scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PROBLEM POSING PADA POKOK BAHASAN PELUANG DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS XI SMK DI KABUPATEN BOYOLALI TAHUN AJARAN 2013/2014

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Hidayat Bahktiar ◽  
Budi Usodo ◽  
Riyadi Riyadi
Keyword(s):  
Mathematics Achievement ◽  
Experimental Research ◽  
Random Sampling ◽  
Group Technology ◽  
Mathematics Learning ◽  
Learning Model ◽  
Problem Posing ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
Cluster Random Sampling

<p><strong>Abstract:</strong> This research aimed to find out: (1) which one gives better in mathematics learning achievement, learning model of Think Pair Share (TPS) with Problem Posing, Think Pair Share (TPS) or conventional, (2) which one have better in mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (3) in each learning model, which one have better mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (4) in each student’s level of Adversity Quotient which one gives better in mathematics learning achievement, learning model of TPS with Problem Posing, TPS or conventional. This research was a quasi-experimental research with 3 x 3 factorial design. The population of the research was all students class XI majors group technology, health and agriculture of SMK in Boyolali. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the documentation of mathematics achievement, questionnaire of Adversity Quotient and test of mathematics achievement. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed as follows: (1) learning model of TPS with Problem Posing provided better learning achievement than model of TPS and conventional, learning model of TPS provided better learning achievement than conventional, (2) the students having climbers and campers had same achievement, and the students having climbers and campers had better  achievement than those having quitters, (3) in each learning model, the students having climbers and campers had the same achievement, and the students having climbers and campers had better achievement than those having quitters, (4) in each Adversity Quotient, learning model of TPS with Problem Posing provided better learning achievement than TPS and conventional, learning model of TPS provided better learning achievement than conventional.</p><p><strong>Key words: </strong>Think Pair Share (TPS), Problem Posing, and Adversity Quotient (AQ)</p>

scholarly journals EKSPERIMENTASI METODE CERAMAH DAN DISKUSI PADA MATA KULIAH MATEMATIKA EKONOMI DITINJAU DARI JENIS KELAMIN MAHASISWA

2017 ◽  
Vol 7 (1:) ◽  
pp. 27-31
Author(s):  
Utin Desy Susiaty ◽  
Dwi Oktaviana
Keyword(s):  
Mathematics Achievement ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Female Students ◽  
Learning Method ◽  
Learning Achievement ◽  
Achievement Data ◽  
Quasi Experimental ◽  
Cluster Random Sampling

Abstrak Tujuan penelitian ini untuk mengetahui: (1) manakah yang memberikan prestasi belajar yang lebih baik, metode ceramah atau metode diskusi; (2) manakah yang memiliki prestasi belajar yang lebih baik, mahasiswa laki-laki atau perempuan; (3) pada masing-masing model pembelajaran, manakah yang mempunyai prestasi belajar yang lebih baik, mahasiswa laki-laki atau perempuan; (4) pada masing-masing jenis kelamin, manakah yang memberikan prestasi yang lebih baik, metode ceramah atau metode diskusi. Penelitian ini merupakan penelitian eksperimental semu dengan populasi seluruh mahasiswa semester 5 di kelas pagi Program Studi Pendidikan Matematika IKIP-PGRI Pontianak. Pengambilan sampel dilakukan dengan teknik stratified cluster random sampling. Sampel dalam penelitian ini sebanyak 68 mahasiswa. Teknik pengumpulan data meliputi metode dokumentasi untuk mendapatkan nilai MID mata kuliah Matematika Ekonomi tahun akademik 2015/2016 sebagai data kemampuan awal dan nilai UAS mata kuliah Matematika Ekonomi untuk data prestasi belajar matematika mahasiswa. Uji hipotesis penelitian menggunakan analisis variansi dua jalan dengan sel tak sama. Berdasarkan hasil penelitian dapat disimpulkan sebagai berikut. (1) Pembelajaran matematika ekonomi menggunakan metode ceramah menghasilkan prestasi belajar matematika yang sama dengan metode diskusi. (2) Mahasiswa laki-laki maupun perempuan memiliki prestasi belajar matematika yang sama. (3) Pada masing-masing metode pembelajaran, mahasiswa laki-laki maupun perempuan memiliki prestasi belajar matematika yang sama. (4) Pada masing-masing jenis kelamin, pembelajaran matematika ekonomi menggunakan metode ceramah dan metode diskusi menghasilkan prestasi belajar matematika yang sama. Kata kunci: metode ceramah, metode diskusi, jenis kelamin Abstract The aims of this study were to investigate: (1) which learning method produces student’s better mathematics learning achievement, speech method or discussion method; (2) which student’s have better mathematics learning achievement, male or female; (3) viewed from learning methods, which student’s have better mathematics learning achievement, male or female; (4) viewed from gender, which learning method produces better mathematics learning achievement, speech method or discussion method. This research used quasi experimental method with its population included all of students of 5th semester in morning class Program Study of Mathematics Education IKIP-PGRI Pontianak. Sampling was done by stratified cluster random sampling technique. The size of the sample was 68 students. The data collection technique was include the documentation method to get the 2015/2016 MID Test of Economy Mathematics subject for initial capability data before the experiment and Final test of Economy Mathematics subject for mathematics student’s achievement data. The data was analyzed using analysis of variance. Based on these results it can be concluded as follows. (1) Economy mathematics learning using speech method produced the same mathematics achievement as using discussion method. (2) For male or female students have the same mathematics achievement. (3) Viewed from learning method, male or female students have the same mathematics achievement. (4) Viewed from gender, economy mathematics learning using speech method and discussion method have the same mathematics achievement. Keywords: speech method, discussion method, gender

scholarly journals The Effect of Teams Games Tournament (TGT) and Team Assisted Individualization (TAI) Learning Models on The Mains of Discussion Reviewed From Student's Learning Creativity

2020 ◽  
Vol 10 (1) ◽  
pp. 40
Author(s):  
Iwan Kurnianto ◽  
Budi Usodo ◽  
Sri Subanti
Keyword(s):  
Learning Outcomes ◽  
Experimental Research ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Models ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
Academic Year ◽  
Cluster Random Sampling

<div class="WordSection1"><p class="BodyAbstract">This study aims to determine: which ones provide better Mathematics learning outcomes; which students have better Mathematics learning achievement, students with high, medium or low creativity; for each creativity level that gives better Mathematics learning outcomes; for each mathematics learning model that has better mathematics learning achievement in students of high, medium, or low creativity on Numbers material for learning TGT, TAI. This type of research is a quasi-experimental research with a 3 x 3 factorial design. The population in this study were all students of grade VII SMP in Kudus Regency 2015/2016 academic year. The research sample was taken using stratified cluster random sampling technique. The samples of this study were students of class VII SMP Negeri 1 Mejobo, SMP Negeri 1 Bae, and SMP Negeri 3 Bae. The results obtained, TGT provides better mathematics learning achievement than TAI. students with high and moderate creativity have the same mathematics learning achievement. students with TGT have better mathematics learning achievement than TAI students. students with high and moderate creativity have the same mathematics learning achievement.</p></div><p class="BodyAbstract"> </p>

scholarly journals PERBEDAAN PRESTASI BELAJAR MATEMATIKA SISWA DITINJAU DARI GAYA BELAJAR DAN MODEL PEMBELAJARAN

2016 ◽  
Vol 4 (1) ◽  
pp. 12 ◽  
Author(s):  
Alimah Amin ◽  
Siti Partini Suardiman
Keyword(s):  
Mathematics Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Achievement ◽  
One Way Anova ◽  
Cluster Random Sampling ◽  
Class E

<p class="E-JOURNALTitle">Penelitian ini bertujuan untuk: (1) mengetahui perbedaan prestasi belajar matematika siswa antara siswa dengan gaya belajar auditorial, visual, dan kinestetik, dan siswa yang memperoleh pembelajaran TGT dan NHT, (2) mengetahui mana yang lebih baik prestasi belajar matematika siswa dengan menggunakan TGT atau NHT.Sampel dari enam Sekolah Dasar (SD) yang terdiri atas kelas IV sebanyak 92 siswa ditentukan dengan <em>cluster random sampling</em>. Pengumpulan dara dilakukan dengan menggunakan angket gaya belajar dan tes prestasi belajar. Teknik analisis data yang digunakan adalah statistik deskriptif, <em>one way anova,</em> <em>uji independent t test.</em>Hasil penelitian ini menunjukkan bahwa: (1) tidak terdapat perbedaan prestasi belajar matematika antara siswa dengan gaya belajar auditorial, visual, dan kinestetik pada pembelajaran TGT dan NHT, serta ada perbedaan prestasi belajar matematika siswa antara siswa yang memperoleh pembelajaran TGT dan siswa yang memperoleh pembelajaran NHT, (2) prestasi belajar matematika dengan model pembelajaran TGT lebih baik dari pada model pembelajaran NHT. Siswa SD masih senang bermain, sehingga tidak dominan dengan satu gaya belajar. Pembelajaran TGT bisa meningkatkan prestasi belajar matematika siswa karena siswa dituntut lebih aktif mulai dari diskusi sampai turnamen.</p><p class="E-JOURNALAbstrakKeywords"><strong>Kata kunci:</strong> prestasi belajar, gaya belajar, TGT, NHT</p><p class="E-JOURNALTitleEnglish"> </p><p class="E-JOURNALTitleEnglish"><strong>THE DIFFERENCES IN MATHEMATICS LEARNING ACHIEVEMENT SEEN FROM LEARNING STYLES AND LEARNING MODEL</strong></p><p class="E-JOURNALTitleEnglish"><strong><em>Abstract</em></strong></p><p class="E-JOURNALAbstractBodyEnglish">This study aims to: (1) know the difference between mathematics learning achievement of students with auditory, visual, and kinesthetic learning styles and receiving TGT and NHT learning (2) know which one has higher mathematics achievement between students who is TGT or NHT.92 students of grade IV from 6 elementary schools were taken as samples using cluster random sampling technique. Data collection was done by using learning style questionnaires and learning achievement tests. The data analysis technique used was statistics descriptive, one way anova, independent t test.The results of this study indicate that: (1) there is no difference in mathematics achievement between students with auditory, visual, and kinesthetic learning style, (2) the are differences in mathematics achievement between students who received TGT learning and students who received NHT, (3) students with TGT learning model have higher mathematics learning achievement than those with NHT. Elementary school students still love to play, so they are not dominant with one learning style. TGT learning can improve students’' mathematics achievement as students demanded to be active from the discussion to the tournament.</p><strong>Keywords</strong>: achievement, learning styles, TGT, NHT

scholarly journals Keefektifan Penerapan Model Pembelajaran Think Pair And Share Melalui Pendekatan Inquiry Ditinjau dari Kemandiriran Belajar Terhadap Prestasi Belajar Matematika

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Dewi Mutia Anggraeni ◽  
Paridjo . ◽  
Eleonora Dwi W
Keyword(s):  
Random Sampling ◽  
Mathematics Learning ◽  
Learning Model ◽  
T Test ◽  
Learning Models ◽  
High Learning ◽  
Learning Achievement ◽  
Inquiry Approach ◽  
Cluster Random Sampling ◽  
Better Than

Abstrak Penelitian ini bertujuan : (1) Untuk mengetahui apakah ada perbedaan prestasi belajar matematika antara peserta didik yang diajar dengan menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry dan model pembelajaran Ekspositori.(2) Untuk mengetahui apakah prestasi belajar matematika peserta didik yang diajar model pembelajaran Think Pair and Share melalui Pendekatan Inquiry lebih baik dari pada yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar tinggi.(3) Untuk mengetahui apakah prestasi belajar matematika peserta didik yang diajar menggunakan model pembeljaran Think Pair and Share melalui Pendekatan Inquiry tidak lebih baik daripada yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar rendah. Populasi dalam penelitian ini adalah peserta didik kelas VII SMP Negeri 3 Brebes tahun pelajaran 2016/2017. Pengambilan sampel menggunakan teknik cluster random sampling. Sampel yang diambil sebanyak 2 kelas eksperimen, 2 kelas kontrol, dan 1 kelas ujicoba. Teknik pengumpulan data yang digunakan adalah tes, angket, dan dokumentasi. Teknik analisis data yang digunakan dengan menetapkan taraf signifikansi 5% adalah uji Anava dengan Rancangan Acak Kelompok, uji-t satu pihak kanan, dan uji-t satu pihak kiri, yang sebelumnya telah dilakukan uji prasyarat yaitu uji normalitas dan uji homogenitas. Dari hasil penelitian dapat disimpulkan bahwa: (1) Ada perbedaan prestasi belajar matematika antara peserta didik yang diajar menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry dengan model pembelajaran Ekspositori. (2) Prestasi belajar matematika peserta didik yang diajar menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry lebih baik daripada yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar tinggi. (3) Prestasi belajar matematika peserta didik yang diajar menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry tidak lebih baik atau sama dengan yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar rendah. Abstract: This study aims: (1) To find out whether there are differences in mathematics learning achievement between students taught by using Think Pair and Share learning models through the Inquiry Approach and Expository learning models. (2) To find out whether the mathematics learning achievements of students taught by the model Think Pair and Share learning through the Inquiry Approach is better than those taught using the Expository learning model in terms of high learning independence. (3) To find out whether the mathematics learning achievement of students taught using Think Pair and Share learning models through the Inquiry Approach is not better than those taught using the Expository learning model in terms of low learning independence. The population in this study were students of class VII of SMP Negeri 3 Brebes academic year 2016/2017. Sampling uses cluster random sampling technique. Samples taken were 2 experimental classes, 2 control classes, and 1 trial class. Data collection techniques used were tests, questionnaires, and documentation. The data analysis technique used by setting the 5% significance level is the Anova test with the Randomized Group Design, the right-hand t-test, and the left-hand t-test, which has previously been carried out prerequisite tests namely normality test and homogeneity test. From the results of the study it can be concluded that: (1) There are differences in mathematics learning achievement between students who are taught using Think Pair and Share learning models through the Inquiry Approach with the Expository learning model. (2) Mathematics learning achievement of students taught using Think Pair and Share learning models through the Inquiry Approach is better than those taught using the Expository learning model in terms of high learning independence. (3) Mathematics learning achievements of students taught using Think Pair and Share learning models through the Inquiry Approach are not better or the same as those taught using the Expository learning model in terms of low learningindependence. Keywords: ThinkPairandShare, InquiryApproach, Learning Independence, Mathematics Learning Achievement.

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN NHT DAN SNOWBALL THROWING PADA MATERI BANGUN RUANG SISI DATAR KELAS VIII SMP AL-NUR CIBINONG

2019 ◽  
Vol 10 (1) ◽  
pp. 52
Author(s):  
Arie Purwa Kusuma ◽  
Irma Susanty
Keyword(s):  
Mathematics Achievement ◽  
Junior High School ◽  
Random Sampling ◽  
Learning Model ◽  
Grade Student ◽  
Learning Models ◽  
Quasi Experimental ◽  
Academic Year ◽  
Experimental Group ◽  
Cluster Random Sampling

AbstractThe aim of the research was to find out the effect of learning models on mathematics achievement. The learning model compared were NHT(Numbered Head Together), snowball throwing and convensional. The type of the research was a quasi-experimental by 3×1 factorial design. The population was the eight grade student of junior high school in Cibinong district on academic year 2017/2018. The sampling tecnique was cluster random sampling. The size of the sampel was 103 students consisted of 36 students in the first experimental group, 34  students in the second experimental group and 33 students in third experimental group. The instruments used were mathematics achievement test. The data was analyzed using unbalanced one-way analysis of variance. The conclusions of the research was NHT learning model gives better mathematics achievement than Snowball Throwing and convensional learning model, and snowball throwing learning model give better mathematics achievement than convensional learning model.Keywords: NHT, Snowball throwing, mathematics achievement

scholarly journals THE EFFECT OF LEARNING MODELS AND CRITICAL THINKING SKILLS TOWARD MATHEMATICS ACHIEVEMENT BY CONTROLLING STUDENTS’ NUMERIC APTITUDE

2015 ◽  
Vol 1 (1) ◽  
pp. 75
Author(s):  
NI Nyoman Kawiwati
Keyword(s):  
Critical Thinking ◽  
Mathematics Achievement ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Analysis Of Covariance ◽  
Conventional Model ◽  
Learning Achievement

This research is to determine the effect of learning model and critical thinking skills toward mathematics learning achievement of class XI IPA students in senior high school in Gianyar by controlling students’ numeric aptitude. This research used treatment by level 2x2 design and analysis of covariance. The sample was 80 people using multistage random sampling. The results by controlling numeric aptitude are: students learning achievement taught using PAIKEM model is higher than those taught in conventional model. There is an interaction effect between learning model and critical thinking skills toward students’ mathematics achievement. Given high critical thinking skills, students taught using PAIKEM models displayed higher results compared to those in conventional learning who were best in a lower critical thinking skills. Finally, based on the results, it can be recommended to SMA Mathematics teachers to increase students’ Mathematics achievement by using PAIKEM model accurately and to see of students critical thinking skills.

scholarly journals Efektivitas Model Pembelajaran Artikulasi dan Model Pembelajaran Talking Stick Terhadap Prestasi Belajar Matematika Ditinjau Dari Motivasi Belajar

2017 ◽  
Vol 1 (1) ◽  
pp. 5
Author(s):  
Kiki Riska Ayu Kurniawati ◽  
Habib Ratu Perwira Negara
Keyword(s):  
Mathematics Achievement ◽  
Junior High School ◽  
Random Sampling ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Achievement ◽  
Significance Level ◽  
High Motivation ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas masing-masing kategori model pembelajaran, motivasi belajar siswa dan interaksinya terhadap prestasi belajar matematika siswa. Populasi dalam penelitian ini adalah seluruh kelas VIII SMP Negeri 5 Madiun yang terdiri dari 4 kelas. Penentuan sampel menggunakan cluster random sampling. Metode pengumpulan data yang digunakan adalah metode tes dan metode angket. Uji hipotesis penelitian ini menggunakan anava dua jalan sel tak sama dengan taraf signifikansi 0,05. Kesimpulan dari hasil penelitian ini adalah (1) prestasi belajar matematika siswa yang menggunakan model pembelajaran Artikulasi lebih baik dari model pembelajaran Talking Stick, (2) jika ditinjau dari masing-masing tingkatan motivasi belajar, siswa yang memiliki motivasi belajar tinggi prestasi belajarnya jauh lebih baik dibandingkan dengan siswa yang memiliki motivasi belajar sedang maupun rendah dan (3) model pembelajaran Artikulasi lebih efektif dari model pembelajaran Talking Stick untuk meningkatkan prestasi belajar siswa, untuk setiap tingkat motivasi belajar siswa.Abstract:  The aims of this research were to find out the effectivennes of each categories of learning model, motivation to study and their interaction towards student mathematics learning achievement. The population was all students of grade VIII Five Junior High School of Madiun City consisted of four class. Sampling was done by cluster random sampling technique. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0.05. The conclution of this research that (1) the model of Articulation learning gives a better mathematics achievement than model of Talking Stick learning, (2) students with the high motivation to study had better achievement than students with the medium and low motivation to study, and (3) the model of Articulation learning was more effective than the model of Talking Stick learning to enhance students mathematics learning achievement for each level of students motivation to study.

Penerapan Model Pembelajaran Discovery Learning Terhadap Hasil Belajar Matematika ditinjau dari Minat Belajar Siswa SMP Negeri di Kota Rantepao

2018 ◽  
Vol 2 (2) ◽  
pp. 252
Author(s):  
Baso Intang Sappaile ◽  
Nurwati Djaman ◽  
Yusem Ba’ru ◽  
Kadir Kadir ◽  
Muhammad Darwis
Keyword(s):  
Mathematics Achievement ◽  
Direct Instruction ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Discovery Learning ◽  
Student Interest ◽  
Learning Interest ◽  
Cluster Random Sampling

Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran  discovery learning terhadap hasil belajar matematika ditinjau dari minat belajar siswa. Metode penelitian ini merupakan penelitian eksperimen semu dengan desain 2x2 faktorial. Tempat penelitian dilakukan di SMP Negeri di Kota Rantepao, tahun pelajaran 2014/2015. Populasi penelitian adalah semua siswa kelas tujuh SMP Negeri Rantepao dan sampel diperoleh dengan menggunakan teknik cluster random sampling dengan jumlah anggota sampel sebanyak 78 siswa.  Model pembelajaran sebagai variabel bebas, minat belajar sebagai variabel intervening, dan hasil belajar matematika siswa sebagai variabel respon. Model pembelajaran discovery learning digunakan pada kelompok perlakuan, dan model pembelajaran langsung digunakan pada kelompok pembanding. Data dikumpulkan dengan menggunakan instrumen tes hasil belajar matematika dan skala minat belajar dan digunakan ANAVA dua jalan. Hasil penelitian menunjukkan bahwa: (1) model pembelajaran dan minat belajar mempunyai pengaruh terhadap hasil belajar matematika siswa, dan (2) model pembelajaran discovery learning lebih baik daripada model pembelajaran langsung. Kata kunci: model discovery learning, model langsung, minat belajar, hasil belajar matematika siswa. ABSTRACT The major objective of this research was to investigate the effects of applying discovery learning on mathematics achievement in terms of student's learning interest. The research methodology was a quasi-experimental and the design of the research was a 2x2 factorial. The research was conducted in SMP Negeri in Rantepao City in academic year 2014/2015. The population of research was made up of all seventh grade students of SMP Negeri Rantepao from where a sample of 78 students was obtained by using cluster random sampling technique. Learning model as the independent variable, student's learning interest as intervening variable, and mathematics achievement of student as response variable. The treatment class group taught by using Discovery learning model. While the comparison group was taught by Direct Instruction. The data were collected using the mathematics learning test instrument and learning interest scale. The data collected were analyzed with two way ANOVA. The findings showed that: (1) learning model and interest in learning have an effect on student learning outcomes, and (2) Discovery learning model is better than Direct Instruction. Keywords: discovery learning model, direct instruction, student interest, matemathics acievement.

scholarly journals THE EFFECT OF LEARNING MODELS AND CRITICAL THINKING SKILLS TOWARD MATHEMATICS ACHIEVEMENT BY CONTROLLING STUDENTS’ NUMERIC APTITUDE

2015 ◽  
Vol 1 (1) ◽  
pp. 75-86
Author(s):  
NI Nyoman Kawiwati
Keyword(s):  
Critical Thinking ◽  
Mathematics Achievement ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Analysis Of Covariance ◽  
Conventional Model ◽  
Learning Achievement

This research is to determine the effect of learning model and critical thinking skills toward mathematics learning achievement of class XI IPA students in senior high school in Gianyar by controlling students’ numeric aptitude. This research used treatment by level 2x2 design and analysis of covariance. The sample was 80 people using multistage random sampling. The results by controlling numeric aptitude are: students learning achievement taught using PAIKEM model is higher than those taught in conventional model. There is an interaction effect between learning model and critical thinking skills toward students’ mathematics achievement. Given high critical thinking skills, students taught using PAIKEM models displayed higher results compared to those in conventional learning who were best in a lower critical thinking skills. Finally, based on the results, it can be recommended to SMA Mathematics teachers to increase students’ Mathematics achievement by using PAIKEM model accurately and to see of students critical thinking skills.

scholarly journals THE EFFECT OF LEARNING MODELS AND CRITICAL THINKING SKILLS TOWARD MATHEMATICS ACHIEVEMENT BY CONTROLLING STUDENTS’ NUMERIC APTITUDE

2015 ◽  
Vol 1 (1) ◽  
pp. 75
Author(s):  
Ni Nyoman Kawiwati
Keyword(s):  
Critical Thinking ◽  
Mathematics Achievement ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Analysis Of Covariance ◽  
Conventional Model ◽  
Learning Achievement

This research is to determine the effect of learning model and critical thinking skills toward mathematics learning achievement of class XI IPA students in senior high school in Gianyar by controlling students’ numeric aptitude. This research used treatment by level 2x2 design and analysis of covariance. The sample was 80 people using multistage random sampling. The results by controlling numeric aptitude are: students learning achievement taught using PAIKEM model is higher than those taught in conventional model. There is an interaction effect between learning model and critical thinking skills toward students’ mathematics achievement. Given high critical thinking skills, students taught using PAIKEM models displayed higher results compared to those in conventional learning who were best in a lower critical thinking skills. Finally, based on the results, it can be recommended to SMA Mathematics teachers to increase students’ Mathematics achievement by using PAIKEM model accurately and to see of students critical thinking skills

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