CD Tesis

Pengembangan Perangkat Pembelajaran Melalui Pembelajaran Dengan Pendekatan Pendidikan Matematika Realistik Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Peserta Didik Kelas IV

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This research is motivated by the low ability of students to solve mathematical
problems, based on the results of pre-research conducted by researchers at SD Islam
Plus YLPI Pekanbaru on the circumference material and the area of a flat shape, it
shows that the percentage of students make mistakes on each indicator of KPMM is
very high. Based on the results of interviews and analysis conducted by researchers,
information was obtained that the learning tools used by the teacher had not been able
to direct students to find mathematical concepts realistically, besides that the existing
learning tools had not directed students in practicing mathematical problem solving
skills. In this connection, this study aims to produce realistic mathematics learning tools
so that they can improve students' mathematical problem-solving abilities that are valid
and practical to use.
The type of research is research and development. The development model
used is the 4-D model, namely: the stage of define, design, develop, and disseminate. At
the define stage, several defining activities were carried out as a reference for initial
product design, namely: 1) preliminary analysis, aimed at analyzing problems
fundamentally against learning mathematics in class and determining alternative
problem solving solutions, 2) analyzing students in terms of the characteristics and
academic abilities of students, 3) task analysis, analyzing the main tasks that must be
mastered by students related to learning material, basic competency and formulating
IPK so as to achieve minimum competence, 4) Concept analysis, identifying the main
concepts to be taught, 5 ) The specification of learning objectives, summarizes the
results of the analysis of tasks and concepts to determine the behavior of the object of
research. At the design stage, several design activities were carried out, namely 1)
Media selection, aimed at determining the appropriate media for learning material
based on material characteristics, student characteristics and task analysis, 2) Format
selection, based on the learning media used, 3) Initial design , designing learning tools
in the form of syllabus, lesson plans, student worksheets and mathematical problem
solving abilities based on the format that has been made
At the development stage, the researcher carried out three activities, namely developing
learning tools with a realistic mathematics learning approach, expert testing
(validation), and small group trials. Learning tools that have been developed are then
validated. Expert tests are carried out to determine the validity of the results of the
initial design of the learning device. The validated learning tools were then revised
based on suggestions from the validator and small group trials were carried out to
determine the practicality of the developed LKPD. The disseminate stage, the
dissemination is carried out in a seminar on the results and preparation of articles for
publication in journals.
The data collection techniques in this study consisted of two types, namely the
learning device assessment sheet and the student response questionnaire. The learning
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device assessment sheet is carried out by providing a syllabus validation sheet, RPP
validation sheet, LKPD validation sheet, and KPMM question validation sheet are used
to measure the validity of learning devices, while student response questionnaires are
used to determine students' responses and the practicality of using the developed LKPD.
Based on the results of the validation analysis of the three validators, it shows
that the learning device meets the very valid criteria with the average percentage for
the syllabus is 88.54%, RPP is 90.57%, LKPD is 89.01%, and KPMM test questions.
namely 89.58%. The results of a student questionnaire at the small group trial stage on
eight grade IV B students at SD Islam Plus YLPI showed that LKPD met the very
practical criteria with a percentage of 90.63%. So it can be concluded that the learning
device through the realistic mathematics learning approach can increase the KPMM on
the circumference and area of class IV material.
Keywords: development research, learning tools, PMR, KPMM

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 21. 220 (0013)

Penerbit

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

Deskripsi Fisik

xvii, 191 hlm,; ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

-

Klasifikasi

10 21. 220 (0013)

Tipe Isi

-

Tipe Media

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Tipe Pembawa

-

Edisi

-

Subjek

PENDIDIKAN MATEMATIKA

Info Detail Spesifik

-

Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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