CD Tesis

Pengembangan Perangkat Pembelajaran Matematika Berbasis Model Discovery Learning Untuk Memfasilitasi Kemampuan Komunikasi Matematis Peserta Didik SMP Kelas VIII Pada Materi Bangun Ruang Sisi Datar

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This research is motivated by the low mathematical communication skills of students and the limited learning tools that are in accordance with the demands of the 2013 curriculum. Based on the results of interviews and analysis conducted by researchers from several junior high schools in Pekanbaru, it was found that the learning tools used by teachers in schools had not In line with the demands of the 2013 curriculum, the learning resources used by teachers and students in the learning process in the classroom are still being developed by others such as publishers. Teachers also still have difficulty in developing interactive learning tools so that they can encourage participants to find their own concepts from the material being studied. In accordance with the results of a preliminary study conducted by researchers at SMP IT Aziziyyah Pekanbaru, it was found that the students' mathematical communication skills were still in the low category. Based on these problems, the researcher conducted research with the aim of producing a discovery learning model-based mathematical learning tool to facilitate the mathematical communication skills of junior high school students of class VIII on two-dimensional figures materials that meet valid and practical criteria.
The type of research used is research and development research. Learning tools are developed with the ADDIE model with the following stages: 1) Analysis at this stage which discusses needs analysis, student analysis, task analysis, and material analysis. 2) The design at this stage is in the form of the initial design of the learning tools which includes the syllabus, RPP, LKPD and students' mathematical communication skills test questions. 3) Development (Development) at this stage aims to produce a draft learning device with a revised discovery learning model based on input from experts. The validators in this study consisted of 2 mathematics education lecturers and 1 mathematics teacher. 4) Implementation, at this stage, a valid mathematics learning device will be carried out by a small group trial to see the readability of the LKPD. Small group test was conducted at SMP IT Aziziyah Pekanbaru class VIII.1 consisting of 6 students and 5) Evaluation. At this stage the researcher conducted a formative evaluation. Formative evaluation is carried out at the end of each face to face. The evaluation that occurs in each of the previous four stages is called formative evaluation, because the aim is for the need for revision in order to produce mathematical learning device products, namely syllabus, RPP, LKPD and valid and practical mathematical communication skills test questions.
The instruments used to collect data in this study were validation sheets and practicality sheets. The validation sheet is prepared to assess the components contained in the mathematics learning tool developed in accordance with the discovery learning model and the indicators of the mathematical communication skills test. The form of this validation sheet is a structured and unstructured questionnaire. A structured questionnaire was used to obtain the assessment score used for the validity of the syllabus, RPP, and LKPD as well as test questions for
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mathematical communication skills.Unstructured questionnaires are used so that the validator provides suggestions related to the product as the basis for implementing the revision. The category of learning device assessment is said to be valid if the percentage of validity is more than 70%.
Practicality sheet in the form of student response questionnaire. In this study, practicality sheets were distributed to see the level of readability of the LKPD. In this case the researcher distributed the student response questionnaire after the LKPD work on each meeting. The category of assessment for learning devices is said to be practical if the percentage of practicality is more than 70%.
The results of the validation of the experts stated that the products developed reached the valid category with an average rating for the syllabus 83.96 %%, RPP 82.55% and LKPD 88.85%. The results of this validation indicate that the learning device can be tested, in this case what is done is a small group trial. This trial was conducted to see the readability of the LKPD. After being given LKPD students were given a response questionnaire, and it was obtained that an average of 85.76% was categorized as very practical or easy to use by students. Thus, the discovery learning model based mathematics learning tools to facilitate students' mathematical communication skills meet the valid and practical criteria.
Keywords: Learning tool, Discovery Learning, Ability of Mathematical Communication

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 21. 220 (0009)

Penerbit

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

Deskripsi Fisik

xiv, 189 hlm,; ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 21. 220 (0009)

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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