Tujuan dari penelitian ini adalah untuk mendeskripsikan keefektifan pendekatan Contextual Teaching and Learning (CTL) dan problem-solving ditinjau dari prestasi belajar dan kepercayaan diri. Penelitian ini merupakan penelitian eksperimen semu dengan populasi semua siswa kelas VII SMP Negeri 1 Yogyakarta Tahun Ajaran 2015/2016 yang terdiri dari delapan kelas. Sampel penelitian dipilih secara acak, dari delapan kelas yang ada terpilih dua kelas yaitu VII A dan VII B. Kelas VII A sebagai kelas eksperimen I diajar dengan pendekatan CTL dan kelas VII B sebagai kelas eksperimen II diajar dengan pendekatan problem solving. Instrumen yang digunakan dalam penelitian ini adalah tes prestasi belajar dan angket kepercayaan diri siswa. Data dianalisis menggunakan one sample t-test yakni digunakan untuk menyelidiki keefektifan pendekatan CTL dan problem solving; dan Multivariate Analysis of Variance (Manova), digunakan untuk menyelidiki perbedaan keefektifan antara pendekatan CTL dan problem solving. Temuan penelitian menunjukkan bahwa pendekatan CTL dan problem solving masing-masing efektif ditinjau dari prestasi belajar, tetapi tidak efektif ditinjau dari kepercayaan diri siswa pada pembelajaran materi himpunan kelas VII. Untuk perbedaan keefektifan, hasil temuan menunjukkan bahwa tidak terdapat perbedaan keefektifan antara pendekatan CTL dan problem solving ditinjau dari prestasi belajar dan kepercayaan diri. The effectiveness of the CTL and problem-solving approaches in terms of the achievement and self-confidence AbstractThe purpose of this study is to describe the effectiveness of Contextual Teaching and Learning (CTL) and problem-solving approaches in terms of achievement and self-confidence. This study was quasi-experiment research with the entire population of the seventh-grade students of State Junior High School 1 Yogyakarta in 2015/2016 which consisted of eight classes. The research sample classes VIIA and VII B were randomly selected from the eight classes. Class VII A as the experiment class I was taught by using the CTL approach and class VII B as the experiment class II was taught by using the problem-solving approach. The instruments of the study were an achievement test and the students' self-confidence questionnaire. The data were analyzed using a one-sample t-test to investigate the effectiveness of CTL and problem-solving approach; and Multivariate Analysis of Variance (Manova), to investigate the difference between the effectiveness of CTL and problem-solving approaches. The research findings indicate that the CTL and problem-solving approaches each are effective in term of achievement, but it's not effective in term of and self-confidence in the teaching of the set topic to the seventh-grade students. For differences ineffectiveness, the findings indicate that there is no difference between the CTL and problem-solving approaches in terms of students' achievement and self-confidence.

Penelitian ini bertujuan untuk mendeskripsikan keefektifan model pembelajaran Realistik dalam Seting Kooperatif (RESIK) ditinjau dari sikap terhadap matematika, motivasi belajar matematika, dan kemampuan berpikir kritis matematis siswa SMP. Penelitian ini adalah penelitian eksperimen semu dengan pretest-postest non equivalent group design. Penelitian ini menggunakan satu kelompok eksperimen dan satu kelompok kontrol. Populasi penelitian mencakup seluruh siswa kelas VII SMPN 1 Selong, Kabupaten Lombok Timur, NTB yang terdiri dari 6 kelas. Untuk menguji keefektifan model pembelajaran RESIK dan model konvensional ditinjau dari masing-masing aspek yaitu sikap terhadap matematika, motivasi belajar matematika, dan kemampuan berpikir kritis matematis digunakan analisis one sample t-test pada taraf signifikansi 5%. Selanjutnya untuk membandingkan keefektifan model pembelajaran RESIK dan model konvensional ditinjau dari aspek sikap terhadap matematika, motivasi  belajar matematika, dan kemampuan berpikir kritis matematis data dianalisis dengan menggunakan uji T2 Hotteling dengan taraf signifikansi 5%, dan uji-t univariat untuk menentukan model manakah yang lebih efektif. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran RESIK efektif ditinjau dari sikap terhadap matematika, motivasi belajar matematika, dan kemampuan berpikir kritis matematis siswa. Model pembelajaran RESIK lebih efektif daripada model konvensional ditinjau dari sikap terhadap matematika, motivasi belajar matematika, dan kemampuan berpikir kritis matematis.Kata Kunci: realistik, kooperatif, RESIK The effectiveness of the realistic model in cooperative setting in terms of the attitude, motivation, and mathematical critical thinking skill of junior high school students AbstractThis research aimed to describe the effectiveness of the realistic model in cooperative setting (RESIK model) in terms of the attitude, motivation, and mathematical critical thinking skill of junior high school students. This research was a quasi experimental study using pretest-posttest non equivalent group design. In this study, two experimental groups were used. Population of research covered the whole number of six classes of grade VII student of SMPN 1 Selong, Lombok Timur, NTB. There were three different tests used to examine the data. One sample t-test at a significance level of 5% was used to examine the effectiveness of learning using RESIK model and conventional approach in terms of the aspect of students' attitude toward mathematics, mathematics learning motivation, and mathematical critical thinking skill. Then the data was analyzed using T2 Hotteling test at significance level of 5% to compare the effectiveness of RESIK model and conventional approach, and the last test was by using t-univariat test to determine which approach was more effective. The result indicates that both RESIK model and conventional approach in learning mathematics were effective in terms of the aspect of students' attitude toward mathematics, mathematics learning motivation, and mathematical critical thinking skill at grade VII of SMPN 1 Selong. RESIK model more effective than conventional model in terms of the aspect of students' attitude toward mathematics, mathematics learning motivation, and mathematical critical thinking skill.Keywords: realistic, cooperative, RESIK

Tujuan penelitian ini adalah untuk mendeskripsikan keefektifan pembelajaran matematika dengan model search, solve, create, and share (SSCS) dan apakah pembelajaran matematika dengan model SSCS lebih baik dibandingkan dengan model konvensional ditinjau dari prestasi, penalaran matematis, dan motivasi belajar. Penelitian ini merupakan penelitian eksperimen semu dengan desain kontrol grup non-ekuivalen. Populasi dalam penelitian adalah seluruh siswa kelas VIII SMP Muhammadiyah Banguntapan yang terdiri dari lima kelas. Sampel penelitian diambil dua kelas secara acak, yaitu kelas VIII-D dan VIII-E. Analisis data yang digunakan adalah uji T2 Hotteling's, uji MANCOVA, dan uji lanjut dengan prosedur t-test. Setiap analisis dilakukan pada taraf signifikansi 5%. Hasil penelitian ini adalah pembelajaran matematika dengan model SSCS efektif ditinjau dari prestasi dan motivasi belajar, tetapi tidak efektif ditinjau dari penalaran matematis siswa dan pembelajaran matematika dengan model SSCS lebih baik dibandingkan dengan pembelajaran konvesional ditinjau dari prestasi dan penalaran matematis, tetapi tidak lebih baik ditinjau dari motivasi belajar siswa kelas VIII SMP Muhammadiyah Banguntapan.Kata Kunci: model SSCS, model konvensional, prestasi belajar, penalaran matematis, motivasi belajar siswa The Effectiveness of the Model of Search, Solve, Create, and Share Terms of Achievement, Mathematical Reasoning, and Motivation to Learn AbstractThe purpose of this study is to describe the effectiveness of teaching with the teaching model search, solve, create, and share (SSCS) and to describe whether teaching by teaching model SSCS better than by model conventional regarding students' achievement, mathematical reasoning, and mathematics learning motivation. This research was quasi-experimental with the non-equivalent control group design. The population was all students of class VIII SMP Muhammadiyah Banguntapan consisting of five classes. The sample taken at random consisted of two classes: classes VIII-D dan VIII-E. Class VIII-D was taught by using the model conventional, while class VIII-E was taught by using the SSCS teaching model. The data were analyzed by using a multivariate test Hotelling's T2, MANCOVA test, and tested further by using t-test procedures. Each analysis regarding at the significance level of 5%. The results showed that: the first, the teaching of mathematics by using the SSCS model is effective regarding students' achievement and students' mathematics learning motivation, but it is not effective in terms of mathematical reasoning Banguntapan Muhammadiyah junior high school students of class VIII. The second, the SSCS teaching model is better than the conventional teaching model regarding students' achievement and mathematical reasoning abilities, but not better terms of students' mathematics learning the mathematics of class VIII SMP Muhammadiyah Banguntapan.Keywords: teaching model of SSCS, teaching model of conventional, academic achievement, mathematical reasoning ability, mathematics learning motivation

Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan pemahaman matematis siswa setelah dilakukan pembelajaran dengan menggunakan pendekatan Students Teams Achievement Divisons (STAD). Jenis penelitian yang dilakukan adalah pre-experimental dengan bentuk One Group Pretest-Posttest Design. Subjek penelitian adalah salah satu kelas dari sebuah instansi di daerah Tangerang yang teridi dari 17 siswa. Instrumen penelitian meliputi tes pemahaman matematis dan pedoman wawancara. Pokok bahasan yang menjadi bahasan dalam penelitian ini adalah materi perbandingan senilai. Data dari hasil penelitian dianalisis secara kuantitatif-deskriptif. Peningkatan kemampuan pemahaman matematis dilihat dari perhitungan N Gain dan hasil wawancara dijelaskan secara deskriptif. Berdasarkan data yang diperoleh dari penelitian, perolehan rata-rata kriteria N Gain adalah 0,69 (sedang). Kemudian, dari hasil wawancara secara terbuka terhadap sampel, respon siswa yang didapat cukup baik dilihat dari antusias ketika mengikuti pembelajaran maupun respon secara terbuka. Berdasarkan hasil tes terlihat adanya peningkatan kemampuan pemahaman matematis siwa setelah diterapkan pendekatan pembelajaran STAD.Kata Kunci: kemampuan pemahaman matematis, perbandingan senilai, students teams achievement division Improved Mathematical Understanding Through Students Teams Achievement Divisons (STAD) Learning Approach AbstractThis study aimed to determine the increase in the ability of students' mathematical understanding after learning by using Students Teams Achievement Divisons (STAD) approach. This research was pre-experimental with form one group pretest-posttest design. The subjects of research were one of the classes of an institution in the Tangerang area consisting of 17 students. Research instruments include mathematical comprehension test and interview guides. The subject matter of the discussion in this study was worth comparison material. Data from the study were analyzed quantitatively-descriptive. Improving the ability of understanding mathematical seen from the calculation N Gain and interviews described in descriptive. Based on data obtained from the study, the average acquisition criteria N Gain was 0.69 (medium). Then, from the interviews are open to sample student responses obtained fairly good views of enthusiastic when following the study and response publicly. Based on the results of test seen an increase in students' mathematical understanding abilities after learning approach applied STAD.Keywords: mathematical understanding ability, comparison worth, students teams achievement division.

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Penelitian ini bertujuan untuk mendeskripsikan keefektifan model pembelajaran (Quantum Teaching dan TGT) dan membandingkan keefektifan model pembelajaran (Quantum Teaching dan TGT) pada pembelajaran matematika ditinjau dari aspek prestasi dan motivasi belajar siswa. Penelitian ini adalah penelitian quasi-experiment dengan desain pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Muhammadiyah 1 Yogyakarta, sedangkan sampelnya adalah siswa kelas VIII-D dan VIII-E. Instrumen yang digunakan adalah tes prestasi belajar dan angket motivasi belajar siswa. Untuk menguji keefektifan model  pembelajaran (Quantum Teachingdan TGT), data dianalisis dengan menggunakan uji one sample t-test. Untuk membandingkan keefektifan model pembelajaran (Quantum Teaching dan TGT), data dianalisis dengan menggunakan MANOVA kemudian dilanjutkan dengan uji t-Bonferoni. Hasil penelitian menunjukkan bahwa model pembelajaran (Quantum TeachingdanTGT) efektif dan model Quantum Teaching lebih efektif daripada model TGT ditinjau dari aspek prestasi dan motivasi belajar siswa.Kata Kunci: model quantum teaching, model TGT, prestasi belajar, motivasi belajar Comparison of the Effectiveness of Quantum Teaching and TGT in Mathematics' Instruction Viewed from Achievement and Motivation AbstractThis study aims to describe the effectiveness of the Quantum Teaching and Cooperative TGT Models and compare the effectiveness of the Quantum Teaching models with TGT in mathematics' instruction viewed from the students' achievement and learning motivation. This study was a quasi-experimental study using the pretest-posttest nonequivalent group design. The research population was all grade VIII students, while the sample is students of Class VIII-D and VIII-E. The data collecting instruments consisted of a students' learning achievement test and learning motivation to questionnaires. To test the effectiveness of the Quantum Teaching and TGT models, the data were analyzed using one sample t-test. Then, to comparethe effectiveness of the Quantum Teaching models TGT models, the data were analyzed using MANOVA and continued using the t-Beonferroni test. The results of the study show that the Quantum Teaching and TGT models are effective and the Quantum Teaching model is more effective than the TGT models in mathematics' instruction viewed from the students' achievement and learning motivation.Keywords: quantum teaching models, TGT models, learning achievement, learning motivation

Tujuan penelitian ini adalah untuk menghasilkan perangkat pembelajaran trigonometri berbasis strategi pembelajaran inkuiri melalui model pembelajaran kooperatif tipe STAD yang valid, praktis, dan efektif ditinjau dari prestasi dan kemampuan komunikasi matematis siswa. Penelitian ini adalah penelitian pengembangan yang menggunakan model pengembangan 4-D yang dikembangkan oleh Thiagarajan, Semmel dan Semmel. Pengembangan perangkat dimulai dari tahap: awal-akhir, analisis siswa, analisis tugas, analisis konsep, analisis spesifikasi tujuan pembelajaran, pemilihan media, pemilihan format, desain produk, penilaian ahli dan praktisi, uji coba terbatas dan uji coba lapangan. Subjek uji coba sebanyak 67 orang siswa kelas X SMAN Bernas Kabupaten Pelalawan, Provinsi Riau yang terdiri atas sembilan orang pada uji coba terbatas dan 58 orang pada uji coba lapangan. Kesimpulan dari penelitian ini adalah bahwa perangkat pembelajaran yang dikembangkan memenuhi kriteria valid, praktis, dan efektif ditinjau dari pretasi dan kemampuan komunikasi matematis siswa sehingga perangkat tersebut layak digunakan sebagai sumber belajar.Kata kunci: perangkat trigonometri, strategi inkuiri, model kooperatif tipe STAD Developing an Inquiry Model-Based Trigonometry Teaching Kit Using STAD Method AbstractThe aim of this study is to produce an inquiry model-based trigonometry teaching kit using STAD method of cooperative learning which is  valid, practical, and effective in terms of students' mathematics achievement and  communication skills.This is a research and development study (R & D), which consisted of a 4-D development model  by Thiangarajan, Semmel and Semmel. The development process started with front-end analysis, learner analysis, task analysis, concept analysis, specifying of objectives analysis, media selection,  format selection, product design, validators' and practitioners' evaluations, small scale try-out, and the field test. There were a total of 67 subjects used for the study which consisted of nine students for the small try-out and 58 students for the field test. The subjects were year 10 students of Bernas Senior High School in the region of Pelalawan, Riau. The results reveal that the developed product is valid, practical, and effective in terms of students' mathematics achievement and  communication skills to be used as a learning resource.Keywords: inquiry strategies, trigonometry, model STAD cooperative

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan model pembelajaran kooperatif tipe STAD dan GI, dan (2) manakah yang lebih efektif antara kedua metode tersebut ditinjau dari kemampuan berpikir kritis dan komunikasi matematis siswa. Penelitian ini adalah penelitian eksperimen semu dengan rancangan pretest-posttest nonequivalent group design. Hasil penelitian menunjukkan bahwa pembelajaran kooperatif tipe STAD dan GI keduanya efektif. Tidak terdapat perbedaan keefektifan diantara keduanya  ditinjau dari kemampuan berpikir kritis dan kemampuan komunikasi matematis siswa pada pembelajaran himpunan di kelas VII.Kata Kunci: STAD, GI, berpikir kritis, komunikasi matematis. The Effectiveness of the Cooperative Learning STAD and GI in Terms of Critical Thinking and Mathematical CommunicationAbstractThis study aims to describe: (1) the effectiveness of cooperative learning model of STAD type and GI, and (2) the more effective model between the two in terms of critical thinking skills and students' mathematical communication. This study is a quasi-experimental study with a pretest-posttest nonequivalent group design. The results show that cooperative learning of STAD type and GI approach are effective. There is no difference between them in terms of the effectiveness of critical thinking skills and the students' mathematical communication skills  in the teaching of the material on sets to class VII.Keywords: STAD, GI, critical thinking, mathematical communication

Penelitian ini bertujuan untuk: (1) mendeskripsikan keefektifan strategi pembelajaran REACT pada pembelajaran turunan fungsi ditinjau dari prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang, (2) menentukan strategi pembelajaran yang lebih efektif diantara strategi REACT dan pembelajaran konvensional pada pembelajaran turunan fungsi ditinjau dari aspek prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang. Penelitian ini adalah penelitian quasi experiment. Teknik pengumpulan data yang digunakan adalah teknik tes dan nontes. Teknik analisis data yang digunakan adalah uji one sample t-test, uji T2 Hotelling's, dan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa: (1) strategi pembelajaran REACT efektif pada pembelajaran turunan fungsi ditinjau dari prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang, dan (2) strategi pembelajaran REACT lebih efektif daripada pembelajaran konvensional pada pembelajaran turunan fungsi ditinjau dari aspek prestasi belajar matematika, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA Negeri 4 Magelang.Kata Kunci: strategi REACT, prestasi belajar, kemampuan penyelesaian masalah matematis, kemampuan koneksi matematis, dan Self efficacy siswa SMA The Effectiveness of REACT Strategy Viewed from Learning Achievement, Problem Solving Ability, Mathematical Connection, Self-EfficacyAbstractThe aims of this study are to: (1) to describe the effectiveness of the REACT strategy viewed from Mathematics Learning Achievement, Mathematics Problem Solving Ability, Mathematics Connection Ability, and Student Self efficacy of State Senior High School 4 Magelang Students, and (2) determine a more effective learning strategies between REACT strategy and conventional learning in the derivative function instruction viewed from mathematics learning achievement, mathematical problem solving ability, mathematical connections ability, and self-efficacy of State Senior High School 4 Magelang Students.This study was a quasi-experimental research. Collecting data technique are test and nontest. Analyze data technique using one-sample t-test, Hotelling's T2-test, and t-Bonferroni test. The results show that: (1) The REACT strategy is effective in derivative function instruction viewed from mathematics learning achievement, mathematical problem solving ability, mathematical connections ability, and self-efficacy of State Senior High School 4 Magelang Students, and (2) REACT strategy is more effective than conventional learning in derivative function instruction viewed from mathematics learning achievement, mathematical problem solving ability, mathematical connection ability, and self-efficacy of State Senior High School 4 Magelang StudentsKeywords: REACT strategy, mathematics learning achievement, mathematical problem solving ability, mathematical connection ability, and self-efficacy of senior high school students

Penelitian ini bertujuan untuk: (1) mengembangkan produk perangkat assessment pembelajaran pada pokok bahasan geometri dan pengukuran yang berorientasi pada aspek pengetahuan, keterampilan dan sikap peserta didik SMP/MTs kelas VII dan VIII sebagai hasil pengembangan berdasarkan kajian teori, pendapat ahli, dan pendapat pengguna dengan kualifikasi baik; dan (2) mendeskripsikan kualitas produk assessment pembelajaran pada pokok bahasan geometri dan pengukuran yang berorientasi pada aspek pengetahuan, keterampilan dan sikap peserta didik SMP/MTs kelas VII dan VIII berdasarkan aspek kevalidan, kepratisan dan keefektifan. Teknik analisis data yang digunakan untuk menghitung reliabilitas dengan menggunakan α-reliability, untuk α ≥ 60 maka reliabel. Percentage of Agrements (PA) untuk mengetahui tingkat kesepakatan antar pengamat, dengan PA ≥ 70 maka tepenuhi. Hasil penelitian ini menunjukkan bahwa: (1) produk pengembangan perangkat assessment pembelajaran pokok bahasan geometri dan pengukuran yang berorientasi pada aspek pengetahuan, keterampilan dan sikap peserta didik SMP/MTs kelas VII dan VIII sebagai hasil pengembangan berdasarkan kajian teori, pendapat ahli, dan pendapat pengguna mencapai tarap kualifikasi baik. (2) kualitas produk assessment pembelajaran pada pokok bahasan geometri dan pengukuran yang berorientasi pada aspek pengetahuan, keterampilan dan sikap peserta didik SMP/MTs kelas VII dan VIII berdasarkan aspek kevalidan, kepratisan dan keefektifan telah terpenuhi dengan kualitas baik.Kata kunci: assessment, perangkat, matematika. Developing Mathematic Assessment Product of Learning Geometric and Measuring for Students Junior High School AbstractThe objectives of this research were: (1) to develop mathematic assessment product of learning tools for geometric and measuring subject that was oriented to knowledge, skill, and attitude aspect for students of junior high school grade 7 and 8 according to literature, expert judgement, and user's opinion that has good qualification; (2) to know the quality of assessment product of geometric and measuring learning tools that was oriented to knowledge, skill, and attitude aspect of students in Junior High School grade 7 and 8 according to validity, effiiciency, and effectiveness aspect. The data were analyzed using α-reliability and precentage of aggrement (PA). It's realiable for α ≥ 60, while the precentage of aggrement was to know the agreement between observer, it's fulfilled if PA ≥ 70. The results of this research show that: (1) the development product assessment of learning tools for geometric and mesuring subject that is oriented to knowledge, skill, and attitude aspect for students of junior high school grade 7 and 8 according to literature, expert judgement, and user's opinion has good qualification; (2) the quality of assessment product of geometric and measuring learning tools that is oriented to knowledge, skill, and attitude aspect of students in Junior High School grade 7 and 8 according to validity, efficiency, and effectiveness aspect is fulfilled well.Keyword: assessment, tools, math

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan model pembelajaran kooperatif tipe Jigsaw ditinjau dari kemampuan penalaran dan sikap belajar matematika, (2) keefektifan model pembelajaran kooperatif tipe TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika, (3) model pembelajaran yang lebih efektif antara tipe Jigsaw dibandingkan dengan tipe TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika. Penelitian ini merupakan penelitian eksperimen semu yang menggunakan dua kelompok eksperimen. Teknik analisis data yang digunakan meliputi: (1) one sample t-test yang digunakan untuk mendeskripsikan keefektifan Jigsaw dan TAI pada masing-masing variabel; (2) analisis multivariat yang digunakan untuk mengetahui ada tidaknya perbedaan keefektifan Jigsaw dan TAI secara simultan; (3) uji lanjut dengan prosedur Bonferroni, yang digunakan untuk mengetahui model pembelajaran yang lebih efektif antara Jigsaw dan TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika siswa. Hasil penelitian menunjukkan bahwa: (1) pembelajaran kooperatif tipe Jigsaw efektif ditinjau dari kemampuan penalaran dan sikap belajar matematika; (2) pembelajaran kooperatif tipe TAI efektif ditinjau dari kemampuan penalaran dan sikap belajar matematika; (3) tidak terdapat perbedaan keefektifan antara model pembelajaran kooperatif tipe Jigsaw dan tipe TAI ditinjau dari kemampuan penalaran dan sikap belajar matematika.Kata kunci: Jigsaw, TAI, kemampuan penalaran matematika, sikap belajar matematika  The Effectiveness of Jigsaw and TAI Learning in Terms of  Students' Reasoning Competence and Mathematics Learning AttitudeAbstractThis research aims to describe: (1) the effectiveness of cooperative learning model of Jigsaw type seen from the students' reasoning competence and mathematics learning attitude, (2) the effectiveness of cooperative learning model of TAI type seen from the students' reasoning competence and mathematics learning attitude, (3) the more effective learning model between the Jigsaw type or TAI type, in terms of students' reasoning competence and mathematics learning attitude. This research was a quasi-experimental study using two experimental groups. The data analysis techniques consisted of: (1) the one sample t-test carried out to investigate the effectiveness of the Jigsaw-type and the TAI-type in each variable; (2) the multivariate analysis carried out to investigate the difference in the effectiveness of the Jigsaw-type and the TAI-type on two dependent variables simultaneously; (3) the post-hoc test involving the Bonferroni procedure carried out to analyze which one was more effective between the Jigsaw-type and the TAI-type in terms of students' reasoning competence and mathematics learning attitude. The results of the research show that: (1) the cooperative learning model of Jigsaw is effective seen from the reasoning competence and mathematics learning attitudes; (2) the cooperative learning model of TAI is effective seen from the reasoning competence and mathematics learning attitudes; (3) there is no difference in the effectiveness, between the Jigsaw type and TAI type cooperative learning models in terms of reasoning competence and mathematics learning attitudes.Keywords: Jigsaw, TAI, mathematical reasoning competence, mathematic learning attitude

Penelitian ini bertujuan menyelidiki pengaruh pembelajaran segiempat dan segitiga dengan pendekatan discovery yang menekankan aspek analogi terhadap prestasi belajar, kemampuan penalaran, dan kecerdasan emosional spiritual siswa SMP Negeri 9 Yogyakarta. Penelitian ini merupakan penelitian eksperimen semu.Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan penalaran, dan angket kecerdasan emosional spiritual. Data dianalisis menggunakan uji Multivariate Analysis of Variance (Manova) dan Analysis of Variance (Anova). Hasil penelitian menunjukkan ada pengaruh pembelajaran segiempat dan segitiga dengan pendekatan discovery yang menekankan aspek analogi terhadap prestasi belajar, dan kemampuan penalaran siswa. Berdasarkan analisis, pembelajaran segiempat dan segitiga dengan pendekatan discovery yang menekankan aspek analogi lebih unggul daripada pembelajaran biasa dalam hal prestasi belajar dan kemampuan penalaran. Sebaliknya, dalam hal kecerdasan emosional spiritual siswa, pendekatan discovery yang menekankan aspek analogi tidak memberi pengaruh dan tidak lebih unggul daripada pembelajaran biasa.Kata Kunci: discovery, menekankan aspek analogi, prestasi belajar, kemampuan penalaran, kecerdasan emosional spiritual The Effect of Discovery Approach Emphasing on the Analogy Aspect on Achievement, Reasoning Ability, Emotional Spiritual IntelligenceAbstractThis study aims to investigate the effect of quadrilateral and triangle teaching using the disco-very approach emphasing on the analogy aspect on achievement, reasoning ability, and emotional spiritual intelligenceof Grade VII students of SMPN 9 Yogyakarta. This study was a quasi-experimen-tal study. The instruments of the study were an achievement test, reasoning ability test, and emotional spiritual intelligence questionnaire. The data wereanalyzed using the Multivariate Analysis of Variance (Manova) and Analysis of Variance(Anova) tests. The results of the study are as follows. There is aneffect of quadrilateral and triangle teaching using the discovery approach emphasing on the analogy aspect on students' achievement and reasoning ability.There is noeffect of the students'spiritual emotional intelligence on the discovery approach emphasing on the analogy aspect. The discovery approach is not superior to the conventional approach.Keywords: discovery, emphasing on the analogy aspect, achievement, reasoning ability, spiritual and emotional intelligence

Penelitian ini bertujuan untuk menentukan keefektifan dan perbandingan keefektifan dari pendekatan open-ended dan problem solving pada pembelajaran bangun ruang sisi datar ditinjau dari pencapaian kemampuan penalaran, pemecahan masalah, dan komunikasi matematis. Penelitian ini adalah quasi experiment dengan desain pretest-posttest nonequivalent group design. Populasi penelitian mencakup seluruh siswa kelas VIII SMP Negeri 1 Pandak, Bantul, Yogyakarta. Selanjutnya dengan memilih secara acak dari keseluruhan kelas tersebut, terpilih kelas VIII F dan VIII G sebagai sampel penelitian. Untuk menguji keefektifan masing-masing pendekatan pembelajaran digunakan uji one sample t-test. Untuk menguji bahwa pendekatan open-ended lebih efektif daripada pendekatan problem solving, data dianalisis menggunakan MANOVA yang dilanjutkan dengan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa kedua pendekatan pembelajaran efektif ditinjau dari masing-masing aspek, dan pendekatan open-ended lebih efektif daripada pendekatan problem solving pada pembelajaran bangun ruang sisi datar ditinjau dari pencapaian kemampuan penalaran, pemecahan masalah, dan komunikasi matematis di SMP.Kata Kunci: pendekatan open-ended, pendekatan problem solving, kemampuan penalaran, kemampuan pemecahan masalah, kemampuan komunikasi matematis The Effectiveness of Open-Ended and Problem Solving Approach in Matter of Flat Side Construct in Junior High SchoolAbstractThe aims of this research are to decide the effectiveness and the comparison of the effectiveness of open-ended and problem solving approach toward matter of flat side construct lesson viewed from achivement of reasoning ability, problem solving and mathematics communication. This study was a quasi experimental study using the pretest-posttest nonequivalent group design. The research population covered the entire VIII class students' of SMP Negeri 1 Pandak, Bantul, Yogyakarta. From the population, classes of VIII F and VIII G were selected randomly as the research sample. To test the effectiveness of open-ended and problem solving approach, the one sample t-test was carried out. Then, to test the more effectiveness of the open-ended approach than the problem solving approach, the MANOVA was carried out and then continued by the t-Bonferroni test. The results of the study show that open-ended and problem solving approaches are effective and open-ended approach is more effective than  problem solving approach in matter of flat side construct' viewed from achivement of reasoning ability, problem solving, and mathematics communication in junior high school.Keywords: the open-ended approach, the problem solving approach, reasoning ability, problem solv-ing ability, mathematics communication ability

Penelitian ini bertujuan untuk menghasilkan produk berupa perangkat pembelajaran bangun ruang SMP dengan pendekatan problem-based learning yang valid, praktis, dan efektif dilihat dari pencapaian kompetensi dasar, kemampuan berpikir kritis, dan sikap terhadap matematika. Jenis penelitian ini merupakan penelitian pengembangan model 4D yang meliputi tahap pendefinisian, perancangan, pengembangan, dan tahap disseminasi. Hasil penelitian berupa perangkat pembelajaran bangun ruang yang terdiri atas silabus, RPP, LKS, dan instrumen evaluasi berupa tes pencapaian kompetensi dasar dan kemampuan berpikir kritis yang valid, praktis, dan efektif. Kevalidan perangkat mencapai kategori sangat baik ditinjau dari penilaian para ahli. Kepraktisan perangkat mencapai kategori sangat baik ditinjau dari penilaian guru, penilaian peserta didik, dan observasi keterlaksanaan pembelajaran. Aspek keefektifan dipenuhi dari tercapainya minimal 75% peserta didik lulus KKM ditinjau dari pencapaian kompetensi dasar dan berpikir kritis, serta lebih dari 80% peserta didik mempunyai sikap terhadap matematika dalam kategori tinggi. Dari kegiatan ekperimen diperoleh bahwa perangkat yang dikembangkan lebih efektif daripada perangkat pembelajaran konvensional ditinjau dari pencapaian kompetensi dasar, berpikir kritis, dan sikap terhadap matematika.Kata Kunci: pengembangan, perangkat pembelajaran, pendekatan problem-based learning, bangun ruang SMP Developning Space Learning Kits in Junior High School with Problem-Based Learning ApproachAbstractThis study was aimed to produce space learning kits with problem-based learning approach in Junior High School which was valid, practical, and effective based on achievement of basic competence, critical thinking skill, and attitude towards mathematics. This study was and development study using the 4D development model that included defining, designing, developing, and  disseminating phase. This study produced valid, practical, and effective space learning kits that consisted of syllabus, lesson plans, students' worksheets, and assessment tests that included test of basic competence achievement and critical thinking test. Kits validity gets very good category from expert assessment. Kits practically gets very good category from teachers assessment, students assessment, and observation of learning implementation. The aspect of effectiveness was seen from achievement minimal 75% of the student pass the minimum score for achievement of basic competence and critical thinking skill, and more than 80% of student have attitude toward mathematics in high category. The result of experiment activity shows that the developed learning kits more effective than conventional learning kits based on achievement of basic competence, critical thinking, and attitude toward mathematics.Keywords: development, learning kits, problem-based learning approach, space

Tujuan penelitian ini adalah untuk mendeskripsikan pengaruh strategi pembelajaran dan gaya kognitif terhadap kemampuan pemecahan masalah matematika, prestasi belajar matematika, dan apre-siasi siswa terhadap matematika. Penelitian ini merupakan penelitian eksperimen semu yang populasinya mencakup seluruh siswa kelas X SMA Negeri 10 Ambon yang terdiri dari enam kelas. Teknik pengumpulan data dalam penelitian ini adalah tes dan non tes sedangkan instrumen yang digunakan untuk mengumpulkan data meliputi soal tes kemampuan pemecahan masalah matematika, soal tes prestasi belajar matematika, dan angket apresiasi siswa terhadap matematika. Untuk melihat pengaruh strategi REACT dan gaya kognitif terhadap ketiga variabel dependen secara simultan, data dianalisis menggunakan uji statistik Analisis Varians Multivariat Dua Jalur (Two Way MANOVA), sedangkan untuk menganalisis masing-masing gaya kognitif terhadap ketiga variabel dependen secara simultan, digunakan uji statistik Multivariate Analysis of Variance (MANOVA). Hasil penelitian pada taraf signi-fikan 5%, menunjukkan bahwa ada pengaruh strategi REACT terhadap kemampuan pemecahan masalah matematika, prestasi belajar matematika, dan apresiasi siswa terhadap matematika pada siswa SMA Negeri 10 Ambon. Berdasarkan analisis yang dilakukan, siswa dengan gaya kognitif field inde-pendent lebih baik dari siswa dengan gaya kognitif field dependent ditinjau dari kemampuan pemecah-an masalah matematika, prestasi belajar matematika, dan apresiasi siswa terhadap matematika.Kata kunci: strategi REACT, gaya kognitif, kemampuan pemecahan masalah matematika, prestasi belajar matematika, dan apresiasi siswa terhadap matematika. The Effect of React Strategy in Terms Of Cognitive Style on the Problem Solving Skills, Learning Achievement, and Mathematical Appreciation of Students AbstractThe purpose of this study was to describe the effect of learning strategies and cognitive style on mathematical problem solving skills, mathematics learning achievement, and mathematical apprecia-tion of students. This study was a quasi-experimental research whose population consisted of all 10th graders in State Senior High School 10 of Ambon. The data collecting techniques were a test and non-test whereas the instrument used to the collect the data consisted of mathematical problem solving test, mathematics learning achievement test, and a questionnaire for mathematical appreciation of students. To test the effect of treatment on all of the dependent variables simultaneously, the data were analyzed using Two-Way MANOVA, while to analyze each cognitive style on all of the dependent variables simultaneously, the data were analyzed using Multivariate Analysis of Variance (MANOVA). The results of the study, using significance level 5%, showed that the REACT strategy has an effect on student's mathematical problem solving skills, mathematics learning achievement, and mathematical appreciation of students in State Senior High School 10 of Ambon. In the other words, the students with field independent cognitive style are better than those of the field dependent in terms of mathematical problem solving, mathematics learning achievement, and mathematical appreciation of students.Keywords: REACT strategy, cognitive style, mathematical problem solving skill, mathematics learning achievement, and mathematical appreciation of students.

Penelitian ini bertujuan untuk menentukan keefektifan penerapan model experiential learning dan menentukan mana yang lebih efektif antara model experiential learning dan pembelajaran konvensionalpada pembelajaran matematika materi bangun ruang sisi datar ditinjau dari prestasi belajar dan apresiasi siswa terhadap matematika. Jenis penelitian ini adalah quasi-experiment dengan pretest-posttest nonequivalent comparison-group design. Populasi dan sampelnya adalah siswa Kelas VIII MTs Negeri Sidoharjo dan siswa Kelas VIIIA dan VIIIB. Untuk menguji keefektifan pembelajaran metamatika dengan model experiential learning dan konvensional digunakan analisis dengan uji proporsi. Untuk mengetahui perbedaan keefektifan pembelajaran matematika dengan model experiential learning dan konvensional, data dianalisis dengan menggunakan uji T2 Hotelling's, dan uji t dengan kriteria Bonferroni untuk menentukan model pembelajaran manakah yang lebih efektif. Hasil penelitian menunjukkan bahwa penerapan model experiential learning lebih efektif dari pembelajaran konvensional pada pembelajaran matematika materi bangun ruang sisi datar ditinjau dari prestasi belajar dan apresiasi siswa terhadap matematika.Kata Kunci: model experiential learning, konvensional, prestasi belajar, dan apresiasi matematika. The Effectiveness of Experiential Learning in Mathematics Learning  in Subject Matter of Flat Side Construct AbstractThis study aims to determine the effectiveness of the experiential learning model and to determine which one is more effective between the experiential learning model and the conventional one in mathematics learning in subject matter of flat side construct viewed from the learning achieve-ment and students' appreciationof mathematics. This study was a quasi-experimental study using the pretest-posttest nonequivalent comparison-group design. The research population comprised all Year VIII students, consisting of 4 classes of MTs Negeri Sidoharjo. From the population, two classes, Class VIIIA and Class VIIIB, were selected randomly as the research sample. To test the effectiveness of the mathematics learning through the experiential learning model and conventional learning, the proportion test was carried out. Then to compare the effectiveness of the two models, the data were analyzed using T2 Hotelling's test, and the t-test to find out which of the two models was more effective. The results of the study show that the experiential learning model is more effective than the conventional in mathematics learning in subject matter of flat side construct viewed from the learning achievement and students' appreciationof mathematics.Keywords: experiential learning model, conventional, learning achivement, and mathematics appreciation.

Penelitian untuk mendeskripsikan tingkat dan letak kesulitan belajar matematika siswa pada aspek kognitif dan kategorisasi masalah belajar matematika siswa pada aspek afektif dalam menghadapi Ujian Nasional tahun pelajaran 2013/2014 SMA di Kota Baubau. Penelitian ini menggunakan penelitian dengan metode survei. Pengumpulan data yang digunakan adalah teknik pengukuran (tes diagnostik), kuisioner, dan wawancara. Hasil penelitian menunjukkan bahwa tingkat kesulitan belajar matematika yang dialami oleh siswa untuk menyelesaikan soal-soal Ujian Nasional berada pada kategori sedang; letak kesulitan belajar matematika siswa pada aspek kognitif dalam menyelesaikan soal-soal Ujian Nasional dilihat dari segi pengetahuan faktual dengan persentase interval kesulitan sebesar, segi pengetahuan konseptual dengan persentase interval kesulitan sebesar, dan segi pengetahuan prosedural dengan persentase interval kesulitan sebesar; dan kategorisasi masalah belajar matematika siswa pada kategori aspek afektif dalam menghadapi Ujian Nasional tahun pelajaran 2013/2014 SMA di Kota Baubau secara umum berada pada kategori rendah.Kata kunci: kesulitan belajar matematika, kognitif, afektif, ujian nasional SMA An Analysis of Difficulty on Cognitive and Problem on Affective of SMA Students in Mathematics Learning Facing National ExaminationAbstractThis study aims to describe the degree of student's learning difficulty of mathematics on cognitive and categorization of student's learning problem on affective aspect in accomplishing mathematic items in facing national final exam of SMA Baubau municipality in 2013/2014 academic year. The research type uses survey method. The technique of data collecting made use of diagnostic test that is National final exam items in 2012/2013 academic year which was modified by the researcher, questionnaires, and interviews. The research result indicates that the degree of students' learning difficulty of mathematics to accomplish national final exam items is in the medium category; the students' learning difficulty of mathematics on cognitive aspect in accomplish national final exam items viewed from factual knowledge  with students' difficulty  interval percentage , conceptual knowledge aspect with students' difficulty interval percentage , and procedural knowledge aspect with students' difficulty interval percentage ; and the categorization of students' learning problem of mathematics on affective aspect in facing National final exam in 2013/2014 academic year of SMA Baubau municipality generally is in the low category.Keywords: Learning difficulty of mathematics, cognitive, affective, SMA National final exam