CD Tesis

Pengembangan Bahan Ajar Matematika Berbasis Kontekstual Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Peserta Didik Kelas X Pada Materi Fungsi

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This research is motivated by the availability of mathematics teaching materials in schools which are still limited in number. The available teaching materials have not facilitated students 'mathematical problem solving abilities and have not provided contextual problems with students' daily lives. The teaching material is still focused on the delivery of material with questions for understanding concepts and the ability to count (formulas) and solving examples of problems in teaching materials do not use procedural problem solving steps. Therefore, a teacher is expected to be able to present teaching materials that contain contextual problems / problems and contain problem solving steps according to Polya.
This study aims to produce products in the form of teaching materials based on contextual teacher guides and student guides that are valid, practical and effective to improve KPMM of students. The development of this teaching material aims to improve the KPMM of students on the function material. The development method used in this study is the Borg and Gall model which consists of 7 stages: data and information collection, (2) planning, (3) product design, (4) design validation, (5) product design revision, (6) initial product trials, (7) product revisions and (8) large group trials.
The data and information collection phase is discussed about curriculum analysis, teacher performance analysis, and analysis of student characteristics. The planning stage of the researcher preparing the title of teaching material, preparing a concept map that contains a description of the entire contents of the material based on BC, determining KD and GPA in accordance with the objectives and material, planning the preparation of the material. The product design stage is to be developed in the form of a teaching material framework and about the design of the display of teaching materials that are appropriate to the learning contextual approach. The design validation stage is carried out by filling out the teaching material validation instrument questionnaire by material experts and media experts. The next stage is the revision of product design based on the advice of the validator for deficiencies in teaching materials. After the revision, teaching materials will be tested on a small group involving 9 students of class X MIA 2 SMA Negeri 1 Rambah. The next stage after the initial population trial in a small group, the researchers revised the product in order to obtain more practical teaching materials. Then it was tested on a large group with the target of 32 students in class X MIA 3 of SMA Negeri 1 Rambah.
The resulting development products are validated by media experts and material experts. The overall validation results on the material aspects were 81.51% with a very valid category and on the media aspect the average validity was 85.52% with very valid criteria. Meanwhile, the level of validity of the teacher's instructional materials on material aspects was 87.36% with very valid
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criteria and on the media aspect the average validity was 90,18% with very valid categories. In addition to validating teaching materials for student and teacher guides, the validator also provides an assessment on KPMM test questions. The average percentage results of KPMM test questions validation of the three validators was 85.65% with a very valid category.
Product trials carried out at SMA Rambah 1 are categorized very practical with the percentage of initial product trial results in small groups being 83.70% and large group trials categorized as very practical with an average percentage of 84.38%. KPMM test results from the experimental class showed that students obtained an average KPMM value of 89,16 with very good qualifications. As for the control class, KPMM test results for students are classically in the moderate category with an average of 67.97. This shows that learning using contextual-based teaching materials can increase KPMM compared to students who study conventionally. Overall the development of contextual-based teaching materials is categorized as very good, feasible and effectively used in the learning process to improve KPMM in the function material.
Keywords: Contextual-based teaching materials, problem solving abilities.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 21. 220 (0025)

Penerbit

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

Deskripsi Fisik

xv, 230 hlm,; ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

-

Klasifikasi

10 21. 220 (0025)

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

-

Subjek

PENDIDIKAN MATEMATIKA

Info Detail Spesifik

-

Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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