CD Tesis

Pengembangan Perangkat Pembelajaran Berbasis Discovery Learning Yang Mengintegrasikan Keterampilan Abad 21 Untuk Meningkatkan Kemampuan Berpikir Kritis Matematis Pada Materi Trigonometri Di SMA

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This research is motivated by the low ability of students to think critically mathematically and the still limited learning devices following the demands of the 2013 curriculum that integrates 21st-century skills. the demands of the 2013 curriculum and the absence of 21st-century skills integration. In this regard, this study aims to produce mathematical learning tools that can improve students' mathematical critical thinking skills that are valid, practical, and effective to 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 syllabus, lesson plans, and student's worksheet. 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. Practicality data instruments were obtained from students' response questionnaires, teacher response questionnaires, and observation sheets, as well as instruments for effectiveness data obtained from mathematical critical thinking skills, test questions.
The learning kit is 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 2.50 ≤ ,00 4.00. Learning tools are said to be practical if the percentage of practicality is more than 70%. Whereas learning tools are said to be effective if the percentage of students 'mathematical critical thinking ability tests reaches the minimum completeness criteria (KKM), which is 75% and gives an impact on students' critical thinking mathematical ability before using the device after using the device.
Based on the results of the validity data analysis, the validity of the syllabus is 3.20 with a valid category, the validity of the RPP is 3.32 with a very valid category, the validity of the LKPD is 3.48 with a very valid category, and the validity of the mathematical critical thinking ability test questions is 3.35 with a very valid category. Thus the syllabus, RPP, and student's worksheet developed are worth testing.
The results of the readability of learning tools in a limited trial of LKPD were 85.75% with a very practical category. The results of the practicality of learning tools in field trials are 91.5% for students' response results, 89.25% for the teacher's response results, and observations of the implementation of learning with an average of 87%. Thus, it can be concluded that the learning tools developed have met the very practical criteria.
Based on the results of the test analysis of mathematical critical thinking skills data, it was found that the percentage of the number of students who reached passing grade after using the developed learning tools was 82.14%. This shows that the mathematics learning device developed is effective for use.
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The impact of using learning tools can improve mathematical critical thinking skills, this is obtained from the Mann Whitney test. Based on the Mann Whitney test performed obtained a significant level of 0,000

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 21. 220 (0003)

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Matematika., 2020

Deskripsi Fisik

xvii, 263 hlm,; ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 21. 220 (0003)

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

FATAH

Versi lain/terkait

Lampiran Berkas

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