CD Tesis

Pengembangan Modul Ajar Matematika Berbasis Problem Based Learning pada Topik Persamaan dan Pertidaksamaan Linear Satu Variabel untuk Meningkatkan Kecakapan Representasi Matematis Peserta Didik Fase D

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Mathematical representation skills are one of the skills that students must have in learning mathematics. Learning that facilitates mathematical representation skills can build students' knowledge and understanding of mathematical concepts. Mathematical representation skills are the foundation for how students understand mathematical ideas and use them so that mathematical representations have a role in the process of solving mathematical problems. Mathematical representation skills also play a role in helping students build and understand concepts, express mathematical ideas and make it easier for students to develop their knowledge. Knowing the importance of mathematical representation skills, the developed teaching module can improve students' mathematical representation skills.
This research aims to develop a Problem Based Learning (PBL) based teaching module on the topic of linear equations and inequalities in one variable to facilitate valid, practical and effective mathematical representation skills of phase D students. The form of research carried out is development research using the 4-D development model (Define, Design, Development, and Disseminate). The Define stage is carried out by carrying out initial final analysis, analysis of student characteristics, concept analysis, task analysis, and specification of learning objectives. The Design stage is the stage of making instruments and making initial designs for teaching modules. The Development Stage is the stage of developing and validating teaching modules by experts. The results of the validation of the teaching module are revised and then a trial is carried out to determine the level of practicality of the teaching module. The Disseminate stage is the stage of publishing research results and packaging teaching modules in book form as products for distribution to several junior high schools/MTs. Data collection techniques include questionnaires, observation, tests, documentation and interviews.
The validity of the teaching module is determined from the average score filled in or assessed by the validator on the validation sheet. The validation results of the five teaching modules met the very valid criteria with an average score of 3.86; 3.87; 3.77; 3.93 and 3.90. The practicality of the teaching module is determined from the average of student and teacher response questionnaires, limited trials, field trials and observation sheets. The results of testing the five teaching modules in limited trials showed that the teaching modules met the practical criteria with a percentage of 81.39%; 82.36%; 81.95%; 75.56% and 82.08% of the student response questionnaire. The results of the field trials of the five teaching modules from the student response questionnaire met the very practical criteria with a percentage of 86.77%; 90.47%; 89.32%; 89.79% and 90.26%. The results of the teacher response questionnaire in the field trial also showed that the teaching module met the very practical criteria with a percentage of 96.25%, and the observation sheet results were 94.17 and met the very practical criteria. The results of validation, student and teacher response questionnaires and observation sheets showed 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 students' mathematical representation skills from the two sample classes. 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 "medium" increase for the experimental class and "low" for the control class. Problem based learning based teaching modules have proven to be effective in improving students' mathematical representation 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 is that it has produced a product in the form of a problem-based learning-based teaching module on the topic of single-variable linear equations and inequalities to facilitate phase D students' mathematical representation skills that meet 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 disseminated through research results seminars, in accordance with the principle of effective and wide dissemination.

Keywords : Teaching Module, Problem Based Learning, Topic of Linear
Equations and Inequalities in One Variable, Mathematical Representation Skills, Phase D Students

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2110246956

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Matematika., 2024

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2110246956

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

Jaka

Versi lain/terkait

Lampiran Berkas

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