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Journal : Jurnal Pembelajaran Matematika

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF THINK PAIR SHARE DAN TEAM ASSISTED INDIVIDUALIZATION PADA MATERI TRIGONOMETRI DITINJAU DARI MINAT BELAJAR MATEMATIKA SISWA SMK DI KABUPATEN PONOROGO TAHUN PELAJARAN 2011/2012 Budiastuti, Siti Amirah; Mardiyana, Mardiyana; Triyanto, Triyanto
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objectives of this research are to investigate: (1) wich learning model of Think Pair Share (TPS), Team Assisted Individualization (TAI), or conventional learning model results in a better learning achievement in Mathematics, (2) which learning interest of the high learning interest, the moderate learning interest, and the low learning interest results in a better learning achievement in Mathematics,(3) in the students with the high, moderate, and low learning interests, wich learning model of Think Pair Share (TPS), Team Assisted Individualization (TAI), and conventional learning model results in a better learning achievement in Mathematics. This research used the quasi experimental research method with the factorial design of 3x3. The population of the research were the students of Vocational High School (SMK) in Ponorogo regency on Academic Year 2011/2012. The samples of the research were taken by using the stratified cluster random sampling technique. It was conducted at SMK 1 of Ponorogo, SMK Bakti of Ponorogo, and SMK Sore 1 of Ponorogo. The samples included two experimental classes and one control class of each of the schools. The size of the sample was 275 students consisted of 84 students in the first experimental class, 105 sudents in the second experimental class and 86 students in control class. The data of the research were gathered through mathematics achievement tes and quetionary of learning interest. The data was analyzed by using two-way analysis of variance with.The results of the reseach are as follows: (1) both TPS and TAI result in the same good learning achievement in Mathematics, and result in a better learning achievement than the conventional one does; (2) the students with the higher learning interest have a better learning achievement in Mathematics than those with the moderate learning interest and the low learning interest, but the students with the moderat learning interest have the same learning achievement in Mathematics those with the low learning interest; (3) in the students with the high, moderat, and low learning interest, both TPS and TAI result in the same good learning achievement in Mathematics, and result in a better learning achievement than the conventional one does.Key words: Think Pair Share, Team Assisted Individualization, Conventional, Learning Interest
EKSPERIMENTASI PEMBELAJARAN STAD DENGAN MEDIA POWER POINT DAN MODEL BANGUN RUANG MATERI BANGUN RUANG SISI LENGKUNG DITINJAU DARI GAYA BELAJAR Mardi, Mardi; Mardiyana, Mardiyana; Triyanto, Triyanto
Jurnal Pembelajaran Matematika Vol 1, No 4 (2013): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objective of this research are to investigate: (1) which one that is more effective in teaching geometry, the STAD type of cooperative learning model with Power Point media or that with Geometrical Model media or that with Conventional media, (2) which learning style results in a better learning achievement and (3) which media used in the STAD learning model results in a better learning achievement in each learning style of the students.This research used the quasi-experimental method. The population of this research was the 9th-grade students of the state junior secondary schools in Ngawi regency in the academic year of 2012/2013. The samples of this research consisted of 250 students who were divided into 85 students of the first experiment class, 83 students of the second experiment class, and 82 students of the control class. The samples were taken by using stratified cluster random sampling. The data of this research were gathered through documentation, test, and questionnaire. The hypothesis of this research were tested by using unbalanced Two-way Analysis of Variance. Conclusions drawn are as follows: (1) the STAD learning model with the Power Point media is better than the STAD learning models with the Geometrical Model and the Conventional media whereas the STAD learning model with the Geometrical Model media is equal to the STAD learning model with the Conventional media; (2) the students with the kinesthetic learning style have a better learning achievement than those with the visual and auditory learning styles whereas the students with the visual learning style have an equal learning achievement to those with the auditory learning style; (3) the STAD learning model with the Power Point media results in a better learning achievement than that with the Conventional media whereas the STAD learning model with the Power Point media results in an equal learning achievement to that with the Geometrical Model media and the STAD learning model with the Power Point media results in an equal learning achievement to that with the Conventional media in the visual learning style; (4) the STAD learning model with the all of the three types of media results in an equal learning achievement in the auditory learning style; and (5) the STAD learning model with the Geometrical Model media results in a better learning achievement than that with the Conventional media whereas the STAD learning model with the Power Point media results in an equal learning achievement to that with the Geometrical Model media and the STAD learning model with the Power Point media results in an equal learning achievement to that with the Conventional media in the kinesthetic learning style.Keywords: STAD, Power Point media, Geometrical Model media and learning style.
EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL THINK TALK WRITE (TTW) DAN MISSOURI MATHEMATICS PROJECT (MMP) DITINJAU DARI GAYA BELAJAR SISWA KELAS VII SMP NEGERI DI KABUPATEN PACITAN TAHUN AJARAN 2012/2013 Sutarman, Sutarman; Mardiyana, Mardiyana; Triyanto, Triyanto
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: The objectives of the research were to find out: (1) which one was improving better the students mathematics learning achievement, Think-Talk-Write (TTW) or Missouri Mathematics Project (MMP) and Conventional Learning model, (2) which one was providing better to mathematics learning achievement, the students who used visual, auditory, or kinesthetic learning style (3) who the students were provided to be better in mathematics learning achievement by applied the TTW, MMP, and Conventional model on each learning style. The research method used was a quasi-experimental research with 3x3 factorial design. The population of the research were the students of junior high schools in Pacitan regency in the school in year of 2012/2013. The sampling technique used was stratified cluster random sampling. The were 275 students who were divided into three groups. The groups devided into the experiment I, experiment II, and control class. Experiment I was consisted of 92 students, experiment II was consisted of 92 students, and control class was consisted of 91 students. The instruments used to collect the data were the students learning styles questionnaire, the students achievement in mathematics and documentation. The technique of data used was an unbalanced two ways analysis of variance. The results of the reseach were as follows: (1) the mathematics learning achievement to the students who were given the TTW learning model were as same as to the students were given the MMP learning model, but they were better than the students, learning achievement who were taught by the conventional learning model, The students learning achievement in the MMP learning model were as same as to the students learning achievement in the conventional learning model. (2) the mathematics learning achievement of the students by visual learning style were better than the students learning achievment by auditory or kinesthetic learning style, while the students by auditory learning style had their learning achievement as same as with the students by kinesthetic learning style. (3) the mathematics learning achievement to the students on each learning style, students were given the TTW learning model had shown the same learning achievement to students were given the MMP learning model, but they were better achievements when compared with student who were taught the conventional learning model, while the students who were given the MMP learning model has achievement as well as student who were given the conventional learning model.Keywords:     TTW learning model, MMP learning model, conventional learning model, learning style, mathematics learning achievement.
ANALISIS BERPIKIR KRITIS SISWA DALAM PEMECAHAN MASALAH MATEMATIKA BERDASARKAN POLYA PADA POKOK BAHASAN PERSAMAAN KUADRAT (Penelitian pada Siswa Kelas X SMK Muhammadiyah 1 Sragen Tahun Pelajaran 2013/2014) Fatmawati, Harlinda; Mardiyana, Mardiyana; Triyanto, Triyanto
Jurnal Pembelajaran Matematika Vol 2, No 9 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract : This research aims were to describe: (1) students’ level of critical thinking, (2) students’ process of critical thinking in problem solving based on Polya, (3) factors influencing students’ process of critical thinking. This was a descriptive qualitative research. Subject of the research was students grade X AP 1 of SMK Muhammadiyah 1 Sragen consisting of four students. Subject was selected using purposive sampling. Instrument of collecting data were observation, problem solving test and interview. Validity of the data was tested using triangulation method. The data were analyzed by: (1) classifying the data in level of critical thinking based on indicators of critical thinking stated by Ennis; (2) analyzing each critical thinking level based on four steps of Polya’s problem solving; (3) analyzing factors influencing students’ process of critical thinking. From the research on 36 students, the results of students’ level of critical thinking are 19.4% for critical thinking level 0, 72.2% for critical thinking level 1, 5.6% for critical thinking level 2 and 2.8% for critical thinking level 3. Students’ process of critical thinking in (a) understanding problems, critical thinking level 0 was not able to construct point of the problems and reveal the facts, critical thinking level 1, 2, and 3 were able to construct point of the problems and reveal the facts; (b) making a plan, critical thinking level 0 was not able to detect the bias and determine theorem in solving problems, critical thinking level 1 was not able to detect the bias but was able to theorem in solving problems, critical thinking level 2 and 3 were able to detect the bias and determine theorem in solving problems; (c) carrying out the plan, critical thinking level 0 was not able to solve problems as the planning, critical thinking level 1, 2 and 3 were able to solve problems as the planning; (d) looking back the completed solution, critical thinking level 0 and 1 were not able to select logical argument and to draw conclusion, however, critical thinking level 1 was able to solve the problems using another method, critical thinking level 2 was not quite able to select logical argument and to draw conclusion, but it was able to solve the problems using another method, and critical thinking level 3 was able to select logical argument, to draw conclusion and to solve the problems using another method. Factors influencing students’ process of critical thinking are students were not accustomed to solve story problems so that they were not able to understand the problems, students found it difficult to construct Mathematics model, and students were accustomed to solve questions using only one method.Key words: Critical thinking, Polya’s problem solving, Process of critical thinking, Level of critical thinking.
PENDEKATAN DAN PENILAIAN PEMBELAJARAN PADA KURIKULUM 2013 REVISI 2017 YANG MENDUKUNG PENINGKATAN KEMAMPUAN KONEKSI MATEMATIS SISWA Jingga, Anisa Astra; Mardiyana, Mardiyana; Triyanto, Triyanto
Jurnal Pembelajaran Matematika Vol 5, No 3 (2018): Jurnal Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: Mathematical connection ability is an ability that becomes the goal of mathematics learning. The importance of mathematical connection ability for students requires teachers to carry out mathematical connection ability in learning and it should be in accordance with the applicable curriculum. The fundamental difference between curriculum 2013 and the previous curriculum lies in the learning approach and learning assessment. This is a library research which combines all relevant books, journals, and other libraries as data sources. The purpose of this study is to find out how 2013 curriculum supports the improvement of students' mathematical connection ability. The scientific approach contains observing and gathering information activities. The RME approach contains the implementation of characters, such as the real world context, models, production, students? construction, interaction, and interrelatedness. The CTL approach contains components in the form of making meaningful connection and doing significant work. AfL consists of feedback activities. AaL contains self-analysis, self-reference, self-evaluation, self-correction performed by students in the learning process, and other metacognitive strategies. These things facilitate students and teachers to develop mathematical connection ability.Keywords: AaL, AfL, Mathematical Connection, Approach.
Co-Authors A. Isnansetyo, A. A.E.T.H. Wahyuni Abdul Muthalib Abidin Abidin Adelina, Nina Affan, Faiz Afi Tarmiawati Agus Cahyono Agus Nursalim, Agus Agustiar, Devie Ahmad, Hariyatunnisa ALIM ISNANSETYO Ambariyanto , Andriansyah, Rico Andrianus Andrianus, Andrianus Andriyani, Fanata Anik Rahmawati, Anik Anshor, Arrini Shabrina Anung Pujiyanto Ardiyawan, Ardiyawan Ariana, Yudi Arief Taslihan Arief, Ahmad Fikri Arisianto, Arisianto Astri Charolina Ayu Agustya, Kembang Azmi, Ulya Zakaria Bambang Sukamto Basri, Novysa Basuki, Umar Beniarso, Mundin Cahyana Amiruddin Ciswiyati, Dwi Endah Darfioes Basir Daya Agung Sarwono Deny Sapto Chondro Utomo Desrina Desrina Desty Ratna Permatasari, Desty Ratna Dian Indriani Dimas A. Pamungkas Dini Siswani Mulia Dini, Tria Ayu Diniarti, Eka Drajad Sarwo Seto, Drajad Sarwo Duranta D. Kembaren, Duranta D. Dwiningtyas, Ratih Dyah Indriyani, Putri Edi Irawan Effida, Dara Quthni Eko Budiyanto, Ari Eko Budiyanto Ari Eko Sugiarto, Eko Endang Sarmini Enny Lestari Erik, Mohamad Erna Yuliandari Erni Martani Ervia Yudiati FAJAR SETIAWAN Fasdian, Frinda Fatimah Azzahrah Fatmawati, Harlinda Fauziyah, Fuzi Afiza Finny Fitry Yani Fitri Wijayanti Fitriani Fitriani Gunadi Gunadi H. Syakuri, H. Habib Adjie Hadi, Muhammad Tesar Hambali Hambali Hariswari, Kadek Paramitha Hartono Hartono Herimanto Herimanto Herlina Herlina Hidayati, Rahma Hotnida Junita Situmeang Ibnan Syarif, Muh. Imamudin, Kurniasih Imamudin, Kurniasih INDAH ISTIQOMAH Irfan D. Prijambada Islami, Hidayatul Islami, Hidayatul Istanto, Riza Iswidiarti, Sri Iwan Pranoto JAKA WIDADA Jazuli, Jazuli Jingga, Anisa Astra Juraida, Irma K. H. Nitimulyo, K. H. Kadarisman Kadarisman Kamiso H. N., Kamiso H. KAMISO HANDOYO NITIMULYO Kartikasari, Aprilia KH, Abdul Aziz Kundharu Saddhono Kuntoro, Adi Kurniasih Kurniasih LANGKAH SEMBIRING Lantip Diat Prasojo Lelana, Dewi Barata Siswa Lestari, Fajar Sumi Lestari, Yeni Sri Lestari, yeni Sri Lili Sholichah, Lili Ma'sum, Aziz Malarsih Malarsih, Malarsih Manik, Astri Marita Mardi Mardi Mardiyana Mardiyana Maria Ulfahmi, Cut Gesti Mariana, Zulfa masmidar, masmidar Mayang Pitaloka Muh. Ibnan Syarif, Muh. Ibnan Muhamad Aris Widodo Muhammad Murdjani Muhammad Zaini Muhammad Zainuddin Muhammmad Murdjani, Muhammmad Mujiyono Mujiyono Murti, Fahriza Murtiyoso, Onang Murwantoko Murwantoko Musa Pelu Namastra Probosunu Nellis Mardhiah, Nellis Nina Yuliana Ningsih, Maya Nirmalasari Idha Wijaya Nisya, Hima Choirun Noer Kasanah, Noer Noviyanti, Evih Nur Fadhilah Nur Rokhmat Nursyirwani Nursyirwani Pangesti Aprilia, Dwi Pratiwinindya, Ratih Ayu Prayogo, Sugeng Prayogo, Sugeng Purwanto Purwanto Putri Puspitasari R Sudradjat, R Rachmansyah Rachmansyah Raden Bagus Sugio Sumanta Rahmawati, Dwi Tyas Ratna Puspita, Ratna Retno Widaningroem Ria Azizah Tri Nuraini Rima Vien Permata Hartanto Rini Pramesti Risca Damayanti, Risca Risnawati, Ririn Riyadi Riyadi Rohendi Rohidi, Tjetjep Rohendi Rohidi, Tjetjep Rukayah Rukayah Rumi, Jalaluddin Sabillah, Masayu Selly Safia, Rina Anggraeni Sahli, Zamahsjari Salu, Vega Ricky SANTI NURBAITI Sari Rudiyati Sebastian Margino Senny Helmiati Sesung, Rusdiyanto Setiawan, Feri Setyaningrum, Heny Setyaningrum, Ikha Sulis Setyobudi Setyobudi Shanie, Arsan Shatrie, Dikry N Shatrie, Dikry N Shatrie, Dikry Novel Siahaan, Vitta Diana Siti Aisyah Siti Amirah Budiastuti Sri Hartati Sri Iswidayanti Sri Iswidayati Sri Lestari, Yeni Sri Rejeki Sriyono Sriyono Subagiyo Subagiyo Suharno Suharno Suherman Suherman Sumarwati Sumarwati Sumaryanto Florentinus, Totok Sunarhadijoso Soenarjo Sunarto Sunarto Suparti Suparti Suryanti Retna Sari, Dyah Sutarman Sutarman Sutrisno sutrisno Syafii Syafii syakir syakir Syarif, Muh Ibnan Tarsim Tarsim Tjetjep Rohendi Rohidi, Tjetjep Rohendi Totok Sumaryanto Florentinus, Totok Sumaryanto Totok Sumaryanto, Totok Triani Widyaningrum Udi Utomo Ulfah, Zulfia Umi Nur Sholikhah Utomo, Kasmidjo Budi Vitus Dwi Yunianto B.I., Vitus Dwi W. Asmara Wadiyo Wadiyo, Wadiyo Wahyuni, Arin Wardani, Anestia Widya Widaningtyas H, Adoniati Meyria Widya Noventari, Widya Wijaya, Dhimayu Ichtiara Wijaya, Mas Benny Wilis Ari Ari Setyati1,2, Wilis Ari Wilis Ari Setyati Windi Amelia, Windi Wira Rahman Wira Y. Rahman Wisnu Nurcahyo Wulandari, Tita Yana, Rahma Husna Yana, Rahmah Husna Yatman, Teguh Mulyanto Yosita, Riesa Yudha Trinoegraha Adiputra Yulaida, Ita Yulius Docang Casessar Yuniarti, Ivana Yustiningrum, Giantari Ega