CD Tesis

Pengembangan Bahan Ajar Berbasis Pendekatan Kontekstual Untuk Meningkatkan Kemampuan Berpikir Kritis Matematis Peserta Didik Pada Materi Bangun Ruang Fase D

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Mathematical critical thinking skills are the ability to think in solving mathematical problems that involve mathematical knowledge, mathematical reasoning and mathematical proof. Mathematical critical thinking skills are important for students to master, so that they are more skilled in constructing an argument, checking the credibility of sources, or making decisions. However, until now efforts to facilitate mathematics learning have not been optimal in facilitating students' critical mathematical thinking skills. The cause of the low mathematical critical thinking skills is because when answering students only focus on solving problems and students are less able to analyze and evaluate answers. To overcome this challenge, efforts are needed to improve mathematical critical thinking skills, one of which is by developing teaching materials. In addition to teaching materials, an approach is needed that can improve critical thinking skills, one approach that can improve mathematical critical thinking skills is a contextual approach. The implementation of a contextual approach requires appropriate teaching materials. Therefore, this study aims to produce teaching materials for spatial building content based on a contextual approach. The study adopted a 4-D development model that includes Define, Design, Development, and Disseminate. The data collection techniques used were interviews, questionnaires, and tests. The instruments used were validity sheets, student response questionnaires, and mathematical critical thinking ability tests. At the Define stage, researchers clearly determine and identify the requirements and needs related to development. Activities carried out at this stage include initial and final analysis, researchers analyze teaching materials in schools and collect data from various sources. At the student analysis stage, data on student characteristics are collected. At the task analysis stage, researchers analyze learning outcomes from the Merdeka Curriculum, especially in Phase D related to spatial building material. At the concept analysis stage, researchers determine, explain, and structure the material to be presented in the teaching materials. At the learning objective specification stage, the researcher identifies the objectives to be achieved in learning which are adjusted to task analysis and concept analysis, which will later be integrated with the preparation of teaching materials to be developed.
At the Design stage, the researcher designs teaching materials with steps including compiling tests, selecting media, determining the format, and designing the content of teaching materials. At the media selection stage, the researcher decided to use visual media in the form of illustrations and teaching materials in printed form. At the initial design stage, the researcher begins developing teaching materials according to the plan that has been made.
At the Development stage, the researcher conducts a formative evaluation involving expert assessment, one-on-one evaluation, limited trials, and field trials. Expert assessment involves discussions with supervising lecturers and validation by two mathematics education lecturers and one mathematics teacher who emphasizes content, face, and construct validity tests. The validity of teaching materials reaches 88.55%, which is classified as very valid. The validator provided suggestions, such as adding numbering to the images, clarifying authentic assessments for numbers and images, adding examples to images, closing the product text on the image, and listing the reading time of the teaching materials. At the one-on-one evaluation stage, students provided several suggestions and input, namely errors in multiplication in the teaching materials and errors in entering values. This input was used as a basis for researchers to improve the teaching materials. At the limited trial stage, students responded positively, giving an average assessment of the teaching materials of 84.04% with a very practical category. At the field trial stage, students' responses to the teaching materials reached 84.98%, indicating that the teaching materials were included in the practical category. After the field trial, the researcher began testing the effectiveness of the teaching materials. The results of the analysis showed that the average posttest of the experimental class was higher than the control class. The N-Gain analysis showed a "moderate" increase for the experimental class and a "low" increase for the control class. The spatial structure teaching materials based on the contextual approach have proven effective in improving students' critical mathematical thinking skills. Thus, it can be concluded that teaching materials based on a contextual approach to spatial geometry material have met the criteria for being valid, practical and effective. In accordance with the established standards.
At the Disseminate product stage, teaching materials are submitted to schools participating in the research and are expected to be used as learning resources and references for the development of teaching materials on other materials. In addition, research results are delivered through publications in accredited journals in the form of articles and disseminated through research results seminars, in accordance with the principle of effective and broad dissemination.

Keywords: Teaching Materials, Mathematical Critical Thinking Skills, Contextual Approach

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2210246962

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Matematika., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2210246962

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

MATEMATIKA

Info Detail Spesifik

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Pernyataan Tanggungjawab

Jaka

Versi lain/terkait

Lampiran Berkas

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