CD Tesis

Pengembangan Perangkat Pembelajaran Berbasis Problem Based Learning (PBL) Pada Materi Transformasi Untuk Memfasilitasi Kemampuan Pemecahan Masalah Matematika Siswa Kelas IX SMP/Mts

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The background of this research is due to the low of student mathematical problem solving ability. This study aims to produce a valid and practical mathematics learning tool to facilitate KPMM on the material of Transformation at IX grade junior high school students of Kuantan Singingi.
Type of this research used development research that using 4-D model, namely Define, Design, Develop, and Disseminate. The learning tools developed are syllabus, lesson plans, and LKPD. Instruments of this research are validity and practical data. The instruments of validity data obtained from the validation sheet and practical data instruments were obtained from student response questionnaires.
First stage carried out is the define stage. The main activity in this stage is to analyze the need for the development of learning tools, some of the analyzes carried out are preliminary and final analyzes aimed at knowing the main problems in learning tools in which the researcher conducted interviews with teachers in the field of mathematics studies of IX grade junior high school at Kuantan Singingi . Furthermore, the researcher conducted a student analysis aimed at knowing the characteristics of students to determine the quality of the design of learning devices. At this stage, the researcher conducts a preliminary study, namely the KPMM test which aims to find out the KPMM owned by students. In material analysis, researcher analyzes the material taught in learning activities, in task analysis researcher carried out an analysis consisting of an analysis of core competencies (KI) and basic competencies (KD) related to the material developed. In the analysis of the formulation of objectives, researcher formulates learning objectives which are then used as guidelines in compiling the syllabus, lesson plans, and LKPD on the Transformation material.
Second stage is design stage that carried out by designing mathematics learning tools, namely the syllabus, lesson plans, and LKPD in accordance with the analysis of the Transformation material. Next, the researcher designed the learning device assessment instrument, namely the syllabus validation sheet, lesson plan validation sheet, and LKPD validation sheet. The researcher designed student KPMM test instrument to measure students' KPMM.
Next stage is development stage, the researcher develops learning tools, namely the syllabus, lesson plans, and LKPD according to the designs that have been designed at the design stage. The learning tools that have been developed are then discussed with the supervisor with the aim of getting suggestions and input about the tools being developed to make them better, so that the learning tools are ready to be validated by the selected validator. Then, validation of learning tool was carried out by 3 validators. After revision from the validator,
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the LKPD design was tested in small groups consisting of 8 students at MTsN 3 Kuantan Singingi with low, medium and high ability students. After the trial, the researcher gave student response questionnaires to obtain student response data and LKPD readability. If it is practical then the resulting product has met the valid and practical criteria, but if it has not been revised first.
Learning tools are said to be valid if the average percentage of the validator's assessment is more than 70% and can be tested. Learning tools are said to be practical if the percentage of practicality is more than 70%, can be applied by teachers and students and the level of implementation is in the minimally good category. The results of the syllabus validation obtained 86.98% with a very valid category. The average of the results of the lesson plans validation obtained was 88.99% with a very valid category and the results of the LKPD validation obtained was 81.24% with a valid category. The three validators concluded that the syllabus, lesson plans and LKPD could be used with minor revisions.
Practical results were obtained from the student response questionnaires to the LKPD that had been used. The readability test was obtained from the results of the student response questionnaires as many as 3 students. Based on the readability test, it can be concluded that the Problem Based Learning model of the Transformation material for IX grade junior high school with an average readability score is 81.25 ≤ Sn ≤ 93.75, which means that the LKPD can be read well by students. Furthermore, small group trials were obtained from the results of the student response questionnaires as many as 8 students. Based on the questionnaire responses of small group students, it can be concluded that the Problem Based Learning model of the Transformation material for IX grade junior high school has a very practical level of implementation with an average of 91.73%. These results indicate that the learning tools are included in the very good category and are ready to be used in learning activities.
Key Words: Learning Tools, Problem Based Learning (PBL), Mathematical Problem Solving Ability.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

1810246932

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Matematika., 2022

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

1810246932

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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