CD Tesis

Pengembangan Modul Ajar Berbasis Problem Based Learning Topik Relasi dan Fungsi untuk Meningkatkan Kecakapan Komunikasi Matematis Peserta Didik Fase D

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Mathematical communication skills are one of the most important skills that students have in learning mathematics. Learning that facilitates mathematical communication skills can build students' knowledge and understanding of mathematical concepts. There are three indicators of mathematical communication skills, namely, writing, drawing and expression. Solving mathematical problems requires indicators of mathematical communication skills so that mathematical communication has an important role in the learning process. Mathematical communication skills also play a role in helping students build and understand concepts, express mathematical ideas in the form of images and make it easier for students to develop their knowledge. Knowing the importance of mathematical communication skills, the developed teaching module can improve students' mathematical communication skills.
This research aims to develop a Problem Based Learning (PBL) based teaching module on the topic of relations and functions to improve the mathematical communication skills of phase D students that are valid, practical and effective. The form of research carried out is development research using the ADDIE (Analyze, Design, Development, Implementation and Evaluation) development model. The Analyze stage is carried out by carrying out an initial needs analysis, analysis of student characteristics, analysis of learning materials, and analysis of learning objectives. The Design Stage is the stage for creating instruments and creating initial designs for the teaching modules being developed. The Development stage is the stage of developing and validating the teaching module. The results of the validation of the teaching module will be revised and then tested to determine the level of practicality of the teaching module. The Implementation Stage is the stage of implementing the teaching modules developed in real situations in the classroom. The Evaluation stage is a process for providing value to the teaching modules being developed. Data collection techniques include interviews, questionnaires, observation, documentation and tests on mathematical communication skills.
The validity of the teaching module is determined from the average score assessed or filled in by the validator on the validation sheet provided. The validation results of the four teaching modules meet the very valid criteria with an average score of 3.61; 3.78; 3.78; and 3.78. The practicality of the teaching module is determined from the average score of student and teacher response questionnaires, small group trials, large group trials and observation sheets. The results of the four teaching modules (LKPD) from the student response questionnaire in the small group trial met the practical criteria with a percentage of 77.03%; 77.59%; 79.62%; and 81.48%. The results of the large group trials of the four teaching modules from the results of the student response questionnaire met the very practical criteria with a percentage of 80.83%; 79.68%; 80.19%; and 83.33%. The results of the teacher response questionnaire in the large group trial showed that the teaching module met the very practical criteria with a percentage of 94.25%, and the results of the observation sheet met the very practical criteria with a percentage of 94.57%. Based on the validation results, student and teacher response questionnaires and observation sheets, it was found that the teaching module developed met the valid and practical criteria.
The effectiveness of the teaching module is seen based on the average post-test score and the increase in mathematical communication skills of students from the experimental class and control class. The results of the analysis show that the posttest average for the experimental class is higher than the control class. N-Gain analysis shows a “moderate” increase for both sample classes, and there is a significant difference in effectiveness between the two sample classes. Problem based learning based teaching modules have proven to be effective in improving students' mathematical communication skills. Thus, it can be concluded that the teaching module developed meets the effective criteria.
The conclusion from the discussion of the results of the development research carried out has produced a product in the form of a problem based learning based teaching module on the topic of relations and functions to improve the mathematical communication skills of phase D students which meets the criteria of being valid, practical and effective. The resulting products are handed over to schools that contribute to research and are expected to be used as learning resources and references for developing teaching modules on other learning topics. In addition, research results are presented through publications in accredited journals in the form of articles and presented through research results seminars.



Keywords: Teaching Module, Problem Based Learning, Relationship and Function Topics, Mathematical Communication Skills, Phase D Students

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010247398

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Matematika., 2024

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010247398

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

MATEMATIKA

Info Detail Spesifik

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Pernyataan Tanggungjawab

Jaka

Versi lain/terkait

Lampiran Berkas

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