CD Tesis

Pengembangan Perangkat Pembelajaran Matematika Berbasis Problem Based Learning (PBL) Untuk Memfasilitasi Kemampuan Literasi Matematis Peserta Didik

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This research is motivated by the importance of learning design and
planning. The results of interviews with math teachers at various high schools in
Kampar Regency about teaching materials showed that teachers did not develop
teaching materials independently due to various factors, including the teacher's
habit of using conventional teaching methods. The teacher makes learning
resources only as a supplement to the administration, without paying attention to
the goals achieved. Another reason is that teachers do not develop learning
resources because they do not understand the use of learning models that support
the implementation of the 2013 curriculum. The learning resources developed
have not been able to train mathematical literacy, so that students still have low
mathematical literacy. The low math skills can be seen in the 2015 PISA results
where Indonesia is one of 10 countries with low literate skills ranking 69 out of 76
countries with an average score of 375, while the average international score is
500.
Based on these problems, it can be seen that the tools used by the teacher
are not well developed, so that the mathematical literacy of students expected in
21st century learning is not achieved. The aim of this research is to develop
mathematical teaching tools that can facilitate students' mathematical literacy by
using the Problem Based Learning (PBL) model in the material of a two-variable
linear equation system (SPLDV). Mathematics learning resources with the PBL
model are problem-oriented learning resources, so they can help students
understand the SPLDV material. The developed teaching materials can also be
used by the teacher as a reference when developing teaching materials for
mathematics.
The type of research used is development research with a 4-D model
(define, design, develop, disseminate). The research was conducted to develop
learning tools including syllabus, lesson plans and student worksheet. First,
define preliminary analysis, student analysis, material analysis, task analysis, and
objective specification. In the preliminary and final analysis, researchers
conducted interviews with three high school math teachers in Kampar district
with an emphasis on interviews on syllabus development techniques, lesson plans,
development of competence performance indicators, formulation of learning
goals, use of learning models and student worksheet. During the student analysis
phase, the researcher gave the first test questions to students to see the
mathematical literacy skills of the students. In the material analysis phase, the
researcher analyzed: (1) the selection of the material taught; (2) selection of basic
competences; (3) selection of learning resources; and (4) formulation of learning
objectives. In the task analysis, the researcher determines the basic competencies
and competence performance indicators based on the 2013 curriculum. In the
learning objective specification phase, the researcher describes the learning
objectives that are consistent with the results of concept analysis integrated with
the preparation of the learning resources developed. Second, design: choose the
format and design the syllabus, lesson plans, and student worksheet. At this stage,
the design of the device to be developed is carried out in accordance with the
development needs. Third, expert validation, revision, and testing are performed
in small groups. Validator's suggestions are used as guidelines for reviewing
learning resources. Researchers saw the readability of the validated student
worksheet by conducting limited tests on 8 grade VIII students
The learning materials developed are syllabus, lesson plans and student
worksheet with the PBL model. The tools used to collect data in this study were
validation tools and practical tools. The validation tool takes the form of a
validation sheet for the syllabus, lesson plans and student worksheet to determine
the validity of the developed tools. The practical tool was in the form of a student
response questionnaire to determine the usability of the developed student
worksheet.
The validation results given to the syllabus by the validator from the
content aspect consisting of identity, clarity of core competencies and basic
competencies, formulation of competence performance indicators, suitability of
material, assessment, learning resources and construction aspects, namely
learning activities, reached 94% . The validation results provided to the lesson
plan by the validator include substantive aspects such as identity, clarity of core
competencies and basic competencies, formulation of competence performance
indicators, learning objectives, learning materials, appropriateness of tools,
media and learning resources, assessment and construction aspects, namely
learning activities. up to 93%. The validation results provided to student
worksheet by the validator include the completeness of the student worksheet
components, materials, implementation, didactic requirements, construction
requirements and technical requirements reaching 85%. Based on the validation
criteria, the validation results for the syllabus and lesson plans fall into the very
valid category, so it can be said that the developed syllabus and lesson plans can
facilitate students' mathematical literacy while the student worksheet validation
results fall into the valid category , thus, it can be said that the developed student
worksheet has met student worksheet requirements which are good and can
facilitate students' mathematical literacy skills. Based on the results obtained, it
can be concluded that the developed learning materials (syllabus, lesson plans
and student worksheet) can be tested.
The results of testing learning equipment in small group trials based on
student questionnaire responses on student worksheet were developed to achieve
readability up to 89%. Based on the practical criteria of learning resources, the
student worksheet that was tested fell into the category very practical, so you
could say that the student worksheet developed was very easy to use by students.
Based on the results obtained, it can be concluded that the learning resources
developed with the PBL model are suitable for use in mathematics education on
SPLDV material, because the learning resources (syllabus, lesson plans and
student worksheet) meet valid and practical criteria.
Keywords : Learning Tools, PBL, mathematical literacy skills, SPLDV.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 21. 220 (0027)

Penerbit

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

Deskripsi Fisik

xiii, 178 hlm.: ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

-

Klasifikasi

10 21. 220 (0027)

Tipe Isi

-

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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