CD Tesis

Pengembangan Modul Ajar Pada Materi Statistika Berbasis Problem Based Learning untuk Meningkatkan Elemen Kecakapan Koneksi Matematis Siswa Fase D Kelas VII

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This research is motivated by the low level of students' mathematical connection skills and the limited availability of teaching modules that align with the students' context and experiences. In relation to this, the study aims to develop a teaching module on statistics material based on Problem-Based Learning (PBL) to improve the mathematical connection skills of junior high school students. The module is designed to be valid, practical, and effective for use.
The type of this research is development research or research and development (R&D). The development model used is the 4D model: define, design, develop, and disseminate. During the define stage, the activities conducted include preliminary-final analysis, student analysis, concept analysis, task analysis, and specification of objectives. From the preliminary-final analysis, it was found that the current curriculum is the Merdeka curriculum, the problem faced is the low mathematical connection skills of students, and there is a lack of teaching materials that involve students directly in discovering mathematical concepts.
The concept analysis resulted in five topics being organized: data collection, data presentation in tables, bar charts, line graphs, and pie charts. The results of the concept analysis were used to determine the tasks students would perform during the learning process. The define stage concludes with specifying learning objectives, which are determined based on the results of the concept and task analyses.
In the design stage, the researcher prepared the requirements for the teaching module and test sheets to assess the validity, practicality, and effectiveness of the teaching module. The researcher selected appropriate media based on students' learning styles, opting for a print-based teaching module with a Problem-Based Learning (PBL) model. The researcher developed the structure of the teaching module, defined its components, and created the initial design of the teaching module.
The development stage includes product validation, product revision, and product trials. A teaching module is considered valid if the minimum validity level achieved based on validator assessments falls within the valid category, with a score range of 70.01%–85%. It is deemed practical if the practicality level exceeds 70%. Meanwhile, it is considered effective if the learning outcomes of the experimental class are better than those of the control class.
Based on the validity data analysis, the teaching module achieved a validity score of 97.22%, categorized as very valid, and the mathematical connection test items achieved a validity score of 97.25%, also categorized as very valid. The trial results of the mathematical connection test showed that the correlation coefficients for the validity of the five test items had excellent interpretations. The reliability test coefficient for the test was 0.830, with a good interpretation. The discrimination index test results showed item 1 had a discrimination index of 0.41 (good), item 2 had 0.44 (good), and items 3, 4, and 5 each had 0.42, 0.42, and 0.40 (all categorized as good). The difficulty level test indicated that all five items were at an appropriate difficulty level and could be used as research instruments.
The practicality of the teaching module in limited trials was 78.89%, categorized as practical. In field trials, the practicality results were 82.36% based on students’ responses, 95.31% based on teacher responses, and 94.78% based on teacher observations. Thus, the developed teaching module is concluded to be practical.
Based on the mathematical connection skills test data analysis, it was found that the average mathematical connection skills of students using the PBL-based teaching module in the experimental class were higher than those of students not using the module. The N-Gain test results indicated that students using the module experienced a greater increase in mathematical connection skills than those who did not use it.
The average post-test score of the experimental class was higher than that of the control class, and the improvement in mathematical connection skills in the experimental class exceeded that in the control class. Therefore, it can be concluded that the PBL-based teaching module is proven to be effective. The disseminate stage was carried out by publishing an article and distributing the teaching module to schools that contributed to the research.
This development research has successfully produced a PBL-based teaching module on statistics material to improve the mathematical connection skills of junior high school students, which is valid, practical, and effective for use.

Keywords: Mathematical connection skills, Independent Curriculum, Teaching Module, Problem-Based Learning (PBL).

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010247414

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Matematika., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010247414

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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