CD Tesis

Pengembangan Modul Ajar Matematika Fase D Kelas IX SMP Konten Pengukuran Untuk Memfasilitasi Elemen Kecakapan Penalaran Dan Pembuktian Matematis Pada Kurikulum Merdeka

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This research was motivated by the loss of learning (loss of learning) during the Covid 19 pandemic. The loss of learning was due to the lack of optimal learning processes carried out in class so that students' skills decreased, including reasoning skills and mathematical proof. The need for teacher creativity to plan learning so that the quality of education increases, especially in the transfer of the 2013 curriculum before the Covid 19 pandemic, the emergency curriculum during the Covid 19 pandemic, and the Merdeka curriculum after the Covid 19 pandemic. One of the plans that must be prepared by the teacher is to develop teaching modules . The purpose of this study was to develop a mathematics teaching module to facilitate valid and practical mathematical reasoning and proving skills to be used in the learning process.
This type of research is research development or Research and Development (R&D). The development model used is the 4D model, with the stages of define, design, develop, and disseminate. In the define stage, the things that are done are initial and final analysis, analysis of student characteristics, analysis of Learning Outcomes (CP), and analysis of Pancasila Student Profile (PPP). In the initial and final analysis, it was found that the curriculum used was the Merdeka curriculum, in the Merdeka curriculum there were several changes, one of which was a change in the curriculum structure. The problem faced by the teacher based on the results of the interviews is that the teacher still has difficulties in developing learning tools so that the teacher also has difficulties in developing teaching modules in the Merdeka curriculum.
Analysis of student characteristics was carried out by researchers conducting interviews and preliminary studies in the form of reasoning skills tests and mathematical proving. The results obtained are that the students' reasoning skills are still relatively low on the indicator of re-checking the results of the answers that have been set and drawing valid conclusions, namely 33.3%. Based on the results of interviews the teacher acknowledged that students were not familiar with non-routine questions.
Analysis of learning outcomes is carried out by analyzing the learning outcomes of phase D measurement content. Based on the learning outcomes of Phase D measurement content, there are 3 operational verbs in learning outcomes, namely finding, determining, and completing. These verbs are used as the basis for achieving learning objectives. The results obtained were that the teaching modules developed in this study were divided into six meetings, namely: (1) surface area of the tube; (2) tube volume; (3) surface area of the cone; (4) cone volume; (5) surface area of the ball; (6) ball volume.
Researchers also analyzed the profile of Pancasila students. The results of the analysis of Pancasila student profiles, namely the Pancasila student profile formed in the development of this module are critical and creative reasoning,
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cooperative and independent. Critical and creative reasoning is formed during discussions and when working on practice questions, mutual cooperation is formed in discussion activities both in groups and between groups, then independence is formed when working on exercises given individually.
In the design phase, the researcher designed a test instrument that was used to assess the validity and practicality of the product. Prepare content designs and display designs for teaching modules that are adapted to the predetermined learning module components, as well as make initial designs for teaching modules that are adapted to the material and students.
The develop stage includes the development of teaching modules according to the design stage, product validation, product improvement, and trials on a small and large scale. The teaching module is said to be valid if the minimum level of validity achieved based on the results of the validator's assessment is included in the valid category with a scale of 2.50 - 3.25. The teaching module is said to be practical if the percentage level of practicality is more than 70%.
The results of the data analysis of the validity of the teaching module are 3.87 with a very valid category. The readability results of the teaching modules in the small group trials were 87.99% in the very practical category, thus the teaching modules were appropriate for large group trials. The result of the practicality of the large group trial was 85.72% in the very practical category. Thus it can be concluded that the teaching modules developed are practical.
This development research has produced a phase D mathematics teaching module for class IX junior high school with measurement content to facilitate elements of reasoning skills and mathematical proof in the Merdeka Curriculum which is valid and practical to use.
Key Words : Teaching Module, Measurement Content, Mathematical Reasoning and Proofing Skills, Merdeka Curriculum.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010241990

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Matematika., 2023

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010241990

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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