CD Tesis

Pengembangan Perangkat Pembelajaran Berbasis Model Learning Cycle 7E Untuk Memfasilitasi Kemampuan Koneksi Matematis Siswa SMA/MA

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The results of the achievements of Indonesian students 'ability in mathematics literacy in the 2018 PISA survey showed that they were ranked 7th from the bottom with a score of 379. This achievement still showed that Indonesian students' abilities were towards a lower level when compared to 489 which is the OECD average score. The fact found in the results of research conducted by Ruspiani (in Muchlis, et al., 2018) is that the level of mathematical connection ability of students in high school is still low, seen from the acquisition of an average value of mathematical connection ability which consists of finding links between mathematical topics around 22 , 2%; found a linkage of mathematics with fields of science other than mathematics around 44.9%; found the association of mathematics in everyday life around 7.3%. Likewise Sholekah, et al. (2017), in their research, showed that students will experience difficulties in understanding concepts, using principles, and solving verbal problems if their level of mathematical connection ability is low.
The researcher conducted a preliminary study on students by giving a mathematical connection ability test on the indicators of finding relationships between mathematical topics. Based on the results of the analysis of the mathematical connection ability test and interviews conducted by researchers, it was found that the students' mathematical connection ability was still low and the learning tools that were in accordance with the 2013 curriculum were limited, so researchers conducted research on the development of learning devices. Learning tools developed are based on the 7E learning cycle model (Elicit, Engage, Explore, Explain, Elaborate, Extend, and Evaluate) with a scientific approach. The purpose of this research is to produce learning tools in the form of a syllabus, lesson plans (RPP), and student worksheets (LKS) that are able to facilitate students' mathematical connection skills that are valid and practical.
The development of learning tools refers to the ADDIE development model which consists of 5 stages, namely the Analysis stage, the Design stage, the Development stage, the Implementation stage, and the Evaluation stage. The research activity in the analysis stage is to analyze the needs, basic competencies and materials, and student characteristics. In the design stage, the researcher collected references on the development of learning devices, compiled the initial design, designed the learning instrument assessment instrument, and designed a student response questionnaire.
In the development stage, the researcher develops the learning device in accordance with the initial design and is consulted with the supervisor for comments and suggestions for improvements that will make the learning device ready for validation. The validator consists of 2 expert lecturers and 1 mathematics subject teacher. The validation results are used to revise the product based on the assessment and suggestions of the validator. In the implementation stage, researchers conducted trials in small groups for student worksheets that were declared valid, revised and worthy of testing. The trial was carried out to see the practicality of the developed worksheets. The evaluation stage, the
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researcher conducted an assessment of each activity carried out in the previous stages of development.
The research instrument used was an instrument of validity and practicality of learning devices. The validity instrument consists of the syllabus validation sheet, lesson plans, and student worksheets while the practicality instrument is a student response questionnaire to the use of worksheets. The syllabus, lesson plans, and worksheets developed are said to be valid if the minimum level of validity obtained based on the results of the validator's assessment meets the valid category. Learning tools developed in the form of worksheets are said to be practical if the minimum level of practicality obtained based on the results of the student response questionnaires meets the practical category.
Based on the results of the validity data analysis, the validity of the syllabus was 4.24 with the very valid category, the validity of the RPP was 4.25 with the very valid category, and the validity of the LKS 3.90 with the valid category. Thus, the learning device developed deserves to be tested as a learning tool on the determinant and inverse matrix material. The learning device was tested in a small group trial consisting of 9 students of class XI MS MAN 1 Indragiri Hilir who were randomly selected with heterogeneous abilities based on the test results at the preliminary study stage.
The results obtained in small group trials are the level of practicality. The results of the practicality of the learning devices in small group trials on the LKS were 91.59% with the very practical category. Thus, it is concluded that the learning tool based on the 7E learning cycle model to facilitate students' mathematical connection ability on the determinant and inverse matrix material is valid and practical.
Key words: learning cycle 7E, mathematical connection ability, scientific.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 21. 221 (0004)

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Matematika., 2021

Deskripsi Fisik

xiv, 154 hlm.: ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 21. 221 (0004)

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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