CD Tesis

Pengembangan Perangkat Pembelajaran Melalui Desain Assure Dengan Strategi Problem Solving Pada Materi Aritmetika Sosial Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Kelas VII

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This research is motivated by the low students' Mathematical Problem Solving Ability (KPMM) and the unavailability of learning tools that are following the demands of the 2013 Curriculum.Based on the results of interviews and analysis conducted by researchers obtained information that the learning tools used by teachers in schools have not been referring to and are not in line with the demands of the 2013 curriculum. In connection with this, this study aims to produce mathematics learning devices that can improve mathematical problem-solving abilities valid, practical and effective student use.
This type of research is research development or research and development. The development model used is the 4D model, which is to define, design, develop, and disseminate. Learning tools developed are a syllabus, lesson plans, and LAS. The instruments used were the validity data instrument, the practicality data instrument, and the effectiveness data instrument. The validity data instrument was obtained from the validation sheet. The practicality data instrument was obtained from the student response questionnaire, teacher response questionnaire, and observation sheet. While the effectiveness of data instruments were obtained from KPMM test questions.
The learning tools are said to be valid if a minimum level of validity is achieved based on the results of the validator's assessment included in the valid category with a scale of . Learning tools are said to be practical if the percentage of practicality is more than 70%. Whereas the learning kit is said to be effective if the percentage of student learning outcomes (KPMM) reaches a classical Minimum Mastery Criteria (KKM) which is 75% and following the KKM for compulsory mathematics lessons set at school which is 75.
Based on the results of data validity analysis, the syllabus validity is 3.56 with a very valid category, the RPP validity is 3.60 with a very valid category, the validity of LAS is 3.51 with a very valid category, and the validity of the KPMM test questions is 3.55 with the category very valid. Thus the learning tools developed are worth testing out as learning tools on social arithmetic materials.
The results of the readability of learning tools in a limited trial of LAS were 92.85% with a very practical category. The results of the practicality of learning tools in field trials are 87.41% for student response results, teacher response results with an average of 96.54 and teacher observations with an average of 94.31%. Thus, it can be concluded that the developed learning tools are practical.
Based on the results of the KPMM data analysis test it was found that the percentage of the number of students who reached the KKM after using the developed learning tools was 90.06%. This shows that the mathematics learning device developed was effective for student learning outcomes in social arithmetic material for grade VII students.
The impact of using learning tools can improve students mathematical problem-solving abilities, this is obtained from the t-test'. Based on the t-test, a significant level of 0.001

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 21. 219 (0012)

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Matematika., 2019

Deskripsi Fisik

xvi, 276 hlm.; ill.; 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 21. 219 (0012)

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

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Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

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