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Pengembangan Bahan Ajar Matematika yang Berorientasi pada Karakter dan Higher Order Thinking Skill (HOTS) Shin’an Musfiqi; Jailani Jailani
PYTHAGORAS Jurnal Pendidikan Matematika Vol 9, No 1: June 2014
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk menghasilkan bahan ajar matematika SMP kelas VIII semester 1 yang valid, praktis, dan efektif untuk meningkatkan karakter dan higher order thinking skill (HOTS) siswa. Penelitian ini merupakan penelitian pengembangan yang dilakukan dalam tiga tahap, yaitu tahap pendahuluan, tahap pembuatan, dan tahap pengembangan. Tahap pendahuluan dilakukan analisis konteks dan masalah, kajian pustaka, dan perumusan tujuan pembelajaran, tahap pembuatan terdiri atas penyusunan instrumen tes, penentuan: media, strategi, dan materi pembelajaran, dan penyusunan desain awal produk, dan pada tahap pengembangan, dilakukan tiga siklus evaluasi formatif, yakni: uji coba produk, evaluasi, dan revisi produk. Bahan ajar yang dihasilkan dalam penelitian ini terdiri atas rencana pelaksanaan pembelajaran (RPP) dan lembar kerja siswa (LKS). Hasil penelitian menunjukkan bahwa bahan ajar yang dihasilkan valid, praktis, dan efektif ditinjau dari orientasi bahan ajar terhadap karakter dan HOTS. Keefektifan bahan ajar ditunjukkan oleh hasil penilaian melalui angket karakter dan tes HOTS. Berdasarkan hasil penilaian, persentase siswa yang memiliki karakter minimal baik meningkat dari 78% menjadi 100% (meningkat 22%). Selanjutnya, berdasarkan hasil tes HOTS, banyaknya siswa yang tuntas meningkat dari 0% menjadi 74% (meningkat 74%).Kata Kunci: pengembangan, bahan ajar, RPP, LKS, karakter, keterampilan berpikir tingkat tinggi, HOTS Developing Mathematics Instructional Materials Oriented to Character and Higher Order Thinking Skill (Hots) AbstractThis research aimed to produce mathematics instructional materials for junior high school grade 8th semester 1 that is valid, practical, and effective for improving the student’s character and higher order thinking skill (HOTS). This research was a developmental research consisting of three phases: preliminary phase, designing phase, and developing phase. In the preliminary phase, contexts and problems analysis, literature review, and formulation of learning objectives were conducted. The designing phase consisted of developing the test instrument, determining the instructional strategies, media, and materials, and designing of the initial design of products. At the developing phase, three cycles of formative evaluation were conducted, consisting of product testing, evaluation, and product revision.The instructional materials produced consisted of lesson plans and student worksheets. The results showed that the instructional materials produced are valid, practical, and effective in terms of character and HOTS. The effectiveness of the instructional materials was shown by the results of the character questionnaire and the HOTS test. Based on the results of the character questionnaire, the percentage of students who have minimum good character increased from 78% to 100% (up 22%). Furthermore, based on the results of the HOTS test, the number of students who completed increase from 0% to 74% (up 74%).Keywords: development, instructional materials, lesson plan, student worksheet, character, higher order thinking skill (HOTS)

Pengembangan Perangkat Pembelajaran Sistem Persamaan Linear Dua Variabel Menggunakan Metode Inkuiri Muhammad Suhadak; Dhoriva Urwatul Wutsqa
PYTHAGORAS Jurnal Pendidikan Matematika Vol 9, No 1: June 2014
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Tujuan penelitian ini menghasilkan perangkat pembelajaran sistem persamaan linear dua variabel menggunakan metode inkuiri yang valid, praktis, dan efektif ditinjau dari prestasi dan curiosity siswa. Jenis penelitian ini adalah penelitian pengembangan. Model pengembangan diadaptasi dari model pengembangan Borg Gall. Pengembangan terdiri atas delapan tahap yaitu pengumpulan data, perencanaan, pengembangan produk awal, uji coba pendahuluan, revisi produk utama, uji coba utama, revisi produk akhir, dan diseminasi dan implementasi. Penelitian ini menghasilkan perangkat pembelajaran sistem persamaan linear dua variabel menggunakan metode inkuiri yang meliputi silabus, RPP, LKS, dan tes. Hasil penelitian menunjukkan bahwa masing-masing silabus, RPP, LKS dan tes valid, praktis, dan efektif. Valid menurut validasi ahli dengan kriteria sangat baik, praktis menurut penilaian guru, lembar penilaian siswa, dan lembar observasi pembelajaran dengan kriteria sangat baik dan efektif ditinjau dari prestasi, dengan 76,74% siswa mencapai KKM serta efektif ditinjau dari curiosity, dengan 100% angket siswa minimal kategori baik.Kata Kunci: pengembangan, perangkat pembelajaran, sistem persamaan linear dua variabel, metode inkuiri. Developing Two-Variable Linear Equation Systems Teaching Package Using the Inquiry Method AbstractThe study aims to develop a two-variable linear equation systems teaching package using the inquiry method, which is valid, practical, and effective in terms of students’ achievement and curiosity. This study is developmental research, with model adapted from Borg Gall model. The development consists of eight phases data collecting, planning, developing the preliminary form of product, preliminary field testing, main product revision, main field testing, final product revision, and dissemination and implementation. This study has produced a two-variable linear equation systems teaching package using the inquiry method including a syllabus, lesson plan, worksheet, and test. The result of the study shows that each of the syllabus, lesson plan, worksheet, and test is valid, practical, and effective. They are valid according to experts’ judgment, in very good criteria; they are practical according to the teachers’ judgment, students’ judgment, and instruction observation sheet, in very good criteria; they are effective in terms of achievement, where 76.74% student achieve the standard value and effective in terms of curiosity, where 100% of student questionnaire minimum score is in good criteria.Keywords: development, teaching package, two-variable linear equation systems, inquiry method

Pengaruh Pembelajaran Inquiry dan Problem Solving terhadap Motivasi dan Prestasi Belajar Matematika Henri Rianto; Rusgianto Heri Santoso
PYTHAGORAS Jurnal Pendidikan Matematika Vol 9, No 1: June 2014
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mendeskripsikan pengaruh pendekatan pembelajaran inquiry dan problem solving terhadap motivasi dan prestasi belajar matematika serta pengaruh yang lebih baik antara pendekatan pembelajaran inquiry dan problem solving terhadap motivasi dan prestasi belajar matematika. Jenis penelitian ini adalah quasi experiment dengan nonrandomized control group, pretest-posttest design. Teknik pengumpulan data yang digunakan adalah teknik tes dan nontes. Teknik analisis data yang digunakan adalah uji multivariat (MANOVA), kemudian dilanjutkan dengan independent sample t-test dengan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa, pendekatan pembelajaran inquiry dan problem solving tidak efektif untuk meningkatkan prestasi belajar matematika peserta didik, pendekatan pembelajaran inquiry dan problem solving tidak efektif untuk meningkatkan motivasi belajar matematika peserta didik, dan tidak terdapat perbedaan pengaruh yang signifikan antara pendekatan pembelajaran inquiry dan pendekatan pembelajaran problem solving terhadap motivasi dan prestasi belajar matematika peserta didik pada materi bangun ruang sisi lengkung.Kata Kunci: pendekatan inquiry, pendekatan problem solving, motivasi belajar, dan prestasi belajar. The Effect of Inquiry and Problem Solving Approach on Motivations to Learn and Student Mathematics Achievement AbstractThis study aimed to describe the difference effect of inquiry approach and problem solving approach on motivations to learn mathematics and student mathematics achievement and the better effect of inquiry approach and problem solving approach on motivations to learn mathematics and student mathematics achievement. This research was a quasi-experimental using nonrandomized control group, pretest-posttest design. The data were collected through non-test and test. The data were analyzed using the MANOVA test and independent sample t-test with significance level of 0,05. The results of the study show the inquiry approach and problem solving approach was not effective to increase the student mathematics achievement, the inquiry approach and problem solving approach was not effective to increase the motivation to learn mathematics, and there is no difference effect between the inquiry approach and the problem solving approach on learning motivations and the student mathematics achievement. Keywords: inquiry approach, problem solving approach, motivations to learn mathematics, student mathematics achievement

Keefektifan Pembelajaran Tipe TPS dan JIGSAW Ditinjau dari Prestasi Belajar Matematika dan Karakter Siswa Suratno Suratno
PYTHAGORAS Jurnal Pendidikan Matematika Vol 9, No 1: June 2014
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Tujuan dari penelitian ini untuk: (1) mendeskripsikan keefektifan pembelajaran kooperatif tipe TPS dan tipe Jigsaw ditinjau dari prestasi belajar matematika dan karakter siswa; (2) mendeskripsikan, perbandingan keefektifan pembelajaran kooperatif tipe TPS dengan pembelajaran kooperatif tipe Jigsaw ditinjau dari prestasi belajar matematika dan karakter siswa pada materi bangun ruang sisi lengkung. Penelitian merupakan penelitian eksperimen semu dengan menggunakan dua kelompok eksperimen. Populasi penelitian adalah siswa kelas IX SMP Negeri 1 Banjarnegara yang terdiri atas delapan kelas, sedangkan sampel penelitian terdiri atas dua kelas yang dipilih secara acak. Instrumen penelitian adalah tes prestasi dalam bentuk soal uraian yang terdiri atas pretest dan posttest. Analisis dilakukan dengan uji F dengan Hotelling’s Trace ( = 0,05) untuk mengetahui beda rata-rata kedua kelas secara multivariat. Uji t dengan kriteria Bonferroni ( = 0,05) dilakukan untuk mengetahui variabel terikat mana yang membuat kedua kelas tersebut berbeda. Simpulan dari penelitian ini adalah (1) pembelajaran kooperatif tipe TPS dan tipe Jigsaw efektif ditinjau dari prestasi belajar matematika dan karakter siswa dan (2) pembelajaran kooperatif tipe Jigsaw lebih efektif dibanding pembelajaran kooperatif tipe TPS ditinjau dari prestasi belajar matematika dan karakter siswa pada materi bangun ruang sisi lengkung.Kata kunci: Pembelajaran tipe TPS, Jigsaw, prestasi, karakter siswa. The Effectiveness of Learning TPS and JIGSAW Types Seen from Mathematics Achievement and Student Character AbstractThe purpose of this study was to: (1) describe the effectiveness of TPS and Jigsaw cooperative learning in terms of learning achievement and the student character; (2) describe inequality TPS effectiveness of cooperative learning with Jigsaw cooperative learning in terms of learning achievement and student’s character on the topic content with curved side. The study is quasi-experimental study using two experimental groups. The population of the research includes all students of class IX SMP Negeri 1 Banjarnegara which consists of eight classes, while the sample of the study consisted of two randomly selected classes. The research instrument is the achievement test in the form of essays that consist of the pretest and posttest, and a questionnaire to measure the students character. F test with Hotelling's Trace (α = 0.05) was done to determine the average difference in two classes multivariately. T test with Bonferroni criteria (α = 0.05) was conducted to determine which of the dependent variable that makes these two classes differ. The results showed that: (1) TPS and Jigsaw cooperative learning are effective in terms of learning achievement and the student character; (2) Jigsaw cooperative learning is more effective than TPS cooperative learning in terms of learning achievement and student’s character on the topic content with curved side.Keywords: Learning TPS, Jigsaw types, achievement, student character.

Keefektifan Pembelajaran Matematika dengan Problem posing dan Problem solving Ditinjau dari Prestasi dan Curiosity Moh. Ali Husni
PYTHAGORAS Jurnal Pendidikan Matematika Vol 9, No 1: June 2014
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mendeskripsikan: keefektifan pembelajaran matematika dengan Pendekatan problem posing dan problem solving ditinjau dari prestasi dan curiosity siswa terhadap matematika, dan membandingkan keefektifan pembelajaran matematika dengan Pendekatan problem posing dan problem solving ditinjau dari prestasi dan curiosity siswa terhadap matematika. Penelitian ini merupakan penelitian eksperimen semu yang menggunakan dua kelompok eksperimen. Populasi penelitian mencakup seluruh siswa kelas VIII MTS NW Gunung Rajak yang berjumlah 90 siswa dan terbagi dalam tiga kelas, sedangkan sampel penelitian terdiri atas dua kelas yang ditentukan secara acak. Instrumen penelitian yang digunakan adalah instrumen tes prestasi yang terdiri atas soal pretest dan posttest serta angket curiosity. Hasil penelitian menunjukkan bahwa: pendekatan problem posing dan problem solving tidak efektif ditinjau dari prestasi dan curiosity siswa terhadap matematika, pendekatan problem solving tidak lebih efektif secara signifikan daripada pendekatan problem posing ditinjau dari prestasi belajar siswa, dan pendekatan problem posing tidak lebih efektif secara signifikan daripada pendekatan problem solving ditinjau dari curiosity siswa.Kata Kunci: pendekatan problem posing, pendekatan problem solving, prestasi dan curiosity siswa terhadap matematika. Effectiveness of Mathematics Instruction through the Problem Posing Approach and Problem Solving Approach in Terms of the Achievement and Curiosity AbstractThis study aims to describe: the effectiveness of mathematics instruction through the Problem posing approach and problem solving approach in terms of achievement and curiosity, and to compare the effectiveness of mathematics instruction through the problem posing approach and through problem solving approach in terms of achievement and curiosity. This research was a quasi-experimental study using two experimental groups. The population of this research was all grade VIII students of MTs NW Gunung Rajak, totaling 90 students in three classes, from which two classes were randomly selected as the research sample. The instruments used in the research were an achievement test which consisted of a pretest and posttest and a curiosity. The results of the research show that: the problem posing approach and the problem solving approach are not effective in terms of students’ achievement and curiosity, the problem solving approach is not more effective than the problem posing approach in terms of students’ achievement, and the problem posing approach is not more effective than the problem solving approach in terms of students’ curiosity.Keywords: problem posing approach, problem solving approach, students’ achievement and curiosity

Keefektifan Pembelajaran Matematika dengan Pendekatan CTL dan Problem Posing Ditinjau dari Ketercapaian SK/KD dan Kemampuan Koneksi Matematik Rizky Oktora Prihadini Eka Putri; Agus Maman Abadi
PYTHAGORAS Jurnal Pendidikan Matematika Vol 9, No 1: June 2014
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan CTL ditinjau dari keter-capaian SK/KD dan kemampuan koneksi matematik siswa, mendeskripsikan keefektifan pendekatan problem posing ditinjau dari ketercapaian SK/KD dan kemampuan koneksi matematik siswa, dan menentukan mana yang lebih efektif antara pendekatan CTL atau pendekatan problem posing ditinjau dari ketercapaian SK/KD dan kemampuan koneksi matematik siswa. Penelitian ini adalah penelitian eksperimen semu dengan desain pretest-posttest non-equivalent group design. Populasi penelitian mencakup seluruh siswa kelas VII SMP Negeri 11 Yogyakarta. Kelas VIIA dan VIIB ditentukan sebagai sampel menggunakan random sampling technique.Untuk menguji keefektifan pembelajaran matematika dengan pendekatan CTL dan problem posing digunakan analisis one sample t-test. Selanjutnya untuk mengetahui perbedaan keefektifan pembelajaran matematika dengan pendekatan CTL dan problem posing, data dianalisis dengan menggunakan uji T2 Hotelling’s, dan uji t untuk menentukan pendekatan yang lebih efektif. Hasil penelitian menunjukkan bahwa pendekatan CTL efektif ditinjau dari ketercapaian SK/KD dan kemampuan koneksi matematik siswa, pendekatan problem posing efektif ditinjau dari ketercapaian SK/KD dan kemampuan koneksi matematik siswa, dan pendekatan CTL lebih efektif daripada pendekatan problem posing ditinjau dari ketercapaian SK/KD, dan kemampuan koneksi matematik siswa. Kata Kunci: pendekatan CTL, pendekatan problem posing, ketercapaian SK/KD, dan kemampuan koneksi matematik siswa. The Effectiveness of Mathematics Teaching Using the CTL and Problem Posing Approaches Viewed from the Achievement of SK/KD and Ability of Mathematics Connection AbstractThe aims of this research are to describe the effectiveness of the CTL approach viewed from students’ achievement in SK/KD and mathematics connection ability, describe the effectiveness of the problem posing approach viewed from students’ achievement in SK/KD and mathematics connection ability, and determine which one is more effective between the CTL approach and the problem posing approach viewed from the students’ achievement in SK/KD and mathematics connection ability. This research was a quasi-experiment with apretest-posttest non- equivalent group design. The research population covered the entire students’ of class VII of SMP Negeri 11 Yogyakarta. Classes of VIIA and VIIB were established as the sample using the random sampling technique. To test the effectiveness of mathematics teaching using the CTL approach and the problem posing approach, the analysis of one sample t-test was used. Furthermore, to discover the difference between the effectiveness of mathematics teaching using the CTL approach and the problem posing approach, the data were analyzed using T2Hotelling’stest, and t test to determine which approach was more effective. The research result suggests that the CTL approach is effective viewed from the student’s achievement in SK/KD and mathematics connection ability, the problem posing approach is effective viewed from the students’ achievement in SK/KD and mathematics connection ability, and the CTL approach is more effective than the problem posing approach viewed from the students’ achievement in SK/KD, and mathematics connection ability.Keywords: CTL approach, problem posing approach, achivement of SK/KD, and student’s mathematics connection ability.

Keefektifan Pendekatan CTL dan PPM Pembelajaran Matematika Metode GTG Ditinjau Keaktifan dan Prestasi Siswa Nuryadi Nuryadi
PYTHAGORAS Jurnal Pendidikan Matematika Vol 9, No 1: June 2014
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan Contextual Teaching and Learning (CTL) dan Pendekatan Pemecahan Masalah (PPM) menggunakan metode Group to Group (GG) pada pembelajaran matematika ditinjau dari keaktifan dan prestasi belajar siswa. Penelitian ini adalah penelitian eksprerimen semu dengan pretest-postest nonequivalent control group design. Penelitian ini menggunakan dua kelompok eksperimen. Populasi penelitian mencakup seluruh siswa kelas VIII MTs Negeri Godean yang terdiri dari empat kelas. Dari populasi yang ada diambil secara acak dua kelas yaitu VIII A dan VIII C sebagai sampel penelitian. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar dan lembar observasi aktivitas belajar siswa terhadap matematika. Hasil penelitian menunjukkkan bahwa penerapan Pendekatan CTL dan PPM menggunakan metode GG dalam pembelajaran matematika efektif ditinjau dari aktivitas dan prestasi belajar siswa dalam matematikaKata Kunci: aktivitas belajar siswa, pendekatan CTL dan pendekatan pemecahan masalah, metode group to group, prestasi belajar siswa Effectiveness of CTL Approach and PPM with GTG Method on Mathematics Teaching in Terms of Learning Activeness and Achievement of the Students AbstractThis research aims to describe the effectiveness of Contextual Teaching and Learning (CTL) Approach and Problem-Solving (PS) Approach with Group to Group (GG) method on mathematics teaching in terms of learning activeness and achievement of the students. This study used two experimental groups. The population includes all 8th grade students of MTs N Godean which consist of four classes. A sample of two classes, VIII A and VIII C was established randomly teaching. The instruments used to collect the data are a mathematics achievement test and questionnaire. The result of the research shows that the application of the CTL Approach and PS Approach with GG method on mathematics teaching is effective in terms of learning activeness and achievement in mathematics.Keywords: student learning activity, contextual teaching and learning approach and problem-solving approach, group to group method, students’ achievement.

Pengembangan Multimedia Macromedia Flash dengan Pendekatan Kontekstual dan Keefektifannya terhadap Sikap Siswa pada Matematika Syariful Fahmi; Marsigit Marsigit
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 9, No 1: June 2014
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk menghasilkan multimedia interaktif pada pembelajaran matematika menggunakan Macromedia Flash 8 Professional di standar kompetensi memahami sifat-sifat tabung, kerucut, dan bola, pada siswa kelas IX SMP. Isi multimedia interaktif meliputi standar kompetensi dan kompetensi dasar, petunjuk penggunaan, materi, evaluasi, dan e-book. Model pengembangan yang digunakan adalah model pengembangan Borg and Gall. Penelitian ini telah berhasil mengembangkan multimedia interaktif pada pembelajaran matematika yang mempunyai kualitas BAIK (B) menurut penilaian ahli materi dan pembelajaran, ahli media, dan 42 siswa kelas IX, dengan skor rata-rata 209,48 dari skor maksimal 260. Sedangkan untuk keefektifannya terhadap sikap siswa pada matematika dan ICT, ada perubahan sikap pada aspek rasa cemas siswa, rasa percaya diri siswa, dan rasa suka terhadap matematika dan ICT.Kata Kunci: multimedia interaktif, Macromedia Flash 8 Professional, sikap siswa pada matematika dan ICT. Developing Multimedia Macromedia Flash with Contextual Approach and Its Effect on Students’ Attitude toward Mathematics AbstractThis research aims to develop interactive multimedia in mathematics teaching using Macromedia Flash 8 Professional on a competence standard of solid geometry of tubes, cones, and balls, in class IX of SMP. The content of the interactive multimedia is: competency standards and basic competencies, instructions for use, content, evaluation, and e-book. The development model used was the development model of Borg and Gall. This research has successfully developed interactive multimedia in mathematics teaching which are in a good category (B) according to media and teaching experts and 42 students of class IX with a mean score of 209.48 of the maximum score of 260. As for their effectiveness on the students’ attitudes toward mathematics and ICT, there is a change in students’ attitude toward anxiety, self-confidence, and interest in mathematics and ICT.Keywords: interactive multimedia, Macromedia Flash 8 Professional, student attitudes on mathematics and ICT.

Keefektifan CTL Menggunakan Model STAD dan GI Ditinjau dari Prestasi, Komunikasi, dan Sikap terhadap Matematika Rosid Yunianto
PYTHAGORAS Jurnal Pendidikan Matematika Vol 9, No 1: June 2014
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran dengan pendekatan CTL menggunakan model STAD; mendeskripsikan keefektifan pembelajaran dengan pendekatan CTL menggunakan model GI; dan membandingkan keefektifan antara pembelajaran dengan pendekatan CTL menggunakan model STAD dan pembelajaran dengan pendekatan CTL menggunakan model GI pada materi penerapan teorema Pythagoras ditinjau dari prestasi belajar, komunikasi matematis, dan sikap terhadap matematika siswa kelas VIII SMP Satu Atap. Penelitian ini merupakan penelitian eksperimen semu dengan menggunakan dua kelompok eksperimen. Populasi penelitian mencakup seluruh siswa kelas VIII SMP Satu Atap se-Kecamatan Paninggaran Kabupaten Pekalongan yang terdiri atas empat kelas. Sampel dalam penelitian ini adalah dua kelas yang diambil secara acak dari empat kelas pada populasi tersebut. Hasil penelitian menunjukkan bahwa pembelajaran dengan pendekatan CTL menggunakan model STAD tidak efektif ditinjau dari prestasi belajar dan komunikasi matematis, akan tetapi efektif jika ditinjau dari sikap terhadap matematika; pembelajaran dengan pendekatan CTL menggunakan model GI tidak efektif ditinjau dari prestasi belajar dan komunikasi matematis, akan tetapi efektif jika ditinjau dari sikap terhadap matematika; dan tidak terdapat perbedaan keefektifan yang signifikan antara pembelajaran dengan pendekatan CTL menggunakan model STAD dan GI ditinjau dari prestasi belajar, komunikasi matematis, dan sikap terhadap matematika siswa.Kata Kunci: pendekatan CTL menggunakan model STAD, pendekatan CTL menggunakan model GI, prestasi belajar, komunikasi matematis, dan sikap terhadap matematika The Effectiveness of CTL Using STAD and GI Models in Terms of Achievement, Communication, and Attitudes toward Mathematics AbstractThis research was aimed to describe the effectiveness of instruction with CTL approach using STAD model; to describe the effectiveness of instruction with CTL approach using GI model; and to compare the effectiveness of instruction with CTL approach using STAD and GI models on the topic of Pythagoras Theorem application in terms of students’ achievement, mathematical communication, and attitudes toward mathematics. This research was a quasi-experimental study using two experimental groups. The population of this research was all grade VIII students of Satu Atap Junior High School in sub-district Paninggaran, Pekalongan Regency which consist of four classes. The research sample was selected randomly two out of four classes of population. The results of the research show that instruction with CTL approach using STAD model is not effective in terms of achievement and mathematical communication, but effective in term of attitudes toward mathematics; the instruction with CTL approach using GI model is not effective in terms of achievement and mathematical communication, but effective in terms of attitudes toward mathematics; and there is no significant difference in the effectiveness of instruction with CTL approach using STAD and GI models in terms of students’ achievement, mathematical communication, and attitudes toward mathematics.Keywords: CTL approach using STAD model, CTL approach using GI model, students’ achievement, mathematical communication, and attitudes toward mathematics

Pengaruh Pendekatan PMRI terhadap Motivasi Berprestasi, Kemampuan Pemecahan Masalah, dan Prestasi Belajar Wahidin Wahidin; Sugiman Sugiman
PYTHAGORAS Jurnal Pendidikan Matematika Vol 9, No 1: June 2014
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mendeskripsikan perbedaan pengaruh pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) dan pendekatan konvensional serta keefektifan pendekatan PMRI dan pendekatan konvensional ditinjau dari motivasi berprestasi, kemampuan pemecahan masalah, dan prestasi belajar siswa pada siswa kelas VIII SMP Negeri 1 Luragung. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment). Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 1 Luragung, semester ganjil tahun pelajaran 2013/2014 yang terdiri atas delapan kelas. Sampel dipilih sebanyak dua kelas dari 8 kelas dengan menggunakan teknik cluster sampling. Perbedaan pengaruh dianalisis menggunakan uji multivariat (MANOVA) dan keefektifan dianalisis dengan uji one sample t test dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa terdapat perbedaan pengaruh yang signifikan antara pendekatan PMRI dan pendekatan konvensional ditinjau dari motivasi berprestasi, kemampuan pemecahan masalah, dan prestasi belajar siswa dan pendekatan PMRI efektif ditinjau dari motivasi berprestasi.Kata Kunci: Pendekatan Pembelajaran Matematika Realistik Indonesia, pendekatan konvensional, motivasi berprestasi, kemampuan pemecahan masalah, prestasi belajar. The Effect of the IRME Approach on the Achievement Motivation, Problem Solving Skills, and Learning Achievement AbstractThis study aimed to describe (1) Differentiation the effect of Indonesian Realistic Mathematics Education (IRME) and the conventional approach and (2) Effectiveness of IRME approach and the conventional approach on achievement motivation, problem solving skills, and learning achievement of the eighth grade students of SMP Negeri 1 Luragung. This study was a quasi-experimental study (quasi-experiment). The population of this research was all the eighth grade students of SMP Negeri 1 Luragung, semester I academic year 2013/2014 consisting of eight classes. Two classes was chosen from 8 classes by using cluster sampling technique as samples. The effect of IRME were analyzed using multivariate test (MANOVA), and effectiveness were analyzed using one sample t test with a significance level of 0.05. The results show that there is a significant difference effect between IRME approach and the conventional approach on achievement motivation, problem solving skills, and students learning achievement. IRME approach effective on achievement motivation in the subject system linear equations in two variables in SMP Negeri 1 Luragung.Keywords: Indonesian Realistic Mathematics Education (IRME) approach, the conventional approach, achievement motivation, problem solving skills, learning achievement.

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Daerah istimewa yogyakarta

INDONESIA

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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

Abstract

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA