Eksperimentasi Model Pembelajaran Problem Based Learning (Pbl), Discovery Learning (Dl), Dan Problem Possing (Pp) Ditinjau Dari Kecerdasan Majemuk Siswa Pada Materi Kubus Dan Balok SMP Negeri Kabupaten Demak

The objective of this research is to investigate the effect of learning models on the learning achievement in mathematics viewed from the multiple intelligences. The learning models compared were the PBL, DL, and PP models. Its population was all of the students in Grade VIII of State Junior Secondary Schools of Demak. The samples of research were taken by using the stratified cluster random sampling technique. The proposed hypotheses of research were tested by using the two-way analysis of variance with unbalanced cells. The results of research are as follows. 1) The students instructed with the PBL model have a better learning achievement in Mathematics than those instructed with the DL and PP models, and the students instructed with the DL model results in a better learning achievement in Mathematics than those instructed with the PP model. 2) The students with the logical-mathematical intelligence have a better learning achievement in Mathematics than those with the visual and interpersonal intelligences, and the students with the visual intelligence have a better learning achievement in Mathematics than those with the interpersonal intelligence. 3) In the students with the logical-mathematical and visual intelligences, the PBL model results in the same learning achievement in Mathematics as the DL, the DL model results in the same learning achievement in Mathematics as the PP model, and the PBL model results in the same learning achievement in Mathematics as the PP model. In the students with the interpersonal intelligence, the PBL model results in the same learning achievement in Mathematics as the DL, the DL model results in the same learning achievement in Mathematics as the PP model, but the PBL model results in a better learning achievement in Mathematics than the PP model. 4) In the PBL, DL , and PP models, the students with the logical-mathematical intelligence have the same learning achievement in Mathematics as those with the visual intelligence, the students with the visual intelligence have the same learning achievement in Mathematics as those with the interpersonal intelligence, and the students with the logical-mathematical intelligence have the same learning achievement in Mathematics as those with the interpersonal intelligence

Eksperimentasi Model Pembelajaran Tipe Numbered Head Together (Nht) Dan Think-pair-share (Tps) Ditinjau Dari Gaya Belajar Siswa Pada Pokok Bahasan Relasi Dan Fungsi Kelas Viiismp Negeri Se-kabupaten Pacitan Tahun Pelajaran 2015/2016

The objective of the research was to know in each category learning style (visual, auditorial, and kinesthetic) which one providing better mathematics learning achievement, NHT, TPS, or direct learning model. This research was a quasi-experimental and designed in a 33 factorial design. The population of research was students in grade VIII of Junior High Schools of Pacitan Regency in this academic year of 2015/2016. The sample was taken by stratified cluster random sampling. Results of this research were concluded as follows: (1) in NHT and TPS model, visual, auditorial, and kinesthetic learning style have similar result of learning achievement, (2) in direct learning model, students of auditorial learning style have better than learning achievement kinesthetic learning style, visual learning style have learning achievement as good as auditorial learning style, students of visual learning style have learning achievement as good as kinesthetic learning style, (3) in visual learning style, NHT have learning achievement as good as TPS, NHT and TPS have better than learning achievement direct learning model, (4) in auditorial learning style, NHT have learning achievement as good as TPS, NHT and TPS have learning achievement as good as direct learning model, and (5) in kinesthetic learning style, NHT have learning achievement as good as TPS, TPS have better learning achievement than direct learning model, NHT have learning achievement as good as direct learning model

Proses Berpikir Siswa Kelas VIII SMP Negeri 25 Surakarta Dalam Memecahkan Masalah Matematika Ditinjau Dari Tipe Kepribadian Extrovert-introvert Pada Materi Persamaan Garis Lurus

The objective of this research was to describethe 8th grade students's thinking process of SMP Negeri 25 Surakarta. The subjects were students of 8th E who has an extrovert and introvert personality. The thinking process was the thought process of assimilation and accommodation in solving mathematical problems based on the type of Krulik and Rudnick on a straight-line equation. The technique of data collection that used was snowball-sampling which the subject stopped when data saturation. Obtained three extrovert students and three introvert students. The validation of data was carried out with time triangulation. The result of research showed that the thinking process of extrovert students in solving mathematical problems based on the type of Krulik and Rudnick step was as follows 1) In read and think step, the used of thinking process was assimilation; 2) In explore and plan step, the used of thinking process was imperfect assimilation; 3) In select a strategy step, the used of thinking process was imperfect assimilation; 4) In find an answer step, the used of thinking process was imperfect assimilation; 5) In reflect and extend step, the used of thinking process was accommodation. The thinking process of introvert students in solving mathematical problems based on the type of Krulik and Rudnick step was as follows: 1) In read and think step, the used of thinking process was assimilation; 2) In explore and plan step, the used of thinking process was assimilation; 3) In select a strategy step, the used of thinking process was imperfect assimilation; 4) In find an answer step, the used of thinking process was assimilation; 5) In reflect and extend step, the used of thinking process was a imperfect assimilation

Eksperimentasi Model Pembelajaran Problem Posing Dan Problem Solving Dengan Pendekatan Pmr Terhadap Prestasi Belajar Dan Kemampuan Komunikasi Matematis Ditinjau Dari Kreativitas Siswa Kelas VII SMP Negeri Di Kabupaten Sukoharjo

The objective of this research was to investigate the effect of learning models with realistic mathematic education (RME) approach on learning achievement and mathematical communication ability viewed from student creativity. The learning models compared were Problem Posing (PP), Problem Solving (PS) and direct learning models. This research used a quasi-experimental research. The population were the seventh grade students of junior high school in Sukoharjo. The samples of this research were taken by using the stratified cluster random sampling technique. The proposed hypothesis of this research was analyzed by using the two way multivariate analysis of variance with unbalanced cells. The results of the research are as follows: (1) model of PP learning and model of PS learning with RME approach result the same achievement, but model of PP learning with RME approach results in a better mathematical communication ability than model of PS learning with RME. Model of PP learning and model of PS learning with RME approach result in better achievement and mathematical communication ability than direct learning model. (2) the students with the high creativity have better achievement and mathematical communication ability than those with the moderate or low creativity, but the students with the moderate and low creativity have the same achievement and mathematical communication ability. (3) in each creativities of students, model of PP learning and model of PS learning with RME approach result in better achievement and mathematical communication ability than direct learning model. Model of PP learning and model of PP learning with RME approach result the same achievement, but model of PP learning with RME approach results in a better mathematical communication ability than model of PS learning with RME. (4) in each learning models, the students with high creativity have better achievement and mathematical communication ability than those with medium and low creativity, and the students with moderate and low creativity have the same achievement and mathematical communication ability