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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW II DAN THINK PAIR SHARE DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP SE-KOTA KEDIRI TAHUN PELAJARAN 2012/2013 Andriani, Desi Gita; Kusmayadi, Tri Atmojo; Mardiyana, Mardiyana
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract

Abstract: The aim of the research was to determine the effect of learning models (Jigsaw II, TPS and direct learning) on mathematics achievement viewed from student emotional quotient. The type of the research was quasi experimental research using design factorial 3x3. The population was the students in grade VII junior high school in a city of Kediri. The size of the sample was 339 students. Before giving the treatment, the population had to in balance condition. The balance test used unbalance one way analysis of variance. Test requirements included normality test used Lilliefors method and the homogeneity test used Bartlett method. The hypothesis test used unbalance two ways analysis of variance. The conclusions of the research were as follows. (1) Students who taught by cooperative learning model of Jigsaw II type give better mathematics learning achievement than TPS type and direct learning and the students who taught by cooperative learning model of TPS type give better mathematics learning achievement than direct learning. (2) Students who have high emotional quotient have better mathematics learning achievement than students who have middle and low emotional quotient and then students who have middle emotional quotient have better mathematics learning achievement than students who have low emotional quotient. (3) For students who thougt by cooperative learning model of Jigsaw II type, TPS type, and direct learning, students who have high emotional quotient  have  better mathematics learning achievement than students who have middle and low emotional quotient and then students who have middle emotional quotient have better mathematics learning achievement than students who have low emotional quotient. (4) For students who have high, middle, and low emotional quotient, students who thougt by cooperative learning model of Jigsaw II type give better mathematics learning achievement than TPS type and direct learning and the students who taught by cooperative learning model of TPS type give better mathematics learning achievement than direct learning. Keywords : Jigsaw II, TPS, and emotional quotient.  
EKSPRIMENTASI PEMBELAJARAN KOOPERATIF TIPE STAD DAN TPS DENGAN PENDEKATAN CTL PADA MATERI POKOK SISTEM PERSAMAAN LINEAR DUA VARIABEL DITINJAU DARI GAYA BELAJAR SISWA Zamroni, Zamroni; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 3 (2013): Pembelajaran Matematika
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Abstract

Abstract: The objective of research was to find out: (1) which ones having better achievement, the students using TPS (Think Pair Share) learning with CTL approach or STAD (Students Teams Achievement Divisions) cooperative learning model with CTL approach or direct learning, (2) which ones having better learning achievement, the students with kinesthetic or visual or auditory learning style, (3) in each learning style, which ones having better achievement, the students using TPS (Think Pair Share) learning with CTL approach or STAD (Students Teams Achievement Divisions) cooperative learning model with CTL approach or direct learning, and (4) in each learning model, which ones having better learning achievement, the students with kinesthetic or visual or auditory learning style. The population of research was all VIII graders of Public Junior High schools in Bojonegoro Regency consisting of 55 schools. The sample was taken using cluster random sampling. The sample consisted of 304 students divided into experiment I, experiment II, and control groups. The conclusions of research were: (1) TPS CTL learning provided learning achievement better than STAD CTL and direct, but STAD CTL learning provided learning achievement as same as the direct learning did. (2) The students with kinesthetic learning style had learning achievement better than those with visual and auditory learning styles. But, the students with visual and those with auditory learning styles had equal learning achievement. (3) a. In kinesthetic learning style, all learning models provided the same learning achievement. b. In visual learning style, TPS CTL learning provided learning achievement better than STAD CTL. Meanwhile, direct learning provided the learning achievement as same as the TPS CTL and STAD CTL learning models did. c. In auditory learning style, all learning models provided the same learning achievement. (4) a. In TPS CTL learning model, the students with kinesthetic learning style had better achievement than those with auditory learning style. The students with visual learning style had learning achievement equal to those having kinesthetic and auditory learning styles, b. In STAD CTL learning model, the students with kinesthetic learning style had better achievement than those with visual and auditory learning styles. However, the students with visual learning style had learning achievement equal to those with auditory learning style, c. In direct learning, the three learning styles had the equal learning achievement.Keywords:TPS-CTL, STAD-CTL, Learning Style, learning achievement
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN ROUNDTABLE TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI AKTUALISASI DIRI SISWA SMP NEGERI DI KABUPATEN MAGELANG Mardiyana, Mardiyana; Usodo, Budi; Ingkansari, Agnes Reswari
Jurnal Pembelajaran Matematika Vol 1, No 6 (2013): Pembelajaran Matematika
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Abstract

Abstract: The aim of this research was to determine the effects of learning models on mathematics achievement viewed from the students’ self-actualization. The learning models compared were conventional model, cooperative learning model NHT type and RoundTable type. The type of this research was quasi-experimental  research. The population was the 8th grader students of the state junior high school in Magelang regency on academic year 2012/2013. The instruments used  were mathematics achievement test and questionnaire. The data were analyzed using unbalanced two way ANOVA. The research conclude as follows. (1) Students’ mathematics achievement using cooperative learning model with Roundtable type, have better students’ mathematics achievement than the ones who use both cooperative learning model with NHT type and conventional learning model, while students mathematics achievement using either NHT or conventional learning model showed similar good result.(2) Students’ mathematics achievement of students who have a high self-actualization is better than students who have both medium and low self-actualization while students who have either medium and low self-actualization have similar good mathematics achievement. (3) In the conventional learning models and cooperative learning model with NHT type, students who have high, medium and low self-actualization have similar mathematics achievement. While in the RoundTable cooperative learning model, students who have high self-actualization produce better mathematics achievement than students who have medium and low self-actualization while either students who have medium self-actualization or  students who have low self-actualization have similar good mathematics achievement. (4) On students with high levels of self-actualization, the students’ mathematics achievement using RoundTable type of cooperative learning have better students’ mathematics achievement than by using conventional learning models while by using either NHT type of cooperative learning or conventional learning models produce the similar good mathematics achievement. However, the students who have medium and low self-actualization by using conventional learning model, cooperative learning model NHT and RoundTable have similar good mathematics achievement. Keywords: Self-actualization, Cooperative Learning, NHT, RoundTable.
EFEKTIVITAS PENDEKATAN QUANTUM LEARNING DAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI POLA ASUH ORANG TUA SISWA SMP DI KABUPATEN MAGETAN TAHUN AJARAN 2012/2013 Lusiana, Restu
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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Abstract

ABSTRACTThe objectives of the research are to investigate: (1) which learning approach of the quantum learning approach with discussion method, the contextual teaching and learning with discussion method, and the direct learning method results in a better learning achievement; (2) which students of those with authoritarian, democratic and permissive parenting patterns have a better learning achievement; (3) in each approach, which students of those with authoritarian, democratic, and permissive parenting have a better learning achievement; (4) in each type of parenting patterns, which learning approach of the quantum learning approach with discussion method, the contextual teaching and learning with discussion method, and the direct learning method results in a better learning achievement results in a better learning of achievement. This research used the quasi experimental research method with the factorial design of 3x3. The population of the research was the students in Grade VII of State Junior Secondary Schools in Magetan regency in Academic Year 2012/2013. The samples of the research were taken by using the stratified cluster random sampling technique. The data of the research were gathered through documentation method, questionnaire of parenting patterns, and test of learning achievement. The data of the research were analyzed by using unbalanced two-way analysis of variance. The results of the research are as follows. 1) The quantum learning approach results in a better learning achievement than those with the contextual teaching and learning approach or the direct learning approach, but the contextual teaching and learning approach results in a better learning achievement than the direct learning. 2) The students with the authoritarian parenting pattern have the same good learning achievement as those with the democratic parenting pattern or those with the permissive parenting pattern, but the students with the democratic parenting pattern have a better learning achievement than those with the permissive parenting pattern. 3) In each parenting pattern, the quantum learning approach with the discussion method results in a better learning achievement than the contextual teaching and learning with the discussion method or the direct learning method. 4) In each learning approach, the students with the authoritarian parenting pattern have the same good learning achievement in Mathematics as both those with the democratic parenting pattern and those with the permissive parenting one. Yet, the students with the democratic parenting pattern have a better learning achievement in Mathematics than those with the permissive one.Keywords: Quantum learning, contextual teaching and learning, parenting patterns, and learning achievement in Mathematics
EKPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DENGAN METODE PROBLEM SOLVING PADA POKOK BAHASAN PERSAMAAN GARIS LURUS DITINJAU DARI KATEGORI MULTIPLE INTELLIGENCES PESERTA DIDIK KELAS VIII SMP NEGERI DI KABUPATEN KARANGANYAR Fitriawan, Dona
Jurnal Pembelajaran Matematika Vol 1, No 2 (2013): Pembelajaran Matematika
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Abstract: The aims of the research were to determine the effect of learning models onlearning achievement viewed from students’ multiple intelligences. The learning models compared werecooperative learning model Two Stay Two Stray (TSTS) with problem solving method, Two Stay TwoStray (TSTS) and conventional. This research was a quasi-experimental research using 3?3 factorialdesign. The populations of the research were all students of Junior High School (SMP) onKaranganyar Regency. The samples of the research were the eight grade students of SMP Negeri 1Tasikmadu, SMP Negeri 2 Jaten, and SMP Negeri 5 Karanganyar containing 282 students (94students for first experimental class, 93 students for second experimental class, and 95 students forcontrol class). The samples were chosen by using stratified cluster random sampling. In collectingthe data, the instruments used were test and questionnaire. Test was used to get the students’learning achievement data and questionnaire was used to get multiple intelligences data. Thetechnique of analyzing the data was unbalanced two-ways Anova. The result of the research showsthat: (1) TSTS with problem solving method is better than TSTS and conventional in producingthe students’ Mathematics learning achievement, meanwhile TSTS is as good as conventional inproducing students’ Mathematics learning achievement; (2) students having high multipleintelligences are better than those having middle and low multiple intelligences in producing thestudents’ Mathematics learning achievement, meanwhile students having middle multipleintelligences are better than those who have low multiple intelligences in producing Mathematicslearning achievement; (3) (a) the students’ having high multiple intelligences taught by usingTSTS with problem solving method are better than those having middle or low multipleintelligences in producing the students’ Mathematics learning achievement whereas studentshaving middle multiple intelligences have better learning achievement than those who have lowmultiple intelligences; (b) The students’ having high multiple intelligences taught by using TSTSare better than those who have low multiple intelligences in producing the students’ Mathematicslearning achievement but the students having high multiple intelligences taught by using TSTS areas good as those who have middle multiple intelligences; (c) The students taught by usingconventional having high, middle or low multiple intelligences produce same learningachievement; (4) (a) the students having high multiple intelligences taught by using TSTS withproblem solving method are as good as who are taught by using TSTS and conventional inproducing students’ Mathematics learning achievement; (b) the students having middle multipleintelligences taught by using TSTS with problem solving method are better than those who aretaught by using TSTS and conventional in producing students’ mathematics learning achievementbut they are as good as those who are taught by using TSTS whereas the students taught by usingTSTS are as good as those who taught by using conventional; (c) the students having low multipleintelligences taught by using TSTS with problem solving method, TSTS, and conventional havethe same mathematics learning achievement.Keywords : TSTS, problem solving, multiple intelligences
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TEAMS GAMES TOURNAMENT (TGT) DAN TEAM ASSISTED INDIVIDUALIZATION (TAI) PADA MATERI KPK DAN FPB DITINJAU DARI TINGKAT KECERDASAN LOGIKA MATEMATIKA SISWA KELAS V SD NEGERI SE-KECAMATAN PURWODADI TAHUN PELAJARAN 2 W, Kharisma Ardhy; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 1 (2014): Pembelajaran Matematika
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Abstract: The aim of the research was to find out the effect of learning models on mathematics achievement viewed from the student logical-mathematical intelligence in the topic of Smallest Common Multiple (SCM) and Greatest Common Factor (GCF) at fifth grade students of elementary schools in Purwodadi District. The learning models compared Teams Games Tournament (TGT), Team Assisted Individualization (TAI), and direct instruction model. The type of the research was a quasi-experimental research. The population was the students at fifth grade of Elementary School in Purwodadi District on academic year 2013/2014. The size of the samples were 192 students consisted of 87 students in the first experimental group by using cooperative learning model Teams Games Tournament (TGT), 53 students in the second experimental group by using cooperative learning model Team Assisted Individualization (TAI), and 52 students in the control group by using direct instruction model. The instruments used mathematics achievement test and logical-mathematical intelligence test. The data was analyzed using two-way analysis of variance. The conclusions of the research were as follows. (1) TGT model gives mathematics achievement as well as TAI, whereas TGT and TAI model gives better mathematics achievement than the direct instruction model. (2) The high logical-mathematical intelligence students have better mathematics achievement than middle and low logical-mathematical intelligence students and the middle logical-mathematical intelligence students have better mathematics achievement than the low logical-mathematical intelligence students. (3) For all types of logical-mathematical intelligence students, TGT model gives mathematics achievement as well as TAI, whereas TGT and TAI model gives better mathematics achievement than the direct instruction model. (4) For all types of learning model, the high logical-mathematical intelligence students have better mathematics achievement than middle and low logical-mathematical intelligence students and the middle logical-mathematical intelligence students have better mathematics achievement than the low logical-mathematical intelligence students.Key words: Teams Games Tournament (TGT), Team Assisted Individualization (TAI), logical-mathematical intelligence, learning achievement.
EKSPERIMENTASI MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER DAN JIGSAW DENGAN PENDEKATAN KONTEKSTUAL TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KECERDASAN MAJEMUK SISWA SMP NEGERI KOTA MADIUN Retno H, Rosa Rosdiana; Kusmayadi, Tri Atmojo; Suyono, Suyono
Jurnal Pembelajaran Matematika Vol 1, No 5 (2013): Pembelajaran Matematika
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Abstract: This research aims to find out: (1) which one provides better mathematics learning achievement: conventional, Numbered Heads Together, or Jigsaw with contextual approach learning model, (2) which one provides better mathematics learning achievement: the students with linguistic, logical-mathematics, or interpersonal intelligence, (3) in each multiple intelligence, which one provides better mathematics learning achievement: conventional, Numbered Heads Together, or Jigsaw with contextual approach learning model, and in each learning model, which one provides better mathematics learning achievement: the students with linguistic, logical-mathematics, or interpersonal intelligence. This study was a quasi-experimental research with 3x3 factorial design. The population of this research was the seventh-year-students of State Junior High Schools of Madiun Municipality in the school year of 2012/2013 with the students of SMPN 4 Madiun, SMPN 6 Madiun, and SMPN 10 Madiun as the sample. The research instrument used was mathematics learning achievement test and questionnaire of multiple intelligence. The hypothesis test used was unbalanced two way analysis of variances. The test on the hypothesis revealed that: (1) learning model of Jigsaw with contextual approach provided better mathematics learning achievement than conventional and Numbered Heads Together learning model, while learning model of Numbered Heads Together provided better mathematics learning achievement than conventional learning model, (2) there was no difference in mathematics learning achievement between students with linguistic, logical-mathematics and interpersonal intelligence, (3) in each multiple intelligence, learning model of Jigsaw type with contextual approach provided better mathematics learning achievement than conventional and Numbered Heads Together learning model, while learning model of  Numbered Heads Together provided better mathematics learning achievement than conventional learning model, and in each learning model, there was no difference in mathematics learning achievement between students with linguistic, logical-mathematics and interpersonal intelligence. Keywords: Learning Model, Jigsaw, Contextual Approach, Numbered Heads Together, Multiple Intelligence.
ANALISIS PEMBELAJARAN MATEMATIKA PADA SEKOLAH YANG MENERAPKAN PENDEKATAN PMRI DAN SEKOLAH YANG TIDAK MENERAPKAN PENDEKATAN PMRI DI KOTA YOGYAKARTA Negara, Hasan S; Sujadi, Imam; Pangadi, Pangadi
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
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Abstract: The aims of this study were describing the process of mathematics learning and its problem solving for primary III students whom school was applying PMRI approach and non applying PMRI approach. This research was a qualitative case study type. The subject of this study divided into 2, which were: subject for searching information about learning process and subject for searching information about problem solving. Subject in this study were 2 primary teachers, 1 teacher from SD Kanisius Demangan Baru and 1 teacher from SD Muhammadiyah Demangan, another subject were 4 students, 2 students from SD Kanisius Demangan Baru and 2 students from SD Muhammadiyah Demangan. The data was divided into 2, which were learning process data that contain about teacher and student activities in learning and mathematical problem solving data that contain about information problem solving in mathematics. Learning process data was collected from recording transcription result of learning activities toward two observations, while mathematical problem solving data was collected by using the think aloud method. The result revealed that mathematical problem solving abilities in students with high ability type in school PMRI approach better than students in schools that do not implement PMRI approach, but problem solving abilities in students with low ability types in school PMRI approach is not better than students in schools that do not applying the PMRI approach.Key words: Learning process, problem solving, PMRI approac
EKSPERIMENTASI MODEL PEMBELAJARAN THINK PAIR AND SHARE (TPS) DIMODIFIKASI CONTEXTUAL TEACHING AND LEARNING (CTL), THINK PAIR AND SHARE (TPS) DAN KONVENSIONAL PADA BAB BANGUN RUANG SISI DATAR DITINJAU DARI GAYA BELAJAR PESERTA DIDIK Toipur, Toipur; Mardiyana, Mardiyana; Roswitha, Mania
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
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Abstract: The objectives of this research were to investigate: (1) which learning model of the TPS modified with CTL, the TPS, and the conventional learning; (2) which students of those with the visual, auditory, and kinesthetic learning styles have a better learning achievement in Mathematics; (3) in each learning style, which learning model of the TPS modified with CTL, the TPS, and the conventional learning results in a better learning achievement in Mathematics; and (4) in each learning model, which learning style of the visual, auditory, and kinesthetic learning styles results in a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3 x 3. The population of the research was the students of Islamic Junior Secondary Schools in Tulungagung regency. The samples of the research were taken by using the stratified cluster random sampling technique. The samples of the research consisten of 294 students; 95 students belonged to experiment class one, 93 students belonged to experiment class two, and 106 students belonged to control class. The data of the research were gathered through multiple choice test of learning achievement and questionnaire of learning style. The data of the research were analyzed by using the unbalanced two-way analysis of variance. The results of the research are as follows. 1) The students instructed with TPS modified with CTL have the same learning achievement in Mathematics as those instructed with the TPS. Both the TPS modified with CTL and TPS have a better learning achievement than those instructed with the conventional learning. 2) The students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics. 3) In each learning style, the students instructed with TPS modified with CTL have the same learning achievement in Mathematics as those instructed with the TPS. Both the TPS modified with CTL and TPS have a better learning achievement than those instructed with the conventional learning. 4) In each category of the learning models, the students with the visual, auditory, and kinesthetic learning styles have an equal learning achievement in Mathematics.Keywords: Learning style, think pair and share, contextual teaching and learning.
EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION, INKUIRI TERBIMBING DAN KONVENSIONAL PADA MATERI POKOK BANGUN RUANG SISI DATAR DITINJAU DARI KREATIVITAS SISWA SMP NEGERI SE-KABUPATEN BLORA Hanggara, Yudhi
Jurnal Pembelajaran Matematika Vol 1, No 1 (2013): Pembelajaran Matematika
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Abstract: This research aims to find out: (1) which learning model providing better learning achievement, PBI, Guided Inquiry or Conventional learning, (2) which students having better learning achievement, those with high, medium or low creativity, and (3) in each creativity level, which one providing better learning achievement, PBI, Guided Inquiry or Conventional learning model. In each learning model which students having better learning achievement, those with high, medium or low creativity. The population of research was all students of Junior High Schools throughout Blora Regency. The sample was taken using stratified cluster random sampling. The sample of research consisted of 272 students: 92 in the first experiment class, 91 in the second experiment class, and 89 in the third experiment class. The result of research showed that: (1) PBI model provided better learning achievement than the guided inquiry model did, but provided learning achievement equally good to the Conventional learning model did and Conventional learning model provided better learning achievement than the guided inquiry model did; (2) the students with high creativity had learning achievement better than those with both medium and low creativity had, and the students with medium creativity had learning achievement equally good to those with low creativity had. (3) In PBI and guided inquiry learning models, the students with high creativity had learning achievement better than those with low creativity had, the students with high creativity had learning achievement equally good to those with medium creativity had, and the students with medium creativity had learning achievement equally good to those with low creativity had. In conventional learning, the students with high creativity had learning achievement equally good to those with both medium and low creativity. At high and medium creativity level, PBI, Guided Inquiry and Conventional Model provided the equally good learning achievement. Meanwhile, at low creativity level, PBI learning model provided learning achievement equally good to the conventional learning model did, and Conventional learning model provided learning achievement better than the Guided Inquiry learning model did.Keywords: PBI, Guided Inquiry, Conventional, Creativity

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