-hoc independent samples t-test. The results show that STAD-PS and Jigsaw-PS are effective in terms of learning motivation, interpersonal skills, and learning achievement, and there are differences in the effectiveness of STAD-PS and Jigsaw-PS in terms of learning motivation interpersonal skills, and learning achievement. STAD-PS and as superior as Jigsaw-PS in terms of and learning motivation and learning achievement, while the Jigsaw-PS is superior Jigsaw-PS in term of interpersonal skills.Keywords: STAD-PS, Jigsaw-PS, learning motivation, interpersonal skills, learning achievement
Pendekatan Open-ended dan Inkuiri Terbimbing ditinjau dari Kemampuan Pemecahan Masalah dan Representasi Multipel Matematis Ahmad Afandi
PYTHAGORAS Jurnal Pendidikan Matematika Vol 8, No 1: June 2013
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (561.867 KB) | DOI: 10.21831/pg.v8i1.8489

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan open-ended dan inkuiri terbimbing ditinjau dari kemampuan pemecahan masalah dan representasi multipel matematis. Peneli-tian ini juga mendeskripsikan perbedaan keefektifan pendekatan open-ended dan inkuiri terbimbing ditinjau dari kemampuan pemecahan masalah dan representasi multipel matematis. Jenis penelitian yang digunakan adalah penelitian eksperimen semu, yang terdiri atas dua kelompok eksperimen. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 2 Kota Ternate. Untuk menge-tahui keefektifan pendekatan open-ended dan inkuiri terbimbing pada variabel kemampuan pemecahan masalah dan representasi multipel matematis digunakan uji one samples t-test. Selanjutnya dilakukan uji Mancova untuk mengetahui perbedaan keefektifan antara kedua kelompok, dan dilanjutkan dengan uji lanjut yaitu uji Fisher Hayter untuk mengetahui pendekatan mana yang lebih efektif. Hasil peneli-tian menunjukkan bahwa pendekatan open-ended dan inkuiri terbimbing efektif ditinjau dari kemampuan pemecahan masalah dan representasi multipel matematis siswa. Selain itu, hasil penelitian me-nunjukan bahwa pembelajaran matematika dengan pendekatan open-ended tidak lebih efektif dari pendekatan inkuiri terbimbing ditinjau dari kemampuan pemecahan masalah matematis dan pende-katan open-ended lebih efektif dari pendekatan inkuiri terbimbing ditinjau dari kemampuan represen-tasi multipel matematis.Kata Kunci: pendekatan open-ended, pendekatan inkuiri terbimbing, kemampuan pemecahan masa-lah matematis, kemampuan representasi multipel matematis. Open-Ended and Guided Inquiry Approach in Terms of Problem Solving and Multiple Representation Mathematics Abilities AbstractThis study aims to describe the effect of open-ended approach and guided inquiry approach in each term of student’s mathematics problem solvingand multiple representation mathematics abili-ties. This study is to describe a difference in the effectiveness of open-ended approach and guided inquiry approach in term of problem solvingand multiple representation mathematics abilities. This study is a quasi-experimental research study, using two experimental groups. The research population comprised all grade VII students of SMP Negeri 2 Ternate City. To find out the effectiveness of open-ended approach and guided inquiry approach in terms of variable mathematics problem solvingand multiple representation mathematics abilities one samples t-test was used, Mancova test to find out the difference in effectiveness between the two groups, and a post-hoc Fisher Hayter test to reveal which approach was more effective. The results of the study show that open-ended approach and guided inquiry approach is effective in terms of mathematics problem solvingand multiple representation mathematics abilities of the students. The results of the study also show that open-ended approach is not more effective than the guided inquiry approach in terms of students mathematics problem solvingabilities; and open-ended approach is more effective than the guided inquiry approach in terms of multiple representation mathematics abilities.Keywords: open-ended approach, guided inquiry approach, mathematics problem solvingabilities, multiple representation mathematics abilities.

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