CD Tesis

Pengembangan Bahan Ajar Berbasis Masalah Kontekstual Materi Barisan Dan Deret Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Kelas X

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DEWI MULIYANA, NIM. 2110247636, Development of Contextual Problem-Based Teaching Materials Material on Sequences and Series to Improve the Mathematical Problem Solving Ability of Class X Students, supervised by Atma Murni and Sehatta Saragih.
This research is motivated by the importance of mathematical problem solving abilities (KPMM) in the 21st century. However, this is inversely proportional to the reality shown, namely the low mathematical problem solving abilities of class X students. The low KPMM of students is caused by external factors and internal factors. KPMM can be developed through familiarizing students in solving problems which can be implemented in the teaching materials used by students. One strategy that can be used in teaching materials is the use of contextual problems in teaching materials. The use of contextual problems can increase KPMM. The aim of this research is to produce contextual problem-based teaching materials based on Sequences and Series material that are valid, practical and effective in improving the mathematical problem solving abilities of class X students.
The instruments used are validity, practicality and mathematical problem solving ability test questions. Data collection techniques consist of interviews, observation, questionnaires and documentation. The data analysis techniques used consist of analysis of the validity of teaching materials, analysis of the practicality of teaching materials, and analysis of effectiveness tests of teaching materials. This research uses the ADDIE development model which includes Analysis, Design, Development, Implementation, and Evaluation.
Analysis stage, consisting of conducting needs analysis and student analysis. Analysis of student needs and analysis was carried out, the results obtained were that teachers used teaching materials from Erlangga and the Ministry of Education and Culture. The books used start from facts, concepts, procedures and principles so that students seem to be learning from abstract conditions. Observations made showed that students were not focused on learning, were less actively involved in learning, tended to discuss with their friends rather than teachers, and wanted to try out the teaching materials used themselves.
Design, consisting of designing the format of teaching materials (teaching materials and display of teaching materials), collecting references, and designing research instruments. The design of teaching materials explains the material that will be discussed, namely sequences and series. The material on sequences and series is further divided into sub-material, namely arithmetic and geometry, and ends with the application of sequences and series, namely single interest and compound interest. Designing the appearance of teaching materials starts from designing the general page, introduction, discussion, and ends with a conclusion.
Development consists of developing teaching materials, carrying out validation, and one to one testing. The development stage is validated by validators and students. The validity test of the three validators obtained an average of 91.2 with a very valid category for the aspects assessed. Apart from giving grades to teaching materials, validators also provide suggestions for improvements that are useful for improving the quality of teaching materials. Validation is also carried out by students, namely in one to one tests to obtain suggestions and input.
Implementation consists of practicality tests consisting of small group and large group tests. In small group trials, the average assessment for each aspect was 93.46% in the very practical category. Meanwhile, in large group trials, the average assessment for each aspect was 90.78% in the very practical category. Students also provide suggestions and input into the teaching materials developed.
Evaluation consists of formative and summative tests. Formative evaluation is carried out at the end of each stage, while summative evaluation is carried out at the end of all stages, namely to test the effectiveness and increase KPMM. Based on the effectiveness tests carried out, it shows that there are average differences between classes that use contextual problem-based teaching materials.
Keywords: Teaching Materials, Contextual Problems, Mathematical Problem Solving Ability, Sequences and Series

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2110247636

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Matematika., 2024

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2110247636

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

Melda

Versi lain/terkait

Lampiran Berkas

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