Jurnal Pembelajaran Matematika

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### POLA PIKIR (MINDSET) GURU DALAM MENERAPKAN PENDEKATAN SAINTIFIK PADA PEMBELAJARAN MATEMATIKA DITINJAU DARI GENDER

Abstract: The aims of this research were to describe the mindset of female and male teachers in implementing the scientific approach to the study of mathematics. It was a qualitative research. The subjects were taken by purposive sampling. The subjects of this research were mathmatics teachers of class X SMAN 3 Madiun. The subject of the research as much as 2 teachers consisted of 1 male teacher and 1 female teacher.Data collection techniques in this research were interviews and observation. Techniques to validate the data source triangulation and time triangulation. The data analysis technique used was the concept of Miles and Huberman consisted of data reduction, data display, and conclusion. The research findings are as follows (1) the female teacher do not always apply a scientific approach. During observation process, female teacher used abstract mathematic object. During question activity female teacher had obstacles. To solve this obstacle, female teacher usually persuades students with statements. During experiment activity, female teacher created guidance question. During mobilization activity, female teacher provide questions that provoke and leads to mathematics concepts. During communication activity, female teacher using presentation although it require long time. (2) during observation male teacher used approach from learned students. during question activity, the male teacher of dividing students became some group then provide opportunitie for students to ask on a friend in the group. During mobilization activity, teacher must have perfected mathematical concepts which belongs to the students. During communication activity, male teacher asked the students to present the result of that has accured. Keywords: Mindset, scientific approach, gender

### AKTIVITAS METAKOGNISI DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI GENDER SISWA KELAS VII SMP NEGERI 1 NANGGULAN KABUPATEN KULON PROGO

Abstract: This research was aimed to decribe metacognition activity of male and female students in mathematics problem solving. This research was a qualitative research which used case study method. The subject of the research was 7th students of SMP Negeri 1 Nanggulan. The subject selection criteria was based on students opinion expressing competency either in spoken and written form. The data was collected using think aloud method where the students were asked to express their ideas and questions loudly in mathematical problem solving processes. Then the time triangulation was run to produce a valid data from the research subject. The data analysis was conducted using Miles and Huberman model. The result of research showed : 1) the metacognition activity of the male students are : a) understanding the problems phase : perform activities related to strategic knowledge; b) devising a plan phase : perform activities associated with knowledge about cognitive tasks; c) carrying out the plan phase : perform activities related to strategic knowledge and associated with knowledge about cognitive tasks; d) looking back phase : perform activities related to knowledge strategy and perform activities associated with self-knowledge. 2) the metacognition activity of the female students are : a) understanding the problems phase: perform activities related to strategic knowledge and perform activity associated with self-knowledge; b) devising a plan phase : perform activity associated with knowledge about cognitive tasks; c) carrying out the plan phase : perform activity related to strategic knowledge and associated with knowledge about cognitive tasks; d) looking back phase: perform activities related to strategic knowledge and perform activity associated with self-knowledgeKeywords: metacognition, mathematics problem solving, gender

### EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE PREDICT DISCUSS EXPLAIN OBSERVE DISCUSS EXPLAIN (PDEODE) DENGAN ASSESSMENT FOR LEARNING DAN PDEODE DENGAN PENILAIAN KONVENSIONAL PADA MATERI PELUANG DITINJAU DARI GAYA BELAJAR SISWA KELAS XII SMK

Abstract. The objective of this research was to investigate the effect of the learning models on learning achievement viewed from learning style types of the students. The learning models compared were PDEODE with AfL, PDEODE with conventional assessment, and direct learning. The population of this research was the students in grade XII Vocational School engineering, health, and agriculture group in Kediri City on academic year of 2015/2016. The hypothesis test used unbalanced two ways analysis of variance. The results of the research were as follow. (1) The learning models of PDEODE with AfL, PDEODE with conventional assessment, and direct learning have an equal learning achievement in mathematics; (2) The mathematics learning achievement of students with auditory learning style was better than students with visual and kinesthetic learning style; the mathematics learning achievement of students with visual and kinesthetic learning styles have an equal learning achievement in mathematics; (3) In each learning style, the students who taught by PDEODE with AfL, PDEODE with conventional assessment, and direct learning have an equal learning achievement in mathematics; and (4) In each learning model, the students with visual, auditory, and kinesthetic learning styles have an equal learning achievement in mathematics.Keywords: Predict Discuss Explain Observe Discuss Explain (PDEODE), Assessment for Learning (AfL), a conventional assessment, and learning style

### EKSPERIMENTASI MODEL PEMBELAJARAN DISCOVERY LEARNING, SNOW BALLING, DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI HIMPUNAN DITINJAU DARI GAYA BELAJAR SISWA SMP SWASTA DI KABUPATEN PONOROGO TAHUN PELAJARAN 2014/2015

Abstract: The purpose of this research was to investigate the impact of the learning model toward student’s mathematics achievement seen from student’s learning style. The learning models compared were Discovery Learning, Snow Balling and Problem Based Learning using scientific approach (DL-S, SB-S, and PBL-S). This research was the quasi experimental with factorial design 3x3. The populations of this research was students at eight grade of private Junior High school in Ponorogo in the academic year of 2014/2015. The size of the sample was 336 students, consisted of 115 students in the first experimental group, 107 students in second experimental group and 114 students in third experimental group. The instruments consisted of learning achievement test and questionnaire of learning style. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. The results of the research were. (1) Learning achievement using DL-S learning model is better than that of SB-S, learning achievement using DL-S learning model is better than that of PBL-S, SB-S and PBL-S learning model have the same achievement. (2) Visual students have better mathematics achievement than auditory and kinesthetic students, auditory and kinesthetic students have the same achievement (3) In visual, auditory, and kinesthetics students, DL-S have better achievement than SB-S and PBL-S, SB-S and PBL-S have the same achievement. (4) In DL-S, SB-S, and PBLS, visual and auditory students have better achievement than kinesthetics students, auditory and kinesthetics students have the same achievement.Keywords: scientific approach, DL-S, SB-S, PBL-S learning, learning style, learning achievemen

### EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER DAN PAIRS CHECK DENGAN PENDEKATAN SAINTIFIK PADA MATERI FUNGSI DITINJAU DARI ADVERSITY QUOTIENT SISWA KELAS VIII SMP NEGERI SE-KABUPATEN SUKOHARJO TAHUN PELAJARAN 2014/2015

Abstract: The purpose of this study was to determine the effect of learning models on the knowledge and skill aspect viewed from adversity quotient (AQ). The learning models compared were learning model of the Numbered Heads Together (NHT) with scientific approach, Pairs Check (PC) with scientific approach, and classical with scientific approach. This research was a quasi-experimental research. The population of the research was all of the eighth grade students of the State Junior High School in Sukoharjo. The instruments used to collect data were mathematics knowledge aspect test, mathematics skill aspect test and adversity quotient questionnaire. Technique of analyzing data that used was unbalanced two ways multivariat analysis of variance. From the research, it can be concluded that: (1) learning by using cooperative learning model of NHT with scientific approach gave the same knowledge and skill aspect with learning by using cooperative learning model of PC with scientific approach, learning by using cooperative learning model of NHT with scientific approach gave the same knowledge and skill aspect with learning by using classical learning with scientific approach, learning by using cooperative learning model of PC with scientific approach gave better knowledge and skill aspect than learning by using classical learning with scientific approach, (2) students who have adversity quotient of Climber gave better knowledge and skill aspect than students who have adversity quotient of Camper and Quitter, students who have adversity quotient of Camper gave the same knowledge and skill aspect with the students who have adversity quotient of Quitter, (3) on each learning model, students who have adversity quotient of Climber gave better knowledge and skill aspect than students who have adversity quotient of Camper and Quitter, students who have adversity quotient of Camper gave the same knowledge and skill aspect with the students who have adversity quotient of Quitter, (4) on each adversity quotient, learning by using cooperative learning model of NHT with scientific approach gave the same knowledge and skill aspect with learning by using cooperative learning model of PC with scientific approach, learning by using cooperative learning model of NHT with scientific approach gave the same knowledge and skill aspect with learning by using classical learning with scientific approach, learning by using cooperative learning model of PC with scientific approach gave better knowledge and skill aspect than learning by using classical learning with scientific approach.Keywords: cooperative learning model, NHT, PC, classical learning, scientific approach, knowledge aspect, skill aspect

### EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN PROBLEM BASED LEARNING (PBL) DENGAN PENDEKATAN SAINTIFIK PADA MATERI OPERASI ALJABAR DITINJAU DARI GAYA BELAJAR SISWA SMP KELAS VIII DI KABUPATEN KARANGANYAR

Abstract: The aim of this research was to know the effect of learning models on mathematics achievement viewed from the learning style. The learning models compared were Numbered Heads Together, Problem Based Learning, and classical with saintific approach (NHT, PBL, Classical). This research was a quasi experimental with the factorial design of 3×3. The population of this research was all of students in second grade of Junior High Schools of Karanganyar regency in academic year 2014/2015. The samples of the research consisted of 245 students and were gathered through stratified cluster random sampling. The instruments consisted of pre test, test of learning achievement and learning style questionnaire. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. Based on the results of hypotheses testing, it were concluded as follows. 1) NHT and PBL learning models gave the same mathematics achievement. Both learning models give a better mathematics learning achievement than classical model. 2) Students with visual and auditory learning style have better mathematics achievement than students with kinesthetic ones. On the other hand, students with visual and auditory learning style have equal mathematics learning achievement. 3) On all learning models, cooperative learning NHT type, problem based learning, and classical models, students with visual learning style have an equal mathematics learning achievement with auditory. Both learning style have a better mathematics learning achievement than kinesthetic ones, (4) On all visual, auditory and kinesthetic learning style, cooperative learning with NHT type gives an equal mathematics learning achievement with PBL. Both learning models give a better mathematics learning achievement than classical model.Keywords: Numbered Heads Together, Problem Based Learning, learning style, Scientific Mathematics learning achievemen

### PELATIHAN PENERAPAN BEBERAPA APLIKASI DARI MICROSOFT: OFFICE MIX, ONENOTE, SWAY DALAM PEMBELAJARAN BAGI GURU-GURU MATEMATIKA SMA DI KABUPATEN SRAGEN

Abstract: Community service program aims to improve the quality of education in Sragen to broaden the horizon of teachers of mathematics senior high school in Sragen on information and communication technology in the form of applications from Microsoft and is able to use it in the learning of mathematics in senior high school. The design of these training activities began with a presentation from guest speaker activity to 60 senior high school math teacher who joined the senior high school math MGMPs Sragen. Exposure training material is divided into two stages. The first exposure of the material associated with the explanation office mix, OneNote and Sway application program. The second stage of material related exposure how to use these three applications to make draft lesson of mathematics with microsoft applications in senior high school. After the exposure of the activities activities continued with a training resource persons assisting the preparation of the learning device oriented material that has been presented. Devices that have been compiled implemented at SMAN 2 Sragen. In the implementation of activities carried out observations of the ability of teachers in implementing the learning, student activities and student response to learning. The results of the observations are learning simulation activities, the ability of teachers to manage learning in the simulation activities achieve good category. Microsoft office applications make use of student activity is better and the results of students 'responses, suggests that Microsoft application deployments in learning can build learning environment for the better, more interactive and can enhance students' interest in participating in the learning of mathematics. Once implemented in the classroom reflection to be improved and further implemented in school trainees.Key words: Microsoft, office mix, OneNote, Sway, training activities

### EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE, NUMBERED HEADS TOGETHER DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DITINJAU DARI KONSEP DIRI

Abstract: The aim of this research was to investigate the effect of learning models on mathematics achievement viewed from the student self concept. The learning model compared were Think Pair Share, Numbered Heads Together dan Problem Based Learning with saintific approach (TPS-S, NHT-S and PBL-S). This research was a quasi experimental with the factorial design of 3×3. The population of this research was all of students in grade VII of State Islam Junior High Schools of Magetan regency in academic year 2014/2015. The samples of the research consisted of 243 students and were gathered through stratified cluster random sampling. The instruments consisted of the test of learning achievement and self concept questionnaire. Hypotheses testing was performed using two-way analysis of variance with unbalanced cells. Based on the results of hypotheses testing, it was concluded as follows. 1) Students with the cooperative learning model of the TPS-S, NHT-S and PBL-S learning model had the same mathematics achievement. 2) Students with high self concept had better mathematics achievement than students with medium and low self concept, students with medium self concept and low self concept have the same mathematics achievement. 3a) On the TPS-S learning model, students with high self concept had better mathematics achievement than students with low self concept, students with high self concept and medium self concept have the same mathematics achievement, students with medium self concept and low self concept have the same mathematics achievement. 3b) On the NHT-S and the PBL-S learning models, students mathematics achievement on each self concept categories had the same mathematics achievement. 4) On the each students self concept categories, students achievement on each learning model types had the same mathematics achievement.Keywords: Think Pair Share (TPS), Numbered Heads Together (NHT), Problem Based Learning (PBL), Scientific Approach and Self Concept

### EKSPERIMENTASI MODEL PROBLEM BASED LEARNING (PBL) DENGAN WRITING ACTIVITIES DAN MODEL CREATIVE PROBLEM SOLVING (CPS) PADA MATERI BARISAN DAN DERET DITINJAU DARI KREATIVITAS BELAJAR MATEMATIKA SISWA KELAS X SMK SE-KOTA TEGAL TAHUN AJARAN 2014/2015

Abstract: Problem solving ability was main objective in this mathematic’s learning. So this research intends to know the students’ achievement of mathematics which was better (1) students were taught by Problem Based Learning (PBL) with Writing Activities (WA), students were taught by Creative Problem Solving (CPS) or students were taught by Direct Learning, (2) students with high creativity, students with medium creativity, or srudents with low creativity, (3) in each category creativities, the students’ achievement of mathematics was better among the students were learnt by PBL with WA, CPS or direct learning models (4) in each model, the students’ achievement of mathematics was better among the students with high creativity, students with medium creativity, students with low creativity. This research used a quasi-experimental research with the population of tenth grade of High Schools in Tegal city in the Academic Year of 2014/2015. The sampling technique used stratified cluster random sampling and three schools were selected namely SMK N 1 Tegal, SMK N 2 Tegal, and SMK N 3 Tegal. Two-way variance’ analysis was used to test the hypothesis, followed by Scheffe’ technique. The results of analysis were as follows. (1) The students’ achievement by PBL with WA were better than by CPS and direct learning. The students’ achievement by CPS were better than by direct learning. (2) The students’ achievement with high creativities were better than with medium and low creativity. The students’ achievement with medium creativity were better than with low creativity. (3) In every category of creativities (high, medium and low), the students’ achievement by PBL with writing activities were better than CPS and direct learning. The students’ achievement by CPS were better than direct learning. (4) In every model of learnings (PBL with WA, CPS, and direct learning), the students’ achievement with high creativity were better than medium creativity and low creativity. The students’achievement with medium creativity were better than with low creativity.Keywords: Problem Based Learning with Writing Activities, Creative Problem Solving, Creativities, achievement of mathematics

### EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) DAN PROBLEM POSING BENTUK WITHIN-SOLUTION POSING PADA MATERI PERBANDINGAN DITINJAU DARI KECERDASAN INTERPERSONAL SISWA SMP NEGERI KOTA PONTIANAK

Abstract: The aims of this study were to investigate: (1) which learning model produces student’s better mathematics learning achievement, Cooperative Integrated Reading and Composition (CIRC), Problem Posing Learning Model Within-Solution Posing (WSP) Form or classical learning model; (2) which student’s have better mathematics learning achievement, those with high, medium, or low interpersonal intelligence; (3) viewed from learning models, which student’s have better mathematics learning achievement, those with high, medium, or low interpersonal intelligence; (4) viewed from interpersonal intelligences, which learning model produces better mathematics learning achievement, CIRC, WSP or classical learning model. This research used quasi experimental method with its population included all of students of state junior high school in Pontianak City. Sampling was done by stratified cluster random sampling technique. The size of the sample was 313 students. The data collection technique was include the documentation method to get the 2013/2014 National Test (UN) of Elementary School for initial capability data before the experiment, achievement test for mathematics student’s achievement data, and questioner of interpersonal intelligence. The data was analyzed using analysis of variance. Based on these results it can be concluded as follows. (1) Mathematics learning using CIRC produced the same mathematics achievement as using classical learning model. However, mathematics learning using WSP produced student’s better mathematics learning achievement than using CIRC and classical learning model. (2) For students with high, medium, or low interpersonal intelligence have the same mathematics achievement. (3) Viewed from learning models, students with high, medium, or low interpersonal intelligence have the same mathematics achievement. (4) Viewed from interpersonal intelligences, mathematics learning using WSP produced student’s better mathematics learning achievement than using CIRC and classical learning model. However, mathematics learning using CIRC and classical learning model have the same mathematics achievement.Keywords: CIRC learning model, WSP learning model, interpersonal intelligence, the mathematical achievemen