PEMBELAJARAN GI DAN GI-PROBLEM POSING (GI-PP) PADA MATA KULIAH KALKULUS LANJUT DITINJAU DARI SIKAP  MAHASISWA TERHADAP MATEMATIKA

The objectives of this research were to find out: (1) which learning model of the GI or GI-ProblemPosing results in a better learning achievement; (2) which students’ attitudes of the positive, neutral, or negative types results in a better learning achievement; (3) in each students’ attitudes, which learning model of the GI or GI-Problem Posing results in a better learning achievement; and (4) in each learning model, which students’ attitudes of the positive, neutral, or negative types results in a better learning achievement. This research used the quasi experimental research method with the factorial design of 2x3. Its population was all of the students of Mathematics department of IKIP PGRI Madiun in academic year 2014/2015. The samples were taken by using the random sampling technique. The data were gathered through test and questionnaire method and its were analyzed by using the unbalanced twoway analysis of variance at the significance level of 5%. The results showed that: (1) the GI and GI-ProblemPosing result in the same good learning achievement; (2) the learning achievement with positive was better than that with neutral and negative, that with neutral was better than that with negative; (3) in each students’ attitudes type, the GI and GI-ProblemPosing result in the same good learning achievement; (4) in general, the learning achievement with positive was better than neutral and negative, that neutral was better than negative. However, if viewed from GI with a positive and neutral have the same achievement and better than negative.

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Eksperimentasi Pembelajaran RME dengan Problem Solving dan RME dengan Problem Posing Ditinjau dari Kreativitas Siswa

AKSIOMA Jurnal Program Studi Pendidikan Matematika ◽

10.24127/ajpm.v3i2.33 ◽

2014 ◽

Vol 3 (2) ◽

Author(s):

Satrio Wicaksono Sudarman

Keyword(s):

Problem Solving ◽

Junior High School ◽

Sampling Technique ◽

Learning Model ◽

Problem Posing ◽

Conventional Model ◽

Learning Achievement ◽

Quasi Experimental ◽

Good Learning ◽

Academic Year

The aim of the research was to determine the effect of learning models on mathematics achievement viewed from the student creativity. The learning model compared were RME with problem solving, RME with problem posing on conventional. The type of the research was a quasi-experimental research. The population was the students of Junior High School in Surakarta city on academic year 2012/2013. The samples of this research were taken by using the stratified cluster random sampling technique. The samples consisted of 269 students who were divided into 90 students in the first experiment class, 90 students in the second experiment class, and 89 students in the control class. The result of research showed that: (1) RME with problem solving provided better learning achievement than RME with problem posing and the conventional model. The RME learning model with problem posing provided better learning achievement than conventional one, (2) the students having high creativity had better learning achievement than those having medium and low creativity. The students having medium creativity had better learning achievement than did those having low creativity, (3) students taught by using RME with problem solving having high creativity level had better learning achievement than those having medium and low creativity level and students having medium creativity level had learning achievement as good as the low creativity level. Students taught by using RME with problem posing and conventional model had equal learning achievement in each level of creativity, and (4) students having high creativity level taught by using RME with problem solving had better learning achievement than those taught by using RME with problem posing and conventional model. Students having high creativity taught by using RME with problem posing and conventional model had equally good learning achievement. Students having medium and low creativity level had equal learning achievement in each learning model.

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Eksperimentasi Model Pembelajaran Kooperatif Tipe Think Pair Share terhadap Prestasi Belajar Ditinjau dari Kecerdasan Logika Matematika

SAP (Susunan Artikel Pendidikan) ◽

10.30998/sap.v3i2.3028 ◽

2018 ◽

Vol 3 (2) ◽

Author(s):

Desi Tri Utami ◽

Nuning Melianingsih

Keyword(s):

Experimental Study ◽

Mathematics Learning ◽

Learning Model ◽

Junior High Schools ◽

Learning Models ◽

Learning Achievement ◽

Analysis Technique ◽

Quasi Experimental ◽

Good Learning ◽

Better Than

This research aims to prove the effect of the Think Pair Share (TPS) cooperative learning model on students' mathematics learning achievement in terms of logical-mathematical intelligence. The research is a quasi-experimental study. The population of the research is all seventh grade students of State Junior High Schools in Sukoharjo Regency. The data analysis technique used is a two-way analysis of variance with unequal cells. The conclusions of the research are: (1) TPS learning model produces learning achievement better than conventional learning model; (2) there is no difference in mathematics learning achievement between students with high and average logical-mathematical intelligence, and students with average and low logical-mathematical intelligence; students with high logical-mathematical intelligence have better mathematics learning achievement than those with low logical-mathematical intelligence; (3) in the group of students with high, average, and low logical-mathematical intelligence, the use of conventional and TPS learning models produces equally good learning achievements; (4) in the group of students with high and low logical-mathematical intelligence, the use of conventional and TPS learning models produces equally good learning achievements; in the group of students with average logical-mathematical intelligence, the TPS learning model produces learning achievements better than conventional learning model

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Implementasi Model Pembelajaran Student Teams Achievement Division dan Team Assisted Individualization ditinjau dari Kemampuan Spasial Siswa

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v8i2.1586 ◽

2017 ◽

Vol 8 (2) ◽

pp. 135

Author(s):

Arie Purwa Kusuma

Keyword(s):

Cooperative Learning ◽

Spatial Ability ◽

Sampling Technique ◽

Learning Model ◽

Learning Models ◽

Learning Achievement ◽

Student Teams ◽

Quasi Experimental ◽

Achievement In Mathematics ◽

Better Than

The objectives of this research were to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the spatial ability of the students. This research used the quasi-experimental research method with the factorial design of 3 x 3. Its population was all of the students in grade XI of State Senior High Schools of Wonosobo regency in Academic Year 2017/2018. The samples of the research were taken by using the cluster random sampling technique. They consisted of 326 students. The data of the research were analyzed by using the two-way analysis of variance with unbalanced cells.The results of the research are as follows.1) The cooperative learning model of the STAD type results in a better learning achievement in Mathematics than the cooperative learning model of the TAI type and the direct learning model and the cooperative learning model of the STAD type results in a better learning achievement in Mathematics than the conventional learning model.2) The learning achievement in Mathematics of the students with the high spatial ability was better than that of the students with the moderate and low spatial abilities, and the learning achievement in Mathematics of the students with the moderate spatial ability was better than that of the students with the low spatial ability. 3) There was an interaction the aforementioned learning models and the categories of the spatial ability on the learning achievement in Mathematics of the students.

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PENGARUH IMPLEMENTASI ASESMEN OTENTIK DALAM PEMBELAJARAN TERHADAP HASIL BELAJAR GAMBAR TEKNIK DENGAN PENGENDALIAN BAKAT MEKANIK DI KELAS X TKRO SMK NEGERI 3 SINGARAJA

Jurnal Penelitian dan Evaluasi Pendidikan Indonesia ◽

10.23887/jpepi.v9i2.2882 ◽

2019 ◽

Vol 9 (2) ◽

pp. 58-69

Author(s):

Gede Aprianto ◽

I Made Candiasa ◽

I Made Gita

Keyword(s):

Performance Assessment ◽

Random Sampling ◽

Sampling Technique ◽

Authentic Assessment ◽

Single Factor ◽

Learning Achievement ◽

Project Assessment ◽

Technical Drawing ◽

Quasi Experimental ◽

Better Than

AbstrakTujuan utama penelitian ini adalah untuk mengetahui pengaruh implementasi asesmen otentik yang terdiri dari asesmen proyek dan asesmen kinerja terhadap hasil belajar gambar teknik dengan pengendalian bakat mekanik yang dilakukan di kelas X TKRO SMK Negeri 3 Singaraja. Penelitian ini merupakan jenis quasi experiment dengan rancangan single factor independent groups design with use covariate. Sampel penelitian berjumlah 70 orang siswa yang diambil menggunakan teknik random sampling. Pengumpulan data dilakukan dengan metode tes obyektif dan uraian. Hipotesis pada penelitian ini diuji dengan Anakova satu jalur. Hasil penelitian menunjukkan bahwa : Pertama, hasil belajar gambar teknik siswa yang diberi penerapan asesmen proyek lebih baik daripada siswa yang diberi penerapan asesmen kinerja (thit = 2,303; p ≤ 0,05). Kedua, setelah dilakukan pengendalian terhadap bakat mekanik, hasil belajar gambar teknik siswa yang diberi penerapan asesmen proyek lebih baik daripada hasil belajar siswa yang diberi penerapan asesmen kinerja (Fhit = 49,204; p ≤ 0,05). Ketiga, terdapat kontribusi bakat mekanik (86,2%) terhadap hasil belajar gambar teknik (R = 0,929; thit = 20,620; p ≤ 0,05). Atas temuan tersebut, disimpulkan bahwa asesmen proyek dan bakat mekanik mempunyai pengaruh terhadap hasil belajar gambar teknik pada siswa kelas X TKRO SMK Negeri 3 Singaraja. Kata kunci: asesmen otentik, hasil belajar gambar teknik, bakat mekanik AbstractThe main objective of this study was to determine the effect of authentic assessment implementation consisting of project assessment and performance assessment towards the technical drawing learning achievement by controlling mechanical talent in X TKRO class at SMK Negeri 3 Singaraja. The study employed a quasi-experimental type with a single factor design independent groups design with use covariate. There were 70 students as the samples of the study that determined by random sampling technique. The data were obtained through objective test and essay method. The hypothesis in this study was tested by a one-way Ancova. The results showed that: a) the technical drawing learning achievement of the students that applied project assessment were better than the learning achievement of students who were applied performance assessment (thit= 2.303; p ≤ 0.05), b) after controlling for mechanical talent, the technical drawing learning achievement of the students applied project assessment were better than the students who applied performance assessment (Fhit = 49.204; p ≤ 0.05), c) there was a contribution of mechanical talent (86.2%) to the technical drawing learning achievement (R = 0.929; thit = 20.620; p ≤ 0.05). Based on these findings, it was concluded that project assessment and mechanical talent had an influence on the technical drawing learning achievement of X TKRO class at SMK Negeri 3 Singaraja. Keywords: authentic assessment, technical drawing learning achievement, mechanical talent

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Mengembangkan kemampuan penalaran statistik dan berpikir kreatif matematis mahasiswa di Kota Cimahi melalui pendekatan open-ended

Jurnal Riset Pendidikan Matematika ◽

10.21831/jrpm.v4i2.16685 ◽

2017 ◽

Vol 4 (2) ◽

pp. 239 ◽

Cited By ~ 2

Author(s):

Ratna Sariningsih ◽

Indri Herdiman

Keyword(s):

Creative Thinking ◽

Problem Posing ◽

School Students ◽

Learning Achievement ◽

Significance Level ◽

Learning Mathematics ◽

Significant Difference ◽

Research Population ◽

Quasi Experimental ◽

Level Of Significance

Penelitian ini bertujuan menelaah peranan pembelajaran open-ended dan tingkat kemampuan awal statistik matematis mahasiswa terhadap pencapaian kemampuan penalaran statistik dan kemampuan berpikir kreatif matematis ditinjau secara keseluruhan dan pada tingkat kemampuan awal statistik matematik siswa (Tinggi, Sedang, Rendah). Berdasarkan hasil temuan dicari asosiasi kemampuan penalaran statistik matematis dan kemampuan berpikir kreatif matematis mahasiswa jurusan matematika di kota Cimahi. Penelitian ini merupakan penelitian eksperimen dengan desain kelompok kontrol dan postes. Populasi dalam penelitian ini adalah seluruh mahasiswa jurusan matematika di Kota Cimahi, sampelnya adalah mahasiswa semester dua dari salah satu perguruan tinggi di Kota Cimahi dan dipilih dua kelas mahasiswa semester dua secara acak kelas yang ada. Tes kemampuan penalaran statistik, berpikir kreatif dan reflektif matematis mahasiswa masing-masing disusun mengacu pada kemampuan penalaran statistik matematis dan berpikir kreatif matematis serta pedoman penyususunan tes yang baik. Hasil penelitian menunjukkan bahwa (1) Kemampuan penalaran statistik matematis m a h a siswa yang memperoleh pendekatan pembelajaran open-ended lebih baik daripada yang memperoleh pembelajaran biasa. (2) Terdapat perbedaan yang signifikan kemampuan penalaran statistik matematis mahasiswa pada ketiga kategori TKASM (baik, sedang dan kurang) pada taraf signifikansi 5%. (3) Kemampuan berpikir kreatif matematis m a h a siswa yang memperoleh pendekatan pembelajaran open-ended lebih baik daripada yang memperoleh pembelajaran biasa. (4) Terdapat perbedaan yang signifikan antara kemampuan berpikir kreatif matematis mahasiswa pada TKASM Tinggi terhadap TKASM Sedang pada taraf signifikansi 5%. A Comparison of Statistics Learning Through CTL and Problem-Posing Approach in Terms of Learning Achievement and Interest in Learning Mathematics AbstractThis research aim s to describe the effectiveness of statistics learning through the CTL approach and problem posing approach in terms of learning achievement and interest in learning mathematics and to investigate which approach is more effective in learning mathematics for Vocational School students. This research is a quasi-experimental research using the pretest-posttest non-equivalent group design. The research population comprised all year XI students of SMK Negeri 5 Yogyakarta. From the population, two classes were randomly selected as the research sample. To test the effectiveness of statistics learning through the CTL and problem-posing approach, one sample t-test was used in the aspect of learning achievement and a proportion test on the aspect of interest in learning. The data were analyzed using the T2Hotelling’s test to compare the effectiveness of the CTL approach and problem-posing approach. If differences in effectiveness were found, then further study of t-univariate was done to determine certain variables that contributed to the overall difference. The results show that: (1) statistics learning through the CTL approach is effective in terms of learning achievement; (2) There is a significant difference of students' mathematical statistical reasoning ability in the three categories of TKASM (good, medium and low) at significance level of 5%. (3) The ability of students' mathematical creative thinking to get an open-ended learning approach is better than those who get regular learning. (4) There is a significant difference between students' mathematical creative thinking ability in TKASM Tinggi to TKASM Sedang at the level of significance of 5%.

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EFEKTIFITAS MODEL PEMBELAJARAN JIGSAW II PADA MATERI BARISAN DAN DERET DITINJAU DARI TIPE KEPRIBADIAN SISWA KELAS X SMK MUHAMMADIYAH 3 KLATEN UTARA

Intersections ◽

10.47200/intersections.v4i2.581 ◽

2019 ◽

Vol 4 (2) ◽

pp. 44-51

Author(s):

Aji Permana Putra

Keyword(s):

Cooperative Learning ◽

Hypothesis Test ◽

Statistical Tests ◽

Sampling Technique ◽

Learning Model ◽

Personality Types ◽

Learning Achievement ◽

Significance Level ◽

Learning Group ◽

Direct Learning

The objectives of this research were to find out on the topic of Sequences and Series: (1) which had better learning achievement among cooperative learning Group Jigsaw II or a direct learning; (2) which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students; (3) at each personality types, which had better learning achievement among Jigsaw II or direct learning, and (4) at each learning models, which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students. This research was a quasi-experimental with 2×4 factorial design. The population was all students of SMK Muhammadiyah 3 Klaten Utara on Academic Years 2019/2020. Sampling was done by stratified cluster random sampling technique. The total of sample was 85 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could be concluded as follows: (1) Jigsaw II had better learning achievement than direct learning,; (2) there were no any differences in the learning achievement in mathematics of the students with melancholies, phlegmatic, sanguine or choleric personality types; (3) in each personality types, the cooperative learning model Jigsaw II had better than direct learning model; (4) in each learning model, the students with melancholies, phlegmatic, sanguine or choleric personality types have the same learning achievement.

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PENGARUH MODEL PEMBELAJARAN VAK (VISUALISASI, AUDITORI, KINESTETIK) TERHADAP PRESTASI BELAJAR PAI PADA SISWA DI SDN TLOGOMULYO TEMANGGUNG

Jurnal Pendidikan Agama Islam ◽

10.14421/jpai.2014.111-04 ◽

2017 ◽

Vol 11 (1) ◽

pp. 53-64

Author(s):

Kartika Hartanti

Keyword(s):

Learning Model ◽

Islamic Education ◽

Class V ◽

Learning Achievement ◽

Significance Level ◽

Average Value ◽

Before And After ◽

Post Test ◽

Quasi Experimental ◽

The Difference

This study aims to determine the effect of the application of VAK learning model on the learning achievement of PAI in class V Tlogomulyo Waterford Elementary School. This study was a quasi-experimental study (quasi-experimental). Subjects in this study consisted of 26 students of class V. The data was collected using VAK learning guidelines, test learning Islamic education, observation, documentation, and interviews. The validity of the instrument showing of 10 items proved to be valid all, are the results of the analysis show the reliability coefficient of 0.710 and otherwise reliable. Analysis of the data used in the form of comparative analysis using t-test. The results showed that there are significant implementation VAK learning model significantly to the learning outcomes of Islamic education. It can be seen from the difference in learning achievement Islam shortly before and after the given method VAK, the t value of 0.828 and significance level (p) of 0.05. In addition, an increase in the average acquisition value before application of VAK learning model (pre-test = 71.9) and after application of VAK learning model (post-test = 87.3). This shows an increase in the average value of 15.4. By looking at the difference in the score of the pre test and post test, shows that the VAK learning model is a model of effective learning for learning PAI.

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Implementasi Teams Games Tournaments dan Number Head Together ditinjau dari Kemampuan Penalaran Matematis

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v8i2.1585 ◽

2017 ◽

Vol 8 (2) ◽

pp. 121

Author(s):

Nurina Kurniasari Rahmawati

Keyword(s):

Mathematical Reasoning ◽

Learning Model ◽

Mathematical Achievement ◽

Reasoning Ability ◽

Learning Models ◽

Mathematical Learning ◽

Learning Achievement ◽

Quasi Experimental ◽

Communication Ability ◽

Better Than

The purpose of this research is to know the influence of Teams Games Tournaments (TGT), Numbered Head Together (NHT) model to the students 'mathematical learning achievement that reviewed students' mathematical reasoning ability. This research is a quasi-experimental research with 3 × 3 factorial design. The researcher uses 2 indicators of learning achievement that is (1) Mathematics achievement test and (2) Test of mathematical communication ability. Analysis of the data used is the analysis of two-way variants with different cells. The results of this research can be summarized as follows. (1) Learning using TGT learning model makes better student's mathematical learning achievement compared to student's mathematical learning achievement with NHT learning model and conventional learning, while NHT model gives a better result of student's mathematical learning achievement from student's learning achievement with conventional learning. (2) Learners with high mathematical reasoning ability have better learning achievement compared with learners with medium ability as well as medium ability better than low ability. (3) Students have high and moderate reasoning abilities with the three learning models giving the same mathematical achievement, whereas students with low mathematical reasoning ability using TGT and NHT models provide the same mathematical achievement, but better than conventional learning models, and conventional learning models and NHT produces the same mathematical achievement. (4) The learning model of TGT and NHT in students with high, medium and low mathematical reasoning ability produce the same mathematical achievement, whereas conventional learning model on students with high and medium mathematical reasoning has the same mathematical achievement but better than students with reasoning low math.

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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

Journal of Mathematics and Mathematics Education ◽

10.20961/jmme.v4i2.9972 ◽

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

Abstract: 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.Key words: Think Pair Share (TPS), Problem Posing, and Adversity Quotient (AQ)

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI DI KOTA MADIUN

Journal of Mathematics and Mathematics Education ◽

10.20961/jmme.v4i2.9976 ◽

2014 ◽

Vol 4 (2) ◽

Author(s):

Kiki Riska Ayu Kurniawati ◽

Budiyono Budiyono ◽

Dewi Retno Sari S

Keyword(s):

Mathematics Achievement ◽

Cooperative Learning ◽

Junior High School ◽

Hypothesis Test ◽

Mathematics Learning ◽

Sampling Technique ◽

Learning Model ◽

Significance Level ◽

Quasi Experimental ◽

Direct Learning

Abstract: The aims of this research were to find out the different effect of each categories of learning model, students interpersonal intelligence and their interaction towards students mathematics learning achievement on the subject of plane geometry. The research was quasi experimental with 3×3 factorial design. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. Sampling was done by stratified cluster random sampling technique. The sample of this research consisted of the students of SMP N 3 Madiun, SMPN 7 Madiun, and SMPN 10 Madiun. The sample consisted of 260 students. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded that: (1) the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model; (2) students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; (3) on the cooperative learning model of Jigsaw type, NHT type and direct learning model, students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; and (4) on students interpersonal intelligence high, medium and low, the cooperative learning model of Jigsaw type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model.Keywords: Jigsaw, NHT, interpersonal intelligence

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