CD Tesis

Pengembangan Modul Materi Persamaan Garis Lurus Berbasis Pendekatan Realistic Mathematics Education (RME) Berbantuan Qr Code Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMP

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This research is motivated by the low ability of students' mathematical critical thinking and the limited teaching materials that are appropriate to the context and experiences of students. In this regard, this study aims to produce a material module on straight line equations based on the Realistic Mathematics Education (RME) approach assisted by QR Code to improve students' mathematical critical thinking skills which are valid, practical, and effective to use.
This type of research is development research or research and development. The development model used is the 4D model, namely define, design, develop, and disseminate. In the define stage, the things that were done were initial-end analysis, student analysis, concept analysis, task analysis and goal specification. In the final preliminary analysis, it was found that the applicable curriculum was the 2013 curriculum, the problems faced were the low ability of students' critical thinking skills, and the lack of availability of teaching materials that contained learning activities that directly involved students and discovered mathematical concepts.
Researchers also analyzed students about the problems faced by students in learning mathematics. The results of the concept analysis show that there are 4 concepts that are arranged, namely the general form and graph of straight-line equations, gradients or slopes of straight lines, gradient relationships, and straight-line equations. The results of the concept analysis are used to determine the tasks that will be carried out by students during learning. The define stage ends with the specification of learning objectives. Learning objectives are determined based on the results of concept analysis and task analysis.
The researcher did the design (definition) stage by compiling a test instrument that was used to assess the validity, practicality, and effectiveness of the module. Choosing media that is appropriate to the way students learn so that researchers choose to use audio-visual media in the form of videos. Developing module systematics by defining module components, and making the initial design of the developed module.
The develop stage includes module development according to the initial design, product validation, product revision, and product testing. The 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 70.01% -85%. The module is said to be practical if the percentage level of practicality is more than 70%. While the module is said to be effective if the learning outcomes of the experimental class are better than the learning outcomes of the control class.
Based on the results of analysis of validity data, the validity of the module is 91.5% with a very valid category, the validity of questions about mathematical critical thinking skills is 93.5% with a very valid category. The test results of the critical thinking skills test show that the correlation coefficient of the validity of item number 1 has a fairly good interpretation, and item number 2, 3, and 4 have a good interpretation. High test reliability correlation coefficient with good
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interpretation quality. The results of the discriminating index test were obtained for item number 1 of 0.216 (enough), item number 2 of 0.722 (very good), item number 3 of 0.875 (very good), and item number 4 has a discriminating power index of 0.403 (good). The test results for the difficulty level of the four test items were found to be at a moderate level of difficulty and could be used as research instruments.
The result of the practicality of the module in the limited trial was 81.19% in the practical category. The results of the practicality of the module in the field trials were 90.28% for student response results, teacher response results with an average of 96.88% and teacher observation results with an average of 91.30%. Thus, it can be concluded that the developed module is practical.
Based on the results of data analysis tests for mathematical critical thinking skills, it was found that the average mathematical critical thinking ability of students who used modules based on the QR Code assisted RME approach in the experimental class was higher than students who did not use QR Code assisted RME based modules. The results of the N-Gain test showed that students who used modules based on the RME approach assisted by QR Code had a higher increase in mathematical critical thinking skills than students who did not use modules.
Because the average posttest score of the experimental class was higher than the average posttest score of the control class, and the increase in the mathematical critical thinking skills of the experimental class students was higher than the increase in the control class' critical thinking skills, it can be concluded that the module based on the RME approach assisted by QR Code is proven effective. The disseminate stage is carried out by making articles to be published, and distributing modules to schools that have contributed to this research.
This development research has produced a material module on straight line equations based on the Realistic Mathematics Education (RME) approach assisted by QR Code to improve students' mathematical critical thinking skills which are valid, practical, and effective to use.
Key Words : Module, Realistic Mathematics Education (RME) Approach, QR Code, Mathematical Critical Thinking Ability.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010247422

Penerbit

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

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010247422

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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