CD Tesis

Pengembangan Modul Ajar Berbasis Problem Based Learning Mengintegrasikan Literasi Numerasi Topik Statistika untuk Meningkatkan Kemampuan Berpikir Kritis Matematis Siswa SMP

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Mathematical critical thinking ability is a critical skill for students to possess in order to solve increasingly complex daily life problems. Learners who possess strong mathematical critical thinking skills are able to analyze problems to determine the correct solution, thereby enabling them to draw conclusions and make decisions based on the information obtained. However, the importance of mathematical critical thinking skills does not align with field facts, which demonstrate that the mathematical critical thinking skills of Indonesian students remain in the low category. This assertion is supported by the findings of several previous studies and researcher interviews with mathematics teachers at SMP Negeri 9 Pekanbaru and MTs Al Muttaqin Pekanbaru. The findings indicate a need for improvement in students' mathematical critical thinking skills. One strategy to enhance these skills is to design learning activities that actively involve students in solving non-routine problems. Learning planning in the Merdeka Curriculum is closely related to teaching modules. The government's strategic emphasis on enhancing numeracy literacy in teaching modules underscores the need to develop students' mathematical critical thinking skills.
The objective of this study is to develop teaching modules grounded in problem-based learning, with a focus on numeracy and literacy in statistics. These modules are designed to be valid, practical, and effective in enhancing the mathematical critical thinking skills of junior high school students. The research design aligns with the 4-D research and development model proposed by Thiagarajan, which encompasses four distinct stages: (1) define, conduct a needs analysis, which includes a beginning-end analysis, learner analysis, task analysis, concept analysis, and specification of learning objectives. This stage is intended to produce teaching modules that are relevant and meet the needs of students.(2) design, prepare research test instruments, select media and format, and initial design of teaching modules. In the form of prototype 1, (3) develop, conduct formative evaluations such as expert assessments, one-on-one evaluations, limited trials, and field trials of prototype 1 before becoming an effective final teaching module, (4) disseminate, the research results are published, and packaging of teaching modules that have been developed.
The validity of the teaching module was established through the results of expert assessment activities conducted during the development stage.The initial prototype of the teaching module was evaluated by three validators using the validation sheet designed for this purpose.The validators' assessment of the five teaching modules as a whole yielded an average percentage of 91.27%, indicating a high degree of validity. The comments and suggestions provided by the validators served as a foundation for researchers to make necessary revisions to the teaching modules prior to their field-testing phase.The practicality of the teaching module was assessed through a combination of limited trial activities and field trials, with the results drawn from student response questionnaires, teacher response questionnaires, and observation sheets. A limited trial was conducted on 12 students from class VIII at SMP Negeri 9 Pekanbaru, and the average percentage of response questionnaires for the five LKPDs tested was found to be 87.78%, falling within the very practical category. In the field trial conducted in the experimental class, the average percentage of student response questionnaires for the five LKPDs tested was 88.62%, also meeting the very practical category. The average percentage of teacher response questionnaires for teaching modules was 91.32%, also meeting the very practical category. Furthermore, the results of the observation sheet were 95.00% implemented, indicating that the teaching module developed has met the valid and practical criteria.
The effectiveness of the teaching module is determined by analyzing the average pretest and posttest scores, which are indicative of the improvement in students' mathematical critical thinking skills, as evidenced by both experimental and control sample classes.The findings of the analysis indicate a discrepancy in the average posttest scores of the experimental and control classes.The N-Gain analysis revealed a "moderate" increase for the experimental class and a "low" increase for the control class. The findings of this study substantiate the efficacy of problem-based learning as a pedagogical approach in enhancing students' mathematical critical thinking skills.The inferential analysis employing the normality test and the mean similarity test on the N-Gain value reveals a substantial discrepancy between the utilization of problem-based learning teaching modules integrating numeracy literacy on statistics topics and conventional learning methods in enhancing the mathematical critical thinking skills of junior high school students.
The results of the development research conducted demonstrate that the development of a teaching module based on problem-based learning integrating numeracy and literacy on statistics topics has resulted in a product that is expected to improve the mathematical critical thinking skills of junior high school students who meet the criteria of validity, practicality, and effectiveness. The product is to be distributed to schools that contributed to the research and is expected to be used as a learning resource and reference for teachers to develop teaching modules on other learning topics.

Keywords : Teaching Module, Problem Based Learning, Numeracy Literacy, Statistics, Mathematical Critical Thinking Ability

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2210246966

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Matematika., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2210246966

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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