CD Tesis

Pengembangan Perangkat Pembelajaran Matematika Menggunakan Model Discovery Learning Untuk Memfasilitasi Kemampuan Pemahaman Matematis Peserta Didik Pada Materi Segi Empat Dan Segitiga

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Educators must be able to create learning tools that are able to bring out the potential and abilities of students, improve the abilities they already have so that they are able to create and interpret an understanding in their own way. This study aims to produce a learning tool consisting of a syllabus, lesson plans and worksheets with the application of the discovery learning model to facilitate students' mathematical understanding abilities on quadrilaterals and triangles for class VII SMP/MTs that meet valid and practical criteria. This study uses a 4D development model which consists of 4 stages, namely define, design, develop, and disseminate. The development procedure in this study could only be carried out in five stages, namely: research and data collection, planning (planning), developing a product draft (develop preliminary form of product), initial or small-scale field trials (preliminary field testing), and revising trial results (main product revision).
The results of the research at the define stage consisted of: (1) an analysis of the initial problems of mathematics teachers and junior high school students in Tembilahan using interview techniques; (2) analysis of students which includes abilities, background knowledge and level of cognitive development of students. The characteristics of class VII students of SMP 1 Tembilahan Hulu are on average 13-14 years old. Students in class VII are students who are heterogeneous in terms of their cognitive abilities; (3) the formulation of the concept is carried out by taking into account the basic competencies in the 2013 curriculum by producing several indicators which will later be developed in the circumference and area of rectangular and triangular worksheets; (4) task analysis is done by mapping the material based on concept analysis. The results of this analysis become several main materials, so that the material displayed on the LKPD is arranged into several sections. The results of the task analysis obtained refer to the ability of understanding. Detailed task analysis for quadrilateral and triangular material refers to core competencies and basic competencies; (5) formulation of objectives to formulate competencies to be achieved after learning is carried out
The design stage produces an initial design of the learning device that will be developed. This stage consists of three steps namely, (1) preparation of a syllabus design on rectangular and triangular material which includes components of identity, KI, KD, learning materials, competency achievement indicators, learning activities, assessments, time allocation, and learning resources; (2) preparation of RPP drafts on rectangular and triangular material for five meetings, each of which contains components of (a) identity; (b) IP; (c) KD and (d) competency achievement indicators; (e) learning objectives; (f) description of learning materials; (g) learning models, approaches and methods; (h) learning media, tools and resources; (i) learning activities; and assessment, and (3) LKPD design by applying the discovery learning model, so as to facilitate students in conducting problem investigations and mathematical understanding abilities.
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The develop stage produces learning tools based on the designs that have been made. The tools developed consist of a syllabus, lesson plans, and worksheets by applying the discovery learning model to improve students' mathematical understanding skills on quadrilaterals and triangles for class VII SMP/MTs for five meetings. The learning tools that have been compiled are then validated by three expert validators, at the validation stage it shows that the syllabus. The average percentage of syllabus validation results is 94.6%, lesson plans 94%, LKPD 94.7%, so it can be concluded that the syllabus, lesson plans and worksheets developed meet very valid criteria. The results of the analysis of student response questionnaires showed that LKPD met the practical criteria with each percentage of LKPD-1 namely 80.8%, LKPD-2 namely 80.4%, LKPD-3 namely 79%, LKPD-4 namely 80%, and LKPD 5 is 80.6%, which shows that overall the LKPD developed meets practical criteria.
Key Words : Development, Learning Devices, Discovery learning model, Mathematical understanding ability, quadrilateral and triangle.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

1810246521

Penerbit

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

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

1810246521

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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