CD Tesis

Pengembangan Perangkat Pembelajaran Matematika Berbasis Problem Based Learning Pada Materi Program Linier Untuk Memfasilitasi Kemampuan Komunikasi Matematis Peserta Didik Kelas Xi Sma

---

This research was motivated by the low mathematical communication skills of students in solving contextual problems related to linear programming material. This is because the learning methods and learning tools used by teachers in learning have not been able to facilitate students in developing mathematical communication skills. Based on the results of researchers' interviews with mathematics teachers in several high schools in Kampar Regency, information was obtained that teachers had not developed their own learning tools. Mathematics teachers still use learning tools (Silabus, RPP, LKPD) developed by other people such as publishers.
Linear programming is one of the mathematics learning materials that requires students' communication skills, such as converting problem situations into mathematical models, using tables, pictures, graphs, writing down the solution process, and making conclusions from problem solving. The results of the initial test of mathematical communication skills show that the average communication skills of students are still low
The type of research used is research and development (R&D). Learning tools are developed using the 4D model, namely define, design, develop and disseminate. The tool developed was validated by three expert validators who were then tested on a small group of 6 students and a large group of 35 students. The instruments used in data collection in this research consisted of syllabus validation sheets, RPP, LKPD and student response questionnaires.
The results of the validity analysis of learning tools for the syllabus reached 92% in the very valid category, lesson plans reached 95% in the very valid category, and LKPD reached 92% in the very valid category. The three validators concluded that the learning tools could be used with revisions. Thus, the learning tool developed is worth testing as a learning tool on linear programming material.
One-to-one trials are carried out by asking students to read the LKPD by following the activities contained in the LKPD, then students are asked to respond to the writing on the LKPD. After the one-to-one trial, the LKPD was revised, then a small group trial was carried out. In small group trials, students are asked to follow the instructions for the activities contained in the LKPD. Researchers provide direction and help students who experience difficulties during LKPD work activities. Next, the researcher asked students to fill out a student response questionnaire after completing the LKPD. The practicality of the LKPD in small
group trials was 83.60%, meaning that the readability of the LKPD developed was "practical" for use by students.
Field tests (large groups) are carried out by carrying out all learning activities in accordance with the learning tools developed. At the final stage of learning, students fill out a student response questionnaire to see the practicality of the learning tools (LKPD) developed. The practicality of the LKPD in large group trials was 88.37% in the "very practical" category, which means that the LKPD developed was able to help students understand linear program material.
Keywords: Learning tools, Problem Based Learning (PBL), Mathematical Communication Skills.

---

Ketersediaan

Informasi Detail

Judul Seri

-

No. Panggil

2010241708

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Matematika., 2024

Deskripsi Fisik

-

Bahasa

Indonesia

ISBN/ISSN

-

Klasifikasi

2010241708

Tipe Isi

-

Tipe Media

-

Tipe Pembawa

-

Edisi

-

Subjek

PENDIDIKAN MATEMATIKA

Info Detail Spesifik

-

Pernyataan Tanggungjawab

Jaka

Versi lain/terkait

Lampiran Berkas

Komentar

---

Anda harus masuk sebelum memberikan komentar