Authors:Frederik DE Jemudin, Alberta P Makur, Ferdinandus A Ali Pages: 1 - 12 Abstract: The purpose of this study was to determine the relationship between learning attitudes and student learning achievement; the relationship between learning motivation and student learning achievement; and the relationship between learningattitudes and motivational learning together towards student learning achievement. The correlational research method carried out this research. The population in this study were seventh-grade students of Langke Rembong 6 Junior High School, East Nusa Tenggara. Samples as subjects in this study were 46 students. Data collection was conducted using a questionnaire to obtain data on learning attitudes and learning motivation while the test instrument was used to gather data on mathematics learning achievement. The results showed that there was a positive and significant relationship between learning attitudes towards students' mathematics learning achievement. There is also a positive and significant relationship between learning motivation towards students' mathematics learning achievement. Furthermore, there is a positive and significant relationship between learning attitudes and learning motivation towards students' mathematics learning achievement together. PubDate: 2019-05-28 DOI: 10.30862/jhm.v2i1.53 Issue No:Vol. 2, No. 1 (2019)

Authors:Maria Ngilamele, Christina M Laamena, Anderson Palinussa Pages: 13 - 24 Abstract: This study aims to determine the effectiveness of the cooperative learning type TAI (Teams Assisted Individualization) model according to the results of junior high school mathematics learning in material of set. The method used was quasi-experimental with the post-test only given to control group chosen taking design. Samples were taken using a purposive sampling technique, and two classes by considering students' initial abilities. The control class was treated by using conventional models while the experimental class uses the TAI type cooperative learning model. Data were analyzed by t-test technique. This study revealed that the learning outcomes of students who studied with the cooperative learning model type TAI (67.75) were higher compared to conventional learning models (54.45). Testing the significance of differences with the t-test shows that t count = 2.206 > t table = 2.024, meaning that there are significant differences between the two groups. It can be concluded that the TAI model is more effective as it is reflected on students' higher scores compared to those who were treated with conventional models. PubDate: 2019-05-28 DOI: 10.30862/jhm.v2i1.51 Issue No:Vol. 2, No. 1 (2019)

Authors:Heny Sri Astutik, Putri Aniningsih Pages: 25 - 36 Abstract: This research aims to test the effectiveness of the Problem Based Learning (PBL) learning model. The subjects of this study were 38 of eighth-grade students of Muhammadiyah Middle School Aimas, Sorong Regency, West Papua. The research used a quasi-experimental method, using Nonequivalent Control Group Design. The experimental class uses the PBL learning model by applying VR Math, while the learning control class is carried out with conventional models, namely lectures and frequently asked questions. The instruments used for data collection were observation, tests, and questionnaires. The test instrument consisted of learning outcomes tests and students' logical thinking abilities. The other instrument is questionnaire for students' responses to PBL learning using the VR Math application. The results of the study concluded that the PBL learning model using the VR Math application is not effective if measured from student learning outcomes, conversely, the PBL learning model uses the VR Math application effectively when considered from students' logical thinking abilities. PubDate: 2019-05-28 DOI: 10.30862/jhm.v2i1.52 Issue No:Vol. 2, No. 1 (2019)

Authors:Randy Saputra Mahmud, Ahmad Syamsuadi, Nursakiah Nursakiah Pages: 37 - 52 Abstract: The purpose of this study was to determine the activities, responses, and student learning outcomes with multilevel instruction learning. Multilevel instruction assignment learning strategy is a selling system adoption from multi-level marketing strategy with special characteristics that there are students in the first level and second level downlines and a teacher as an upline. Type of research is quasi-experimental by comparing two experimental groups. Experimental group one was given the STAD model with multilevel instruction, and the other group was given regular STAD model. The research instruments used were student activity observation sheets, student response questionnaires, and learning outcomes test. The data obtained were analyzed descriptively and inferentially. The result indicates that both of them are effective to be applied in mathematics learning, but inferentially the outcomes of the experiment group one were higher than the experiment group two. PubDate: 2019-05-28 DOI: 10.30862/jhm.v2i1.54 Issue No:Vol. 2, No. 1 (2019)

Authors:Tersia Yenusi, Jeinne Mumu, Benidiktus Tanujaya Pages: 53 - 64 Abstract: The purpose of this research to analyze exercise question on Mathematics textbook of senior high school which associated with higher order thinking skills (HOTS). HOTS according to Taxonomy Bloom can be classified into aspect: analysis (C4), evaluate (C5), and Create (C4). This is a qualitative study using the method of evaluation in education field. The object of this research is exercise questions on mathematics textbook of senior high school used in SMA YPK Oikumene, Manokwari, West Papua. The instrument used to categorize the exercise question is operational verbs (KKO). Data were analyzed using descriptive data analysis. Furthermore, the result shows that 3.90% question can be categorized as analysis domain, 0.65% questions reach evaluate domain, and there is no question can be group as create domain. PubDate: 2019-05-28 DOI: 10.30862/jhm.v2i1.58 Issue No:Vol. 2, No. 1 (2019)

Authors:Sofie Dinia, Astri Yuliani Nurhafifah, Mayasari Mayasari, Siti Patimah, Wahyu Hidayat Pages: 65 - 76 Abstract: The purpose of this study was to study and analyze students' problems in problem-solving skills seen from their mathematical disposition level of the students on 12th grade class of SMA IT Fithrah Insani. Method of this study is descriptive- qualitative research. From 35 students, there were three students taken as samples, consisting of a student with high disposition mathematical ability (T), a student with medium disposition mathematical ability (S), and a student with low disposition mathematical ability (R). The result of the study shows that there is a difference in the average score of students in each level of the mathematical disposition towards the conclusion of the students’ mathematical problem-solving ability test (ANOVA Test-One way). Following up on these differences, researchers identified student achievement and misconceptions on each mathematical problem-solving indicators. The results of the study show that all the student with high and medium disposition mathematical ability could not fulfill the indicators of the ability of mathematical problem solving, such as (1) understand the problem, (2) recheck the answer while all the student with low disposition mathematical ability could not fulfill all indicator of the ability of mathematical problem solving. PubDate: 2019-05-30 DOI: 10.30862/jhm.v2i1.59 Issue No:Vol. 2, No. 1 (2019)