CD Tesis

Pengembangan Modul Ajar Topik Barisan Dan Deret Berbasis Problem Based Learning Untuk Memfasilitasi Kecakapan Pemecahan Masalah Matematis Peserta Didik Pada Fase E

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This research is motivated by the low mathematical problem solving skills of students, especially on the topic of sequences and series. this is due to the non-optimal learning process carried out in schools resulting in learning loss and the formulation of an independent curriculum as an effort to help restore the learning process. Another cause of students' low mathematical problem-solving skills is that they tend to memorize formulas, the learning process is still teacher-centered, they are less accustomed to working on problem-based questions and the lack of facilities to facilitate mathematical problem-solving skills. The application of the Problem Based Learning (PBL) model is one way that can be used to improve students' mathematical problem solving skills. This is because the application of the PBL model in the learning process can provide opportunities for students to be actively involved in the learning process and are trained to solve problem solving questions. In its implementation, there are several things needed in implementing PBL, one of which is teacher readiness in preparing, designing and managing the learning process. Therefore, the need for teaching modules as a guide for teachers in implementing the learning process in class. Based on this description, a valid and practical teaching module is needed to facilitate teachers in implementing the learning process.
This study aims to develop a teaching module for the topic of sequences and series based on Problem Based Learning to facilitate students' mathematical problem solving skills in Phase E. This research is a development research using a 4-D development model namely Define, Design, Develop and Disseminate. The data collection instruments used were validity and practicality instruments. Data collection techniques used in the form of questionnaires, interviews and documentation studies.
The define stage includes beginning-end analysis, learner analysis, concept analysis, task analysis and specification of learning objectives. At the initial-end analysis stage, a description and situation in the field related to students' mathematical problem solving skills and teaching modules used by teachers were obtained. The results of the mathematical problem solving skills test conducted at the initial-end analysis stage found that the students' mathematical problem solving skills were still relatively low and the teaching modules used by teachers were still not in accordance with the Kepmendikbud. At the define stage, concept analysis is carried out by selecting learning outcomes that are in accordance with the topic raised, dividing the topic into sub-topics, analyzing tasks related to what competencies will be achieved and formulating learning objectives and the flow of learning objectives..
The design stage is carried out by compiling criteria tests in the form of validation sheets and learner response questionnaires, selecting media, selecting formats and making initial designs. The format of the teaching module developed is in accordance with the teaching module components stipulated in the
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Kepmendikbud. The develop stage is carried out by product development, validation and one-to-one evaluation and testing of teaching modules. Teaching modules are developed according to the format and initial design. Then the teaching module was validated by three expert validators. Teaching modules are declared valid if an average score of at least 2.50 is obtained with valid criteria.
Based on the results of data analysis of the validation results by expert validators, the average score of teaching module validation was 3.75 with very valid criteria. In line with expert validation, researchers also conducted a one-to-one evaluation with three students. The teaching module was revised according to the suggestions of expert validators and students obtained at the one-to-one evaluation stage. The revised teaching module was then tested in a small group of 12 learners and obtained a percentage of learner response results of 87.91% with very practical criteria. To emphasize the results of revisions and evaluation of small group trials, then conducted field trials to 34 students of class X.9 SMAN 1 Bangkinang Kota. Based on the field trial, the percentage of students' responses was 85.54% with very practical criteria. Based on the description of validity and practicality, it can be concluded that the teaching module developed meets the valid and practical aspects for use in the learning process.
The dessiminate stage is carried out by submitting the teaching modules produced to schools that contribute to the research, and through making articles for publication. The development research conducted has produced products in the form of teaching modules on the topic of sequences and series based on Problem Based Learning to facilitate students' mathematical problem solving skills in Phase E. The teaching modules produced are declared valid through the validation process and are declared practical based on small group trials and field trials.
Key Words : Teaching Modules, Problem Based Learning (PBL), Mathematical Problem Solving Skills (KPMM), Sequences and Series

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010247420

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Matematika., 2023

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010247420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN MATEMATIKA

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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