Tujuan penelitian ini adalah untuk mendeskripsikan keefektifan pembelajaran matematika dengan menggunakan Problem Based Learning (PBL) berseting Team Group Tournament (TGT) dan PBL berseting Group Investigation (GI), serta membandingkan keefektifan pembelajaran PBL berseting TGT dan PBL berseting GI ditinjau dari prestasi belajar, kemampuan berpikir kreatif, dan toleransi siswa SMP. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-posttest non-equivalent comparison-group design. Populasi penelitian mencakup seluruh siswa kelas VIII SMP Negeri 1 Sleman Yogyakarta yang terdiri atas tujuh kelas, yang dua kelas sebagai sampel acak. Untuk menguji keefektifan pembelajaran, digunakan uji one sample t-test. Selanjutnya, untuk membandingkan keefektifan pembelajaran, data dianalisis secara multivariat menggunakan uji T2 Hotteling's. Hasil penelitian menunjukkan bahwa pembelajaran matematika menggunakan PBL berseting TGT dan PBL berseting GI efektif ditinjau dari prestasi belajar siswa, kemampuan berpikir kreatif, dan toleransi siswa, dan tidak ada perbedaan antara keduanya.Kata Kunci: pendekatan PBL berseting TGT, pendekatan PBL berseting GI, prestasi belajar, kemampuan berpikir kreatif, toleransi siswa The Comparison of the Effectiveness of TGT-Set and GI-Set PBL in Terms of Mathematics Learning Achievement, Creative Thinking Ability and Tolerance AbstractThis research aimed to describe the effectiveness of teaching mathematics by using the Problem Based Learning (PBL) setting Team Group Tournament (TGT) and PBL with Group Investigation (GI), and as well as compare the effectiveness of PBL setting TGT and PBL setting GI in terms of mathematics learning achievement, creative thinking ability, and tolerance of junior high school students. This research was a quasi-experimental research with pretest-posttest non-equivalent comparison-group design. The research population includes all students of 8th grade SMPN 1 Sleman Yogyakarta which consists of seven classes. From the population, two classes were randomly selected as the research sample. To test the effectiveness, one sample t-test was used. Furthermore, to compare the effectiveness of teaching, the data were analyzed using a multivariate test of the T2 Hotteling's. The results showed that the teaching process of mathematics using the TGT-set and GI-set PBL is effective in terms of mathematics learning achievement, creative thinking ability, and tolerance of junior high school students and there is no difference between the two.Keywords: TGT-set PBL, GI-set PBL, mathematics learning achievement, creative thingking ability, tolerance of students

Penelitian pengembangan ini bertujuan untuk menghasilkan Rencana Pelaksanaan Pembelajaran (RPP) dan Lembar Kegiatan Siswa (LKS) yang valid, praktis dan efektif. RPP yang dikembangkan memuat sintaks PMRI, yaitu memahami masalah kontekstual, mendeskripsikan masalah kontekstual, menyelesaikan masalah kontekstual, membandingkan dan mendiskusikan jawaban, dan menyimpulkan. LKS yang dikembangkan memfasilitasi kemampuan representasi matematis siswa, yaitu kemampuan mengungkapkan verbal ke simbol, simbol ke visual, dan verbal ke visual. Hasil validasi para ahli menyatakan bahwa produk yang dikembangkan mencapai kategori valid. Hasil pengisian angket penilaian kepraktisan oleh guru menunjukkan bahwa produk yang dikembangkan mencapai kategori praktis, hasil pengisian angket penilaian kepraktisan oleh siswa menunjukkan bahwa produk yang dikembangkan mencapai kategori praktis, dan hasil observasi keterlaksanaan pembelajaran menunjukkan bahwa persentase keterlaksanaan pembelajaran adalah 88,89%. Keefektifan produk terlihat dari hasil kemampuan representasi matematis (KRM). Hasil KRM menunjukkan persentase siswa yang mencapai KKM adalah 76,67% dengan nilai rata-sata 77,67% Secara keseluruhan hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan adalah layak untuk digunakan.Kata Kunci: pengembangan, perangkat pembelajaran, PMRI, kemampuan representasi matematis. Developing a Mathematic Learning Device with PMRI Approach Oriented on Mathematical Representation AbilityAbstract This development research was aimed to produce the lesson plan (RPP) and the worksheet (LKS) are valid, practical , and effective. RPP was developed contain PMRI syntax, ie understanding the contextual problems, describing the contextual problems, solving the contextual problems, comparing and discussing the answers, and concluding. LKS was developed facilitate the mathematical representation ability, ie expressing the verbal to symbol, the symbol to the visual, and the verbal to visual.  The validaty of product can be seen from the results of experts validation which demonstrates that the product is valid. The practicality of product can be seen from the result of the teacher practicality assessment sheet which shows that the product is in a practical category, the result of the students assessment sheet shows that the product is in a practical categories, learning implementation observation shows that the minimum implementation percentage is 88.89% and maximum is 100%. The effectiveness of the product can be seen from the results of mathematical representation ability test. The result of mathematical representation test shows that percentage of students who reach the KKM is 76.67% with a mean value of 77.67%. Overall the results of this study show that the developed learning tools are feasibel to use.Keywords: development, learning tool, PMRI, mathematical representation ability.

Penelitian ini bertujuan untuk: (1) mengetahui apakah penampilan guru dalam mengajar berada pada klasifikasi baik untuk mendukung peningkatan keterampilan hitung dan motivasi belajar, (2) meningkatkan motivasi belajar siswa, dan (3) meningkatkan keterampilan hitung pecahan desimal siswa kelas 4 SDN 15 Ulu Gadut (Padang) melalui media manipulatif pada pembelajaran tematik integratif dengan menggunakan desain penelitian tindakan kelas. Teknik pengumpulan data menggunakan: observasi, tes tskala motivasi, catatan lapangan, dan tes kemampuan hitung. Analisis data dilakukan secara kualitatif dan kuantitatif. Hasil penelitian menunjukan: (1) penampilan guru dalam mengajar memperoleh skor 160,5; 174; dan 179,17 dengan klasifikasi baik pada siklus 1, 2, dan 3. 2) motivasi peserta didik meningkat dari siklus 1, 2, dan 3 berturut-turut senilai 62,04, 65,56, dan 68,16 sedangkan hasil tes skala motivasi meningkat dengan skor pada siklus 1, 2, dan 3 senilai 79,41, 85,05, dan 87,05. (3) Hasil tes keterampilan hitung siklus 3 memperoleh skor 90,81 pada level I, 93,51 pada level II, 75,14 pada level III, 75,68 pada level IV, dan 76,76 pada level V.Kata Kunci: keterampilan hitung pecahan desimal, motivasi belajar, media manipulatif, tematik-integratif. Improving Motivation and the Decimal Computation Skill by Using Manipulatives in Thematic-Integrated Learning in Elementary School AbstractThis study aims to: (1) determine whether teacher's performance in teaching using manipulatives media are in good classification to support arithmetic skills and students' learning motivation (2) increase the learning motivation,  and (3) increase the decimal computation skill of class IV B students of SDN 15 Ulu Gadut, Padang by using manipulatives. The results are as follows: (1) the teacher's teaching performance is in a good category with a total score of cycles I, II, and III, 160.5, 174, and 179.17 respectively. (2) the students' learning motivation has increased by 62.04 in cycle I, 65.56 in cycle II, and 68.16 in cycle III and then, the result of students' motivation scale test is in a very high category, with an average increase of 79.41, 85.05, and 87.05 in cycles I, II, III. (3) the results of arithmetic skill test at the end of the third cycle are at an average score of 90.81 at level I, 93.51 at level II, 75.14 at level III, 75.68 at level IV, and 76.76 at level V.Keywords: decimal computation skill, learning motivation, manipulatives, thematic-integrated.

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran statistika SMP dengan pendekatan saintifik, meliputi rencana pelaksanaan pembelajaran (RPP) dan lembar kegiatan siswa (LKS) yang valid, praktis dan efektif. Penelitian ini adalah penelitian pengembangan mengacu model pengembangan Borg & Gall. Sebagai sumber data, dilibatkan enam orang siswa kelas IX, 56 siswa kelas VII, dan tiga orang guru SMP Negeri 1 Tulang Bawang Udik, Provinsi Lampung. Data diperoleh dengan menggunakan instrumen lembar validasi, lembar observasi keterlaksanaan pembelajaran, lembar penilaian kepraktisan oleh siswa, lembar keterbacaan, lembar penilaian kepraktisan oleh guru, dan instrumen kefektifan perangkat pembelajaran. Analisis data dilakukan dengan mengkonversi total skor data kuantitatif yang diperoleh menjadi data kualitatif skala lima. Hasil validasi ahli menunjukkan bahwa RPP dan LKS sangat valid. Hasil Penilaian guru menunjukkan bahwa produk mencapai kriteria sangat praktis dan hasil penilaian siswa menunjukkan bahwa RPP dan LKS sangat praktis. Hasil pengisian angket keterbacaan siswa menunjukkan LKS sangat jelas dan keterlaksanaan pembelajaran 96%. Hasil penilaian hasil belajar aspek sikap, pengetahuan, dan keterampilan menunjukkan persentase ketuntasan melebihi 75%. Hal ini menunjukkan bahwa RPP dan LKS memenuhi kriteria efektif. Secara keseluruhan hasil penelitian menunjukkan bahwa RPP dan LKS  statistika SMP dengan pendekatan saintifik memenuhi kriteria: valid, praktis, dan efektif.Kata Kunci: pengembangan, perangkat pembelajaran, statistika, pendekatan saintifik Developing statistics teaching kits for junior high school using the scientific approachAbstract This study aimed to produce statistics teaching kits for junior high school using the scientific approach, consisting of lesson plans and students's worksheets which are valid, practical, and effective. This was a research and development study. The development procedure employed the model developed by Borg & Gall. As data resources, six students of Grade IX, 27 students of Grade VIIA, 29 students of Grade VIID, and three teachers of SMPN 1 Tulang Bawang Udik, Lampung Province were involved. The research instruments were validation sheets, observation sheets for the learning implementation, assessment sheets for the practicality according to the students, readability sheets, assessment sheets for the practicality according to the teachers, and the instruments for the effectiveness of the learning kits. The data were analyzed by converting the total scores of the collected quantitative data into the qualitative data using Likert's scale. The results of the validation by the experts show that the product was very valid. The results of assessment by the teachers show that lesson plans and students's worksheets were very practical and the results of assessment by the students show that students's worksheets was very practical. The results of the readability questionnaire for the students show that the product was very clear. The results of learning implementation show that 96% accomplished. The percentage of students' mastery learning on affective, cognitive, and psychomotor aspects were more than 75%. This shows that the teaching kits were effective. On the whole, the results of the study show that the teaching kits were valid, practical, and effective.Keywords: development, teaching kits, statistics, scientific approach

Penelitian ini bertujuan untuk mendeskripsikan keefektifan dan perbandingan keefektifan dari pendekatan  problem solving dengan setting pembelajaran kooperatif tipe STAD, pendekatan problem solving dengan setting pembelajaran kooperatif tipe TAI, serta pendekatan konvensional ditinjau dari aspek prestasi belajar matematika dan self-confidence siswa dalam pembelajaran matematika. Penelitian ini adalah penelitian eksperimen semu dengan desain nonequivalent group pretest-posttest design. Populasi penelitian mencakup seluruh siswa kelas VIII SMP Negeri 1 Prambanan. Selanjutnya dengan memilih secara acak dari keseluruhan kelas tersebut, terpilih kelas VIII A, VIII C dan VIII D sebagai sampel penelitian. Uji keefektifan masing-masing pendekatan pembelajaran menggunakan one sample t-test. Selanjutnya untuk menguji perbandingan keefektifan dari ketiga pendekatan pembelajaran, data dianalisis dengan menggunakan uji Tukey HSD. Hasil penelitian menunjukkan bahwa (1) ketiga pendekatan pembelajaran efektif ditinjau dari masing-masing aspek; (2) pendekatan problem solving dengan setting pembelajaran kooperatif tipe STAD dan pendekatan problem solving dengan setting pembelajaran kooperatif tipe TAI, masing-masing lebih unggul dari pada pendekatan konvensional ditinjau dari masing-masing aspek, sedangkan antara pendekatan problem solving dengan setting pembelajaran kooperatif tipe TAI dengan pendekatan problem solving dengan setting pembelajaran kooperatif tipe STAD tidak terdapat perbedaan yang signifikan ditinjau dari masing-masing aspek.Kata Kunci: pendekatan problem solving dengan setting STAD, pendekatan problem solving dengan setting TAI, prestasi belajar, self-confidence. The Effectiveness of Problem Solving Approach in STAD and TAI Setting Viewed from the Students' Achievement and Self-Confidence AbstractThe aim of this research was to describe the effectiveness and comparison the effectiveness of the problem solving approach in STAD setting, problem solving approach in TAI setting, and conventional approach viewed from students' achievement and self-confidence.. This research was a nonequivalent group pretest-posttest design.The research population covered the entire VIII class students' of SMP Negeri 1 Prambanan. From the population, classes of VIIIA, VIII C and VIII D were selected randomly as the research sample. The effectiveness of problem solving approach in STAD setting, problem solving approach in TAI setting, and conventional approachused one sample t-test.  Furthermore, The comparison of the problem solving approach in STAD setting, problem solving approach in TAI setting, and conventional approach used Tukey HSD test. The research result suggests that (1) the problem solving approach in STAD setting, problem solving approach in TAI setting, and conventional approach were effective viewed from each aspect, (2) the problem solving approach in STAD setting and problem solving approach in TAI setting were more effective than conventional approach viewed from each aspect, but between the problem solving approach in TAI setting and problem solving approach in STAD setting, there is no significant difference viewed from the students' achievement and self-confidenceKeywords: problem solving approach in STAD setting, problem solving approach in TAI setting, students' achievement, self-confidence.

Penelitian ini bertujuan bertujuan untuk menghasilkan produk berupa perangakat pembelajaran geometri SMP dengan pembelajaran berbasis masalah yang valid, praktis dan efektif dilihat dari prestasi belajar. Jenis penelitian ini merupakan penelitian pengembangan model Borg & Gall yang mencangkup tiga tahapan utama yaitu: (1) tahap studi pendahuluan, (2) tahap desain produk, dan (3) tahap studi pelaksanaan. Hasil penelitian ini adalah perangkat pembelajaran geometri SMP dengan pembelajaran berbasis masalah yang terdiri atas silabus, RPP, LKS dan Tes Hasil Belajar (THB). Kualitas perangkat pembelajaran yang dikembangkan terdiri dari tiga aspek, yaitu aspek kevalidan, kepraktisan, dan keefektifan. (1) Hasil penilaian aspek kevalidan silabus, RPP, LKS, dan THB dengan revisi dan layak digunakan. (2) Aspek kepraktisan berdasarkan hasil penilaian guru pada RPP dan LKS adalah 54,33 (Baik) dan 101,33 (Sangat Baik), sedangkan penilaian siswa dan penilaian keterlaksanaan pembelajaran adalah 90,05 (Baik) dan 92,06 (Sangat Baik). (3) Aspek keefektifan berdasarkan THB, dengan rata-rata skor adalah 82% (siswa tuntas/lulus). Berdasarkan data tersebut, perangkat pembelajaran sudah memenuhi kualitas kevalidan keefektifan, dan kepraktisan. Oleh karena itu, perangkat pembelajaran geometri SMP dengan pembelajaran berbasis masalah dapat digunakan sebagai salah satu media pembelajaran matematika.

Tujuan penelitian ini adalah mendeskripsikan jenis, letak, faktor kesulitan menyelesaikan soal model Ujian Nasional matematika dan self-efficacy siswa SMA di Kabupaten Ngada. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif dan kualitatif. Subjek penelitian sebanyak 95 siswa SMA di Kabupaten Ngada, berasal dari empat sekolah dengan kategori tinggi, sedang dan rendah. Pengumpulan data menggunakan tes diagnostik, angket, observasi, dan pedoman wawancara. Tes diagnostik terdiri atas 7 butir soal uraian yang merupakan soal dengan daya serap rendah berdasarkan hasil UN tahun pelajaran 2014/2015 untuk mendiagnosis jenis dan letak kesulitan. Analisis data dilakukan dengan menghitung persentase jenis dan letak kesulitan, serta tingkat self-efficacy siswa. Hasil penelitian menunjukkan bahwa jenis kesulitan dalam menyatakan fakta 79,5%; memahami konsep 88,7%; menerapkan prinsip 93,5%; dan menerapkan keterampilan 92,9%. Kesulitan terletak pada menentukan apa yang diketahui 77,3%; apa yang ditanya  44,4%; rumus 71,6%; sistematika penyelesaian 83%; hubungan antar konsep 92%; hubungan fakta dan konsep 89%; dan jawaban akhir 91,9% serta kesulitan dalam menyelesaikan operasi dasar matematika 88,9%. Faktor penyebab kesulitan antara lain ketidakmampuan dalam operasi aljabar, lupa, kurang teliti, terburu-buru, cepat menyerah, waktu yang kurang, kurangnya kesiapan dan keaktifan siswa, ketidakefektifan metode pembelajaran dan peranan guru. Sedangkan self-efficacy siswa berada pada kriteria sedang. An analysis of the difficulty in solving mathematic problem national examination model and self-efficacy of students of SHSs AbstractThis study aims to describe types, loci, and factors of the difficulty in solving mathematic problem national examination model and self-efficacy of students of senior high schools (SHSs) in Ngada Regency. This was a survey study using the quantitative and qualitative approaches. The research subjects were 95 students of SHSs in Ngada Regency from four schools with high, moderate, and low categories. The data were collected from diagnostic test, questionnaire, observation, and interview guideline. A diagnostic test consisting of 7 essay test items with low absorption indices according to the results of the NEs in the academic year of 2014/2015 to trace the types and the loci of difficulties. Data analysis was performed by calculating the percentage of the type and the loci of difficulties, and level of self-efficacy. The results showed that the type of difficulty experienced by students in solving the problem of the National Exam model of mathematics in expressing facts (79.5%), understanding concepts (88.7%), applying  principle of (93.5%), and applying skills (92.9%). The loci of difficulties on determining the known (77.3%), determining the asked  (44.4%), determining formulas (71.6%), determining solution systems (83%), determining the relationships among concepts (92%), determining the relationships between facts and concepts (89%), determining  final answers (91.9%), and the difficulty in solving basic mathematical operations 88,9%. The factors underlying the difficulties are  the inability in algebra operations, forgotten, less conscientious, are in a hurry, give up easily, the time is not enough, lack of the readiness and the involvement of  student, the ineffective of teaching methods and the  teacher role. The self-efficacy of 95 students is at moderate criteria.

Penelitian ini bertujuan untuk mendeskripsikan pengaruh pendekatan pembelajaran realistik dan saintifik terhadap prestasi belajar, kemampuan penalaran matematis, dan minat belajar. Jenis penelitian ini adalah quasi experiment dengan pretest-posttest nonequivalent group design. Sampel penelitian adalah tiga kelas yang dipilih secara acak dari enam kelas yang ada. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan penalaran matematis, dan angket minat belajar. Untuk menguji keefektifan pendekatan pembelajaran realistik dan saintifik serta pembelajaran konvensional menggunakan uji t one sample. Hasil penelitian menunjukkan bahwa pendekatan pembelajaran matematika realistik efektif terhadap prestasi belajar, kemampuan penalaran matematis, dan minat belajar; pendekatan pembelajaran saintifik efektif terhadap prestasi belajar dan minat belajar tetapi tidak efektif terhadap kemampuan penalaran matematis; sedangkan pembelajaran konvensional tidak efektif terhadap prestasi belajar, kemampuan penalaran matematis, dan minat belajar. Pendekatan pembelajaran realistik dan saintifik memberikan berpengaruh yang lebih efektif dibandingkan dengan pembelajaran konvensional terhadap prestasi belajar, kemampuan penalaran matematis, dan minat belajar. Pendekatan pembelajaran realistik lebih efektif daripada pendekatan saintifik terhadap prestasi belajar kemampuan penalaran matematis, dan minat belajar.Kata Kunci: Pendekatan realistik, pendekatan saintifik, prestasi belajar, kemampuan penalaran matematis, minat belajar The Effect of Teaching Realistic and Scientific Mathematics Approach on Students Learning Achievement, Mathematical Reasoning Ability, and Interest AbstractThis study aims to describe the effect of realistic and scientific approach on student's learning achievement, mathematical reasoning ability, and interest. This study is a quasi-experimental study using the pretest-posttest nonequivalent group design. The research sample was randomly selected from six classes, three classes were elected. The instrument used in this study is the learning achievement test, a test of mathematical reasoning ability, and an interest-in-learning questionnaire. To test the effectiveness of teaching realistic and scientific mathematics approach, as well as conventional teaching using one sample t-test. The research findings indicate that the teaching realistic mathematics approach is effective on student's learning achievement, mathematical reasoning ability, and interest; the teaching scientific approaches is effective on student's learning achievement, and interest, but is not effective in mathematical reasoning ability; whereas conventional teaching is not effective on students learning achievement, mathematical reasoning ability, and interest. The teaching realistic and scientific mathematics approach has an effect and is more effective than conventional teaching on student's learning achievement, mathematical reasoning ability, and interest. The realistic mathematics approach is more effective than a scientific approach on student's learning achievement, mathematical reasoning ability, and interest.Keywords: realistic approach, scientific approach, academic achievement, mathematical reasoning ability, interest in learning

This research aims to produce mathematics textbook for grade VII junior high school students based on realistic mathematics and oriented to the mathematical reasoning and mathematical communication. The quality is determined based on Nieveen criteria, including validity, practicality, and effectiveness.This study was a research and development and used Borg & Gall model. The subject of this research were the students of SMPN 2 Pujon-Kabupaten Malang, that is 30 students in an experimental class (using the developed textbook) and 29 students in a control class (using BSE book from the government). The teaching material was categorized valid if the expert's judgment at least is categorized as "good". The teaching material was categorized practical if both of teachers and students assessment at least categorized as "good". The teaching material was categorized effectively if minimum 75% of student scores at least is categorized as "good" for the mathematical reasoning test and mathematical communication test. This research resulted in a valid, practical, and effective teaching material. The resulted of the validation show that material teaching is valid. The resulted of teachers and students assessment show that the product is practical. The tests scores show that the product is effective. Percentage of students who categorized at least as "good" is 83,33% for the mathematical reasoning and 86,67% for the mathematical communication. The resulted of statistic test shows that the product more effective than the BSE book from the government in terms of mathematical reasoning and mathematical communication.

Penelitian ini bertujuan untuk menghasilkan produk berupa perangkat pembel-ajaran aljabar menggunakan problem solving dalam problem posing berbasis pendekatan saintifik yang valid, praktis dan efektif ditinjau dari keyakinan terhadap pelajaran matematika (KTM) dan kemampuan berpikir kreatif (KBK) siswa SMA. Penelitian pengembangan ini menggunakan model Plomp. Hasil penelitian ini adalah perangkat pembelajaran aljabar menggunakan problem solving dalam problem posing berbasis pendekatan saintifik yang berorientasi pada keyakinan terhadap pelajaran matematika dan kemampuan berpikir kreatif siswa SMA berupa RPP dan LKS. Kualitas perangkat pembelajaran yang dikembangkan ditinjau dari aspek kevalidan, aspek kepraktisan dan aspek keefektifan. Hasil penelitian menunjukkan bahwa RPP dan LKS valid dan layak digunakan. Aspek kepraktisan berdasarkan penilaian guru terhadap RPP dan LKS adalah baik, dan skor kepraktisan berdasarkan hasil penilaian siswa adalah baik, dan persentase keterlaksanaan pembelajaran yaitu sangat baik untuk kelas XI IPA PI dan sangat baik untuk kelas XI IPA PA. Hasil angket KTM dan tes KBK juga mencapai kategori tinggi dan baik. Berdasarkan hasil tersebut, perangkat pembelajaran telah memenuhi kriteria kevalidan, kepraktisan, dan keefektifan. Developing algebra learning kits using problem solving approach in problem posing approach based on scientific approach AbstractThis study aimed to produce algebra learning kits using problem solving approach in problem posing approach based on scientific approach which was valid, practical, and effective viewed from belief in math and creative thinking skill of senior high school. This study was research and development which used Plomp's model. The results of the research were algebra learning kits using problem solving approach in problem posing approach based on scientific approach oriented to belief in math and creative thinking skill for senior high school which consisted of lesson plans and students worksheets. The quality of learning kits developed to cover all aspects of validity, practicality, and effectiveness. The assessment result for validity of the lesson plans and students' worksheets was valid and proper to use. The assessment result for practicality aspect based on teacher assessment about lesson plans and students' worksheets was good. The assesment result for practicality aspect based on students assesment was good. Meanwhile, enforceability of learning with an average is very good) for class XI IPA PI and very good for class XI IPA PA. The result of belief in math questionaire and creative thinking test reach high and good category. Based on those results, the learning kits that has been developed was valid, practical, and effective.

Penelitian ini bertujuan untuk mendeskripsikan letak, jenis, faktor-faktor kesulitan, dan self-efficacy siswa SMP swasta di Kabupaten Sleman, DIY dalam memecahkan masalah matematika berbentuk soal cerita. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif dan kualitatif. Subjek penelitian adalah 124 siswa SMP swasta di Kabupaten Sleman, DIY yang berasal dari empat sekolah dengan kategori tinggi, sedang, dan rendah. Sampel penelitian ditentukan dengan stratified proportional random sampling technique. Instrumen yang digunakan berupa tes diagnostik terdiri atas 5 butir soal, angket self-efficacy, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa kesulitan siswa dalam pemecahan masalah matematika berbentuk soal cerita terletak pada pengetahuan faktual, pengetahuan konseptual, pengetahuan prosedural, dan pengetahuan metakognitif. Jenis kesulitan yang dialami siswa yaitu pada mengingat fakta, mengingat konsep, memahami fakta, memahami konsep, menerapkan konsep, menerapkan prosedur, menganalisis prosedur, mengevaluasi faktual, mengevaluasi konsep, mengevaluasi prosedur, dan mengomunikasikan metakognitif. Faktor-faktor kesulitan yang dialami siswa SMP dalam memecahkan masalah matematika berbentuk soal cerita kelas VIII yaitu siswa merasa waktu yang diberikan tidak cukup, mudah menyerah, kurang teliti, sering lupa, merasa cemas, dan siswa tergesa-gesa untuk mengerjakan soal. Self-efficacy dari 124 siswa berada dalam kategori tinggi dengan rata-rata sebesar 90,4.Kata Kunci: analisis kesulitan siswa, self-efficacy, pemecahan masalah matematika, soal cerita An Analysis of Difficulties and Self-Efficacy of Junior High School Students in Solving Story Form Mathematical Problems AbstractThis research aimed to describe the positions, types, difficulty factors, and self-efficacy of junior high school students in Sleman, DIY in solving story form mathematical problems. This study was survey research using the quantitative and kualitative approach. The subjects of this research were 124 students of private junior high schools in Sleman, DIY, which were from four different school groups in the high, middle, and low categories. The sample was established using the stratified proportional random sampling technique. The instruments which were used namely diagnostic test that consisted of 5 items, self-efficacy questionnaire, and interview guides. The results indicate that students' difficulties in solving story form mathematical problems lie on factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. The types of difficulties experienced by students include remembering fact, remembering concept, understanding facts, understanding concept, applying concept, applying procedure, analyzing procedure, evaluating fact, evaluating concept, evaluating procedure, and communicating metacognitive. Difficulty factors that grade VIII students experience in solving story form mathematical problems include: students feel that the time given is not enough, easily give up, are not meticulous enough, oftenly forget, and are anxious and impatient while solving the problems. The self-efficacy of 124 students can be categorized as high with an average score of 90.4.Keywords: analysis of students' difficulties, self-efficacy, mathematics problem solving, story problem.

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran vektor dengan pendekatan Creative Problem Solving untuk kelas XI SMK Teknokestan, meliputi rencana pelaksanaan pembelajaran (RPP) dan lembar kegiatan siswa (LKS) yang valid, praktis, dan efektif, serta tes prestasi belajar siswa (TPB) yang valid dan praktis. Jenis penelitian ini adalah penelitian pengembangan (research & development). Penelitian ini menggunakan model pengembangan 4D yang terdiri atas empat tahap pengembangan yaitu define, design, development, dan disseminate. Aspek kevalidan produk -dilihat dari hasil validasi ahli yang mencapai kriteria sangat valid. Aspek kepraktisan produk -dilihat dari hasil pengisian lembar kepraktisan oleh guru yang mencapai kriteria sangat praktis, hasil pengisian lembar kepraktisan oleh siswa yang mencapai kriteria baik, dan lembar observasi keterlaksanaan pembelajaran menunjukkan bahwa persentase minimal keterlaksanaan pembelajaran adalah 83,3% dan maksimal adalah 86,1%. Aspek keefektifan dilihat dari hasil tes prestasi belajar siswa mencapai nilai KKM setiap kelas lebih dari 70%.Kata kunci: pengembangan, perangkat pembelajaran, Creative Problem Solving Developing Learning Kit on Material Vector with Creative Problem Solving Approach Grade XI SMK Teknokestan AbstractThis reseach was aimed to develop learning kit of vector with Creative Problem Solving approach in grade XI -SMK Teknokestan, covering lesson plan and worksheet which is valid, practical, and effective, –and learning achievement test which is valid and practical. The research is research & development, which was carried out by the implementation of 4D development model, which consist of four stages: define, design, development, and dissemination. The product validity can be seen from the result of expert validation who claimed that the criteria of product was very valid. The product practicality can be seen from the result of the teacher practicality sheets which show that the product criteria was very good; the result of the student practicality sheets show that the product criteria was good; the learning implementation observation sheets show that the minimum implementation percentage was 83.3% and maximum was 86.1%. The effective product can be seen from the result of learning achievement test reach KKM more than 70%.Keywords: development, learning kit, creative problem solving

Penelitian ini bertujuan untuk menghasilkan produk berupa perangkat pembelajaran bangun ruang SMP dengan pendekatan pendidikan matematika realistik yang valid, praktis, dan efektif ditinjau dari ketercapaian kompetensi dasar, kemampuan koneksi matematis, dan minat terhadap matematika. Jenis penelitian adalah penelitian pengembangan menggunakan model 4-D yang terdiri atas empat tahap yaitu tahap pendefinisian, perancangan, pengembangan, dan tahap penyebaran. Hasil penelitian berupa perangkat pembelajaran bangun ruang yang terdiri dari silabus, RPP, LKS, dan tes hasil belajar berupa tes ketercapaian kompetensi dasar (TKKD) dan tes kemampuan koneksi matematis (TKKM) yang valid, praktis, dan efektif. Kevalidan perangkat mencapai kategori sangat baik ditinjau dari penilaian ahli. Kepraktisan perangkat mencapai kategori sangat baik ditinjau dari penilaian guru, penilaian siswa, dan observasi keterlaksanaan pembelajaran. Aspek keefektifan dipenuhi dari tercapainya minimal 80% siswa lulus KKM ditinjau dari ketercapaian kompetensi dasar dan kemampuan koneksi matematis, serta lebih dari 80% siswa mempunyai minat terhadap matematika dalam kategori minimal baik.Kata Kunci: pengembangan, perangkat pembelajaran, pendekatan pendidikan matematika realistik, bangun ruang SMP Developing Space Learning Kit in Junior High School with Realistic Mathematics Education Approach AbstractThis research aimed to produce space learning kits with realistic mathematics education approach in Junior High School which valid, practical, and effective viewed from achievement of basic competence, mathematical connection ability, and mathematics interest. This research was development research used 4-D model that consisted of four phases: defining, designing, developing, and  disseminating. This research produced space learning kit that consisted of syllabus, lesson plans, students' worksheets, and assessment tests that included test of basic competence achievement and mathematical connection test which valid, practical, and effective. The validity of learning kit get very good category from expert assessment. The practicallity of learning kit get very good category from teachers assessment, students assessment, and observation of learning implementation. The aspect of effectiveness was seen from achievement minimum 80% of the student pass the minimum score for achievement of basic competence and mathematical connection skill, and more than 80% of student have mathematics interest in least good category.Keywords: development, learning kit, realistic mathematics education, space

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika bercirikan problem-based learning (PBL) yang valid, praktis, dan efektif untuk mengembangkan higher order thinking skills (HOTS) siswa SMA kelas X semester 2 berupa: rencana pelaksanaan pembelajaran (RPP) dan lembar kegiatan siswa (LKS) yang dilengkapi instrumen tes hasil belajar. Penelitian pengembangan ini menggunakan model pengembangan 4-D dari Thiagarajan dengan empat tahapan, yaitu: pendefinisian, perancangan, pengembangan, dan penyebaran. Uji coba dilaksanakan dalam tiga tahap, yaitu: uji coba ahli, uji coba terbatas, dan uji coba lapangan. Subjek uji coba dalam penelitian ini adalah guru dan siswa yang dipilih dari dua sekolah. Instrumen yang digunakan terdiri atas lembar validasi, penilaian guru, penilaian siswa, dan instrumen tes hasil belajar. Hasil penelitian menunjukkan bahwa perangkat yang dikembangkan telah memenuhi aspek validitas, kepraktisan, dan keefektifan.(1) Hasil validitas menunjukkan bahwa RPP dan LKS yang dikembangkan pada kategori valid dengan indeks Aiken pada RPP sebesar 0,69 dan LKS sebesar 0,70. (2) Hasil uji coba terbatas menunjukkan perangkat pembelajaran yang dikembangkan pada kategori praktis. (3) Hasil uji coba lapangan menunjukkan perangkat pembelajaran efektif ditinjau dari HOTS siswa dengan persentase ketuntasan secara klasikal subjek uji coba lebih dari 75%.Kata Kunci: pengembangan, perangkat pembelajaran matematika, problem-based learning, higher order thinking skills Mathematics teaching kits based on PBL to develop hots of senior high school students  AbstractThis research is aimed at developing mathematics teaching kit based on problem-based learning which is valid, practical, and effective to develop the higher order thinking of grade X students senior high school in their second semester, which consists of lesson plan and students' worksheet with test instrument. The research development used the model adapted from 4-D model developed by Thiagarajan with employing steps: defining, planning, developing, and disseminating. The tryout is conducted three steps: expert validation, limited tryout, and field tryout. The tryout subjects were teachers and students from two schools. The instruments used in this research were validation sheet, teacher's assessment sheet, student's assessment sheet, and test. The result of the research shows that the developed mathematics teaching kitbased on problem-based learning has met the aspect of validity, practicality, and effectiveness. (1) The result of validation shows that the lesson plan and the students' worksheet are chategorized as valid with the Aiken analysis showing the index for the lesson plan has achieved 0.69 and the 0.70 for the students' worksheet. (2) teh result of limited tryout shows that the developed of mathematics teaching kit is practical. (3) the result of field tryout shows that the developed of mathematics teaching is effective interm students's HOTS with percentage of clasisical mastery subjects reached 75%.Keywords: development, mathematics teaching kit, problem-based learning, higher order thinking skills

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika berupa Rencana Pelaksanaan Pembelajaran (RPP), Petunjuk Kegiatan Siswa (PKS), dan Tes Ketercapaian Kompetensi (TKK) berbasis open-ended approach yang layak dalam mengembangkan keterampilan berpikir tingkat tinggi pada siswa SMA. Penelitian ini merupakan penelitian pengembangan yang terdiri atas 3 tahap utama, yaitu pendahuluan, desain produk, dan pengembangan dan evaluasi. Subjek uji coba penelitian yaitu 105 siswa, seorang guru SMAN 1 Barabai, seorang guru SMAN 2 Barabai, dan seorang guru SMAN 8 Barabai. Instrumen penelitian yang digunakan adalah lembar validasi, lembar penilaian guru, lembar penilaian siswa, lembar observasi keterlaksanaan kegiatan pembelajaran, dan TKK. Penelitian ini menghasilkan perangkat pembelajaran matematika berupa RPP dan PKS dengan kriteria valid, praktis, dan efektif dalam mengembangkan keterampilan berpikir tingkat tinggi pada siswa, serta TKK yang telah memenuhi kriteria valid, praktis, dan reliabel.Kata Kunci: pengembangan, perangkat pembelajaran, keterampilan berpikir tingkat tinggi Math learning software development based open-ended approach to develop HOTS in high school students AbstractThis study aimed to produce a mathematics kitwhich were lesson plan, student activities manual (SAM), and the competency achievement tests (CAT) that was able to develop students higher order thinking skills in senior high school. This research was a development research which consists of 3 main stages, namely preliminary, product desain, development and evaluation. The tryout subjects of research were 105 students, one teacher of SMAN 1 Barabai, one teacher of SMAN 2 Barabai, and one teacher of SMAN 8 Barabai. The research instrument used was a validation sheet, teacher assessment sheet, student assessment sheets, feasibility observation sheets of learning activities, and CAT. This study resulted the mathematics learning kit in the form lesson plan and SAM meets the criteria of validity, practicality, and effectiveness which were able to develop higher order thinking skills, and CAT meets the criteria of validity, practically, and reliable.Keywords: development, learning kit, higher order thinking skills

Tujuan penelitian ini adalah untuk menghasilkan perangkat pembelajaran bercirikan Active Knowledge Sharing dengan pendekatan saintifik dalam upaya meningkatkan pengetahuan, kemampuanpemecahan masalah, dan sikap terhadap matematika siswa SMP Kelas VIII Semester 2 yang valid, praktis, dan efektif. Jenis penelitian ini adalah penelitian pengembangan (Development Research). Penelitian ini mengembangkan perangkat pembelajaran yang meliputi: silabus; Rencana Pelaksanaan Pembelajaran (RPP); dan Lembar Kegiatan Siswa (LKS) dengan menggunakan model pengembangan 4-D yang dikembangkan oleh Thiagarajan, Semmel, dan Semmel. Hasil validasi menunjukkan perangkat yang dikembangkan layak digunakan dengan kategori sangat baik. Hasil uji coba menunjukkan bahwa perangkat yang dikembangkan praktis dan efektif. Ketuntasan belajar secara klasikal sudah mencapai kriteria minimal 80% yaitu untuk tes pengetahuan mencapai 97,2%, sedangkan tes pemecahan masalah mencapai 95,4%. Berdasarkan angket sikap terhadap matematika, 98,1% siswa menunjukkan peningkatan skor sikap terhadap matematika, dan 94,4% siswa menunjukkan sikap terhadap matematika dengan kategori minimal baik.Kata Kunci: pengembangan, active knowledge sharing, saintifik Developing the learning kit characterized by active knowledge sharing with scientific approach for grade VIII AbstractThis research aimed to produce valid, practical, and effective learning kit characterized by Active Knowledge Sharing with Scientific Approach, as an effort to improve knowledge, problem-solving skills, and attitudes toward mathematics among Junior High School students in Class VIII Semester 2. This was a research and developmental study. The learning kit developed consist of: syllabus; lesson plans; and students worksheets. This developmental study refers to the model 4-D suggested by Thiangarajan, Semmel & Semmel. The results of the validation shows that the kit developed was valid with "very good" category. The experimental results show that the kit developed was practical and effective. Classical learning completeness reached at least 80% criterion for the test of knowledge 97.2%, while the troubleshooting tests reached 95.4%. Based on the questionnaire attitudes towards mathematics, 98.1% of students show increased scores for attitudes toward mathematics and 94.4% of students show attitudes towards mathematics with minimum category of good.Keywords: developmental study, active knowledge sharing, scientific

The aim of this research is to describe mathematical literacy of Senior High School students in Yogyakarta. This research was a survey using quantitative design. The population was all of Senior High School students in Yogyakarta. The sampling was a combination of stratified random sampling and cluster random sampling. The sample was 813 students the 10th grade of Senior High School. These schools include high, average and low category based on the score in the national examination of mathematics subject. The data collection was by a test. The student was tested with 13 items of mathematical literacy problems. The analysis of those data used descriptive statistics including mean, standard deviation, maximum and minimum score, total score, and also test statistics z (). The research finding reveals that mathematical literacy of Senior High School students in Yogyakarta is in a very low category. Mathematical literacy of Senior High School students for understanding indicator belong to low category and for the other indicators of process belongs to very a low category.

This study aims to produce a mathematics learning set for special-needs students (mathematical learning disability and mathematically gifted) of Junior High School Grade VIII Second Semester oriented to learning interests and achievement which is valid, practical, and effective. This study was a research and development study using the Four-D development model consisting of four stages: (1) define, (2) design, (3) develop, and (4) disseminate. The quality of learning set consisting of the following three criterions: (1) validity, (2) practicality, and (3) effectiveness.  The data analysis technique used in this study is a descriptive quantitative analysis. The research produced learning set consisting of lesson plans and student worksheets. The result of the research shows that: (1) the learning set fulfill the valid criteria base on experts' appraisal; (2) the learning set fulfill the practical criterion base on teacher's and students' questionnaire, and observation of learning implementation; (3) the learning set fulfill the effectiveness criterion base on learning interest and achievement.

The purpose of this study was to determine the influence of CBT and PBT national examination in terms of students' cognitive readiness and anxiety facing mathematics national examination in DIY province, the influence of major in terms of students' cognitive readiness and anxiety facing mathematics national examination in DIY Province, and the interaction between national examination and major. This research was descriptive explorative and the method was ex-post facto. The population was all of natural and social science high school students in grade XII in DIY province. The number of sample used was 654 students The results showed that there was influence of national examination in terms of students' cognitive readiness and anxiety facing national examination. CBT and PBT national examination did not influence the cognitive readiness facing national examination, CBT and PBT national examination influence in national examinations in terms of students' anxiety facing national examination. The average score of the students' anxiety facing CBT national exam was greater than that of the students' anxiety facing PBT national examination. There was no effect caused by differences in majoring in terms of cognitive readiness and national examination math anxiety; and there was no interaction between the different types of national examinations and majors.

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem-based learning (PBL) setting think talk write (TTW) dan problem-based learning (PBL) setting think pair share (TPS) serta mendeskripsikan perbedaan keefektifan antara PBL setting TTW dan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar, tes kemampuan berpikir kritis dan angket self-efficacy siswa. Data yang dikumpulkan dianalisis dengan menggunakan one sample t-test, dan analisis multivariat (MANOVA). One sample t-test dilakukan untuk menguji keefektifan pendekatan PBL setting TTW dan keefektifan pendekatan PBL setting TPS, sedangkan analisis multivariat (MANOVA) dilakukan untuk menguji perbedaan keefektifan antara kedua treatment tersebut ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Hasil analisis menunjukkan bahwa pendekatan PBL setting TTW dan pendekatan PBL setting TPS efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Selain itu hasil analisis multivariat menunjukkan bahwa tidak terdapat perbedaan keefektifan yang signifikan antara pendekatan PBL setting TTW dengan pendekatan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. The Effectiveness of PBL Setting TTW and TPS Seen from Students Learning Achievement, Critical Thinking and Self-Efficacy  AbstractThis study aims to describe the effectiveness of problem-based learning (PBL) setting think talk write (TTW) and PBL setting think pair share (TPS) and describe the difference of the effectiveness between PBL setting TTW and PBL setting TPS in terms of learning achievements, critical thinking ability and self-efficacy of grade students. This research is quasi-experimental research. The research instruments to collect the data are a learning achievement test, a test to examine the ability to think critically and a self-efficacy questionnaire. One sample t-test was conducted to examine the effectiveness PBL setting TTW and PBL setting TPS. Meanwhile, multivariate test (MANOVA) was carried out to determine the difference between PBL setting TTW and PBL setting TPS. The results show that both PBL setting TTW and PBL setting TPS are effective in terms of students learning achievements, critical thinking ability, and self-efficacy and there is no significant difference between the effectiveness of PBL setting TTW and the effectiveness of PBL setting TPS in terms of learning achievements, critical thinking ability and student self-efficacy.