Siti Komsatun
Prodi Magister Pendidikan Matematika Pascasarjana UNS

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EKSPERIMENTASI MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT DAN NUMBERED HEADS TOGETHERDENGAN PENDEKATAN MATEMATIKA REALISTIK PADA MATERI LUAS PERMUKAAN BANGUN RUANG DITINJAU DARI KEAKTIFAN BELAJAR Komsatun, Siti; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

ABSTRACT: The purpose of this research was to determine the effect of learning models with approach on achievement of mathematics viewed from the student active learning. The learning approach compared were Teams Games Tournament with Realistic Mathematics Education (RME) approach, Numbered Heads Together (NHT) with Realistic Mathematics Education (RME) approach, and direct learning. This research was a quasi-experimental research with 3x3 factorial design. The population was all of the 2nd grade students of junior high school in Klaten regency. Sampling was done by stratified cluster random technique. The instruments used to collect data were the prior mathematics knowledge test, activity learning questionnaire, and achievement of mathematics test. The hypothesis test used unbalanced two way anova. The hypothesis test concluded that (1) students who taught  by TGT learning model with RME approach had the same learning achievement of students who taught NHT models with RME approach, students who taughtby TGT model with RME approach have better achievements mathematics learning than students who taught by direct learning, students who taught by NHT models with RME approach mathematics learning achievement better than students who taught by direct learning (2) based onthe results of unbalanced two way anova in each active category (high, medium, low), haven’t  the same learning achievement if taught TGT-RME learning models, NHT-RME, or directly, but based on the results of post hoc test anova have the same in the academic achievement of each activity category (high, medium, low) if taught TGT-RME learning model, NHT-RME, or directly. (3) based on the results of unbalanced two way anova haven’t the same in mathematics achievement in each category learning model(TGT-RME, NHT-RME, direct), between students with high active, medium, or low. However, based on post hoc anova, in each category learning model (TGT-RME, NHT-RME, right), students with high active, medium, or low have the same of mathematics achievement. Keywords: TGT-RME, RME-NHT, active student learning, mathematics learning achievements
EKSPERIMENTASI MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT DAN NUMBERED HEADS TOGETHERDENGAN PENDEKATAN MATEMATIKA REALISTIK PADA MATERI LUAS PERMUKAAN BANGUN RUANG DITINJAU DARI KEAKTIFAN BELAJAR Komsatun, Siti; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 1, No 7 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACT: The purpose of this research was to determine the effect of learning models with approach on achievement of mathematics viewed from the student active learning. The learning approach compared were Teams Games Tournament with Realistic Mathematics Education (RME) approach, Numbered Heads Together (NHT) with Realistic Mathematics Education (RME) approach, and direct learning. This research was a quasi-experimental research with 3x3 factorial design. The population was all of the 2nd grade students of junior high school in Klaten regency. Sampling was done by stratified cluster random technique. The instruments used to collect data were the prior mathematics knowledge test, activity learning questionnaire, and achievement of mathematics test. The hypothesis test used unbalanced two way anova. The hypothesis test concluded that (1) students who taught  by TGT learning model with RME approach had the same learning achievement of students who taught NHT models with RME approach, students who taughtby TGT model with RME approach have better achievements mathematics learning than students who taught by direct learning, students who taught by NHT models with RME approach mathematics learning achievement better than students who taught by direct learning (2) based onthe results of unbalanced two way anova in each active category (high, medium, low), haven’t  the same learning achievement if taught TGT-RME learning models, NHT-RME, or directly, but based on the results of post hoc test anova have the same in the academic achievement of each activity category (high, medium, low) if taught TGT-RME learning model, NHT-RME, or directly. (3) based on the results of unbalanced two way anova haven’t the same in mathematics achievement in each category learning model(TGT-RME, NHT-RME, direct), between students with high active, medium, or low. However, based on post hoc anova, in each category learning model (TGT-RME, NHT-RME, right), students with high active, medium, or low have the same of mathematics achievement. Keywords: TGT-RME, RME-NHT, active student learning, mathematics learning achievements
PELABELAN TOTAL TAK REGULER PADA GRAF BARBEL Sudibyo, Nugroho Arif; Komsatun, Siti
Journal of Mathematics and Mathematics Education Vol 8, No 1 (2018): JOURNAL OF MATHEMATICS AND MATHEMATICS EDUCATION
Publisher : Universitas Sebelas Maret

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Abstract

Abstract:For example G (V, E) is a simple graph, a graph that do not contain of loops and parallel sides. Labeling of a graph is a mapping (function) that carries elements of a graph into positive or non-negative integers. Labeling power of irregular total point of a graph is a mapping f: VÈE ® {1, 2, 3, ..., k}which is called as labeling k total irregular point (vertex irregular total k-labeling) in G, if the weight of each different point at G is not the same, that is f(x) + ¹ f(u) + for each of the two points x and u that are different in G.Determination of exact value of irregular power of the total point is done by showing the value of lower limit and upper limit, both of them are proved to have equal value. The upper limit is decided by constructing a label, so that the largest label is obtained by minimum way. According to these two steps, a value for irregular power of the total point of a graph is obtained. In this paper, we will investigate irregular total labeling on barbell graph.Keywords:Point Irregular Total Labeling, Barbell.
PELABELAN TOTAL TAK REGULER PADA BEBERAPA GRAF Sudibyo, Nugroho Arif; Komsatun, Siti
Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 10 No 2 (2018): Jurnal Ilmiah Matematika dan Pendidikan Matematika
Publisher : Jurusan Matematika FMIPA Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jmp.2018.10.2.2840

Abstract

For a simple graph G with vertex set V (G) and edge set E(G), a labeling $\Phi:V(G)\cup U(G)\rightarrow\{1,2,...k\}$ is  called  a  vertex  irregular  total  k- labeling of G if for any two diferent vertices x and y, their weights wt(x) and wt(y) are distinct.  The weight wt(x) of a vertex x in G is the sum of its label and the labels of all edges incident with the given vertex x.  The total vertex irregularity strength of G, tvs(G), is the smallest positive integer k for which G has a vertex irregular total k-labeling.  In this paper, we study the total vertex irregularity strength of some class of graph.