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Journal : Journal of Mathematics and Mathematics Education

ANALISIS PROSES PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) MATEMATIKA DENGAN PENDEKATAN ILMIAH (SCIENTIFIC APPROACH ) DI SMA NEGERI 1 JOGOROGO KELAS X TAHUN PELAJARAN 2013 / 2014 KABUPATEN NGAWI Rahmawati, Arum Dwi Rahmawati Dwi; Riyadi, Riyadi; Subanti, Sri
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

Abstract: The purpose of this research was to describe the planning, implementation process of learning undertaken by teachers of mathematics and constraints experienced during the process of mathematical problem-based learning with a scientific approach in class X SMAN 1 Jogorogo. This research was a qualitative study. These subject are taken using purposive sampling. The subjects of this study were the teacher math in class X. Data collection techniques in this study were documentation, interviews and observations. Techniques to validate that the data source triangulation and triangulation time. The data analysis technique used was the concept of Miles and Huberman consists of data reduction, data display, and conclusion. The results showed that the planning process of mathematical problem-based learning with a scientific approach was not maximal yet, seen in the preparation of lesson plans which teachers only see examples of other schools and only see a reference to the syllabus. Implementation of the learning process is done the math teacher in class X SMAN 1 Jogorogo was not maximal yet. Visible in the indicator 5M on core activities are observing, asking, gather information, and communicate their associates have not done all. In observing the activities of students had no difficulty, however, go into the next phase indicator and students are still difficulties in doing so. In the event of  problem making students ask questions, lack of motivation and imagination. Collect information on the activities of students also have difficulty in learning resources are used only for math books grade students associate X. At this stage also looks still difficulty in processing information, although sometimes the teacher has given direction that the students tried to process the information that has been obtained. At that last stage  quite well in communicating the results, good enough student responses revealed the results even though the teacher had to call one of the students without first. Overcoming the problems found in the process of mathematical problem-based learning with a scientific approach to teacher always gives motivation at any stage of learning and trying to develop a problem-based learning with a scientific approach. Keywords: PBL, Scientific Approach
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN TEKNIK KANCING GEMERINCING PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VIII SMP NEGERI SE-KABUPATEN WONOGIRI 2013/2014 Swastika, Annisa; Mardiyana, Mardiyana; Subanti, Sri
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

Abstract: The aim of this research was to reveal the effect of TGT cooperative learning model with talking chips technique, TGT cooperative learning model, and direct learning model to the mathematics achievement in polyhedron subject viewed from mathematics communication ability. The type of this research was a quasi-experimental by 3x3 factorial design. The population was the eighth grade of Junior High School students at Wonogiri regency on academic year 2013/2014. The sample was taken by using stratified cluster random sampling technique. The instruments used for collecting data were mathematics achievement test and mathematics communication ability test. Analysis of the data used was unbalanced two-way analysis of variance. The conclusion of this research shows that TGT cooperative learning model with talking chips technique gives the same achievement as TGT cooperative learning model, but gives better achievement than direct instruction model, and TGT cooperative learning model gives better achievement than direct instruction model. It shows the same result in each categories of mathematics communication ability. Another conclusion shows that students with high mathematics communication ability have the same achievement as students with middle mathematics communication ability but they have better achievement than students with low mathematics communication ability, and students with middle mathematics communication ability have better achievement than students with low mathematics communication ability. It shows the same result in each learning model.Key words: TGT, Talking Chips, and mathematics communication ability
EKSPERIMENTASI MODEL PEMBELAJARAN THINK-PAIR-SHARE (TPS), THINK-TALK-WRITE (TTW) DAN TWO STAY-STRAY (TSTS) PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI SELF-EFFICACY Viqriah, Khafittulloh; Budiyono, Budiyono; Subanti, Sri
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

Abstract: The aims of this research was to determine the effect of learning models on mathematics achievements and learning interest viewed from students self-efficacy. The learning model compared were TPS, TTW, and TSTS. The type of the research was a quasi-experimental research. The population were all of the students in grade 8th of Junior High School in Sleman regency. Sampling was done by stratified cluster random sampling. The samples were students of SMPN 1 Kalasan, SMPN 4 Kalasan, and SMPN 2 Ngemplak. The instruments used were mathematics achievement tests and self-efficacy questionnaire. The data was analyzed by using unbalanced two-ways Anova. The conclusions were as follows. (1) TPS gives better mathematics achievement than TTW, and both gives better mathematics achievement than TSTS. (2) Students who have high and medium self-efficacy have the same mathematics achievement, students who have medium and low self-efficacy have the same mathematics achievement, students who have high self-efficacy was better than students who have low self-efficacy. (3) For TPS and TTW, students who have high, medium, and low self-efficacy have the same mathematics achievement. For TSTS, students who have high and medium self-efficacy have the same mathematics achievement, students who have medium and low self-efficacy have the same mathematics achievement, students who have high self-efficacy was better than students who have low self-efficacy. (4) For students who have high and medium self-efficacy, TPS,TTW, and  TSTS gives the same mathematics achievement. For students who have low self-efficacy, TPS and  TTW gives the same mathematics achievement, TPS gives better mathematics achievement than TSTS, and TTW gives better mathematics achievement than TSTS .Keywords: Think-Pair-Share (TPS), Think-Talk-Write (TTW), Two Stay-Two Stray (TSTS), self-efficacy
EKSPERIMENTASI MODEL PEMBELAJARAN INQUIRY LEARNING DAN DISCOVERY LEARNING TERHADAP PRESTASI BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN SPASIAL SISWA KELAS VIII SMP NEGERI SE-KOTA SURAKARTA Aziz, Abdul; Budiyono, Budiyono; Subanti, Sri
Journal of Mathematics and Mathematics Education Vol 5, No 1 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

 Abstract: The purpose of this research was to know the effect of the learning models on the learning achievement and mathematics communication ability viewed from the spatial quotient. The learning models compared were Inquiry learning, Discovery learning and Classical model. The type of this study was a quasi-experimental study with a 3 x 3 factorial design. The study population was all grade VIII students of Junior High School in Solo city. Sample was collected by stratified cluster random sampling and consisted of 260 students which where divided into three groups,  86 students in Experimental Group 1, 86 students in Experimental Group 2, and 88 students in Control Group . The instruments of the research include mathematics achievement test, mathematics communication ability test and spatial intelligence test. The technique of analyzing data used the two-way multivariate analysis of variance with unbalanced cell. The results of this research could be concluded as follows ,  (1) Inquiry Learning and Discovery Learning have better learning achievement and mathematics communication ability aspects than the Classical learning, Besides that, Inquiry Learning and Discovery Learning  have the same learning achievement and mathematics communication ability; (2) The students with high spatial intelligence have the same learning achievement and mathematics communication ability as middle spatial intelligence. In addition, students who have high and middle spatial intelligence have better learning achievement and mathematics communication ability than students who have low spatial intelligence.; (3) In each learning model, the students with high and middle spatial intelligence have better learning achievement and mathematics communication ability than students who have low spatial intelligence, and the students with high and middle spatial intelligence have the same learning achievement and mathematics communication ability; (4) In each of the spatial intelligence, the cooperative learning model of Inquiry Learning and Discovery Learning give a better learning achievement and mathematics communication ability than the Classical model, and the cooperative learning model of Inquiry Learning and Discovery Learning give the same learning achievement and mathematics communication ability.Keywords: Inquiry Learning, Discovery Learning, Spatial Quotient, Learning Achievement, Mathematics Communication Ability.
Co-Authors Abdul Aziz Abdul Aziz Hidayat Achmad Nurrofiq Aflich Yusnita Fitrianna Agus Supriyanto Amalia Zulvia Widyaningrum Annisa Swastika, Annisa Anwar Ardani, Anwar Arif Rahman Hakim Arifa Apriliana, Arifa Ariska Yuliana Putri Arum Dwi Rahmawati Dwi Rahmawati, Arum Dwi Rahmawati Dwi Arum Dwi Rahmawati, Arum Dwi Brilliyanti, Fanny Budi Santosa Budi Usodo Budiyono Budiyono Danar Supriadi Desi Tri Utami, Desi Tri Dwi Ambarwati, Dwi Dwi Retnowati Endang Widiyastuti Etika, Erdyna Dwi Exacta, Annisa Prima Fitri Apriyani Pratiwi, Fitri Apriyani Fitri Era Sugesti, Fitri Era Fitriana Anggar Kusuma Giant Aprisetyani Imam Sujadi Intan Novia Sari Karina Pramitasari, Karina Katherine Her Pratiwi Khafittulloh Viqriah, Khafittulloh Lina Muawanah, Lina Mahmudah Titi Muanifah Mahmudati, Rina Maratu Shalikhah, Maratu Mardiyana Mardiyana Mika Ambarawati, Mika Mulyadi Mulyadi Nopiana, Medi Nor Khoiriyah Purna Bayu Nugroho Putra Adi Wibowo Rahmita Ika Sari Raodatul Jannah Rara Sugiarti Ratih Kusumaningrum Reka Pramukti, Reka Retno Anggraheni Ria Wahyu Wijayanti, Ria Wahyu Riyadi Riyadi Riyanto, Nandyar Fisthi Sandhy Prasetyo Tito Kurniawan, Sandhy Prasetyo Satrio Wicaksono Sudarman Savitri, Maria Endah Septiana Wijayanti Sri Adiningsih Suryatama, Fajar Titik Yuniarti Umi Fadlilah, Umi Umi Supraptinah, Umi Veronica Sri Wigiyanti Very Hendra Saputra Wahyuni, Fina Tri Wahyuningtyas, Widyana Wardani, Endang Purwati Wihasti Imas Priyandani, Wihasti Imas Yadi Ardiawan Yusnita Rahmawati Zainal Arifin Zuhanisani, Virlina Zuhdha Basofi Nugroho, Zuhdha Basofi