CD Tesis

Pengembangan LKPD Elektronik Materi Barisan Dan Deret Berbasis Problem Based Learning Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis

---

This research is motivated by the low ability of students to solve contextual problems related to sequences and series material. This is due to the lack of use of E-LKPD which is seen as facilitating students in developing the ability to solve mathematical problems. Based on the results of observations and analysis of the learning tools used by teachers in several high schools in Kuantan Singingi Regency, information was obtained that there were no teachers who had developed their own learning media such as the E-LKPD. The use of E-LKPD can save on paper usage and can study learning material anytime and anywhere. Learning by using E-LKPD has an attraction for students to be able to improve students' mathematical problem solving abilities. The use of E-LKPD with Google Form in learning mathematics must adapt to the needs of students so that learning can increase students' KPMM and achieve learning objectives. E-LKPD that is designed and developed to function properly in the learning process, the E-LKPD must be valid, practical and effective. Novrini, et al, (2015) stated that an E-LKPD is said to have good quality if the E-LKPD is valid, practical and effective. The type of research used is development research or research and development. The E-LKPD was developed using the 4D model, namely define, design. Develop and disseminate. At the develop stage, one-to-one, small group and field tests were carried out. The instrument used to obtain the validity of the E-LKPD data is a validation sheet. The instrument used to collect practicality data is a student response questionnaire sheet. The instrument used to obtain the effectiveness of the data is the KPMM test questions. E-LKPD is said to be valid if the average proportion of the validator's assessment is more than 70% and can be tested. E-LKPD is said to be practical if the proportion of practicality is more than 70%, and can be applied by teachers and students and the level of implementation is in the minimum good category. E-LKPD is said to be effective if there are differences and increases in students' mathematical problem solving abilities before and after using the E-LKPD with the PBL model.The results of the analysis of the validity of the E-LKPD reached 88.86%, with a very valid category. The three validators concluded that the E-LKPD can be used with minor revisions. Thus the developed E-LKPD is feasible to be tested as an E-LKPD on sequences and series material. The one-to-one trial was carried out by asking students to read the E-LKPD by participating in the activities contained in the E-LKPD, then students were asked to respond to writing the E-LKPD. After revising the E-LKPD from the results of the one-to-one trial, a small group trial was then carried out. In the small group trial the researcher distributed the E-LKPD to students and asked students to follow the instructions for the activities contained in the E-LKPD. Researchers provide directions and help students who experience difficulties during E-LKPD work activities. The researcher then asked students to fill out a student response questionnaire after
viii
finishing working on the E-LKPD. The practicality of the E-LKPD in the small group trial was 87.16, meaning that the E-LKPD developed was very practical for students to use. Field test trials (field tests), researchers provide test questions to see the effect of using the E-LKPD on students' KPMM. The practicality of the E-LKPD in the field test trial was 86.92, meaning that the developed E-LKPD was very practical for students to use. Based on the results of the KPMM data analysis test, it was found that the average value of mathematical problem solving ability at the pretest of 60.04 fulfilled the less criteria and the post-test score reached 81.63 with good criteria. The effectiveness of the E-LKPD with the PBL model was reviewed based on the average test score of students' mathematical problem solving abilities which reached 80 with a good classification. Based on the pre-test and post-test t tests of mathematical problem solving abilities, a significant level of p < α = 0.05 was obtained, so it can be concluded that H0 was rejected or there were differences in students' mathematical problem solving abilities before and after using the E-LKPD. Based on this, there are differences in students' mathematical problem solving abilities before and after using the E-LKPD with the PBL model. Keywords: E-LKPD, Problem Based Learning (PBL), Problem Solving Ability.

---

Ketersediaan

Informasi Detail

Judul Seri

-

No. Panggil

2010241744

Penerbit

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

Deskripsi Fisik

-

Bahasa

Indonesia

ISBN/ISSN

-

Klasifikasi

2010241744

Tipe Isi

-

Tipe Media

-

Tipe Pembawa

-

Edisi

-

Subjek

PENDIDIKAN MATEMATIKA

Info Detail Spesifik

-

Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

Komentar

---

Anda harus masuk sebelum memberikan komentar