CD Tesis

Pengembangan Lkpd Elektronik Berbasis Problem Based Learning Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Peserta Didik Smp

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This study is motivated by the low mathematical problem-solving ability of students in solving contextual problems related to whole numbers and fractions. This is due to the lack of use of E-LKPD which is considered to facilitate students in developing mathematical problem-solving skills. Based on the results of observations and analyses of learning tools used by teachers at several SMPN 6 Rokan IV Koto, information was obtained that no teacher had developed their teaching materials such as E-LKPD. The use of E-LKPD can save the use of paper and can study learning materials anytime and anywhere.
Learning by using E-LKPD has an attraction for students to be able to improve students mathematical problem-solving skills. The use of E-LKPD with liveworksheets in learning mathematics must adjust the needs of students so that learning can improve students' KPMM and learning objectives are achieved. E-LKPD designed and developed to function properly in the learning process, the E-LKPD must be valid, practical, and effective. Novrini, et al, (2015) stated that E-LKPD is said to have good quality if the E-LKPD is valid, practical, and effective.
The type of research used is research and development (R&D). The E-LKPD was developed using the 4D model, namely define, and design. Develop, and disseminate. At the development stage, one-to-one, small group, and field tests were conducted. The instrument used to obtain E-LKPD validity data is a validation sheet. The instrument used to collect practicality data is the learner response questionnaire sheet. The instrument used to obtain effectiveness data is the KPMM test question.
E-LKPD is said to be valid if the average percentage of validator assessment is more than 70% and can be tested. E-LKPD is said to be practical if the percentage of practicality is more than 70% and can be applied by teachers and students and the level of implementation is in the minimum good category. E-LKPD is said to be effective if there is a difference and improvement in the mathematical problem-solving ability of students before and after using E-LKPD with the PBL model.
The results of the validity analysis of E-LKPD reached 82.65%, with a very valid category. The three validators concluded that the E-LKPD could be used with minor revisions. Thus, the E-LKPD developed is feasible to be trialed as E-LKPD on whole numbers and fractions.
The one-to-one trial was carried out by asking students to read the E-LKPD by following the activities contained in the E-LKPD, and then students were asked
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to respond to the writing of the E-LKPD. After revising the E-LKPD from the results of the one-to-one trial, then a small group trial was conducted. In the small group trial, researchers distributed E-LKPD to students and asked students to follow the instructions of the activities contained in the E-LKPD. Researchers gave directions and helped students who had difficulty during E-LKPD activities. The researcher then asked students to fill out a learner response questionnaire after completing the E-LKPD. The practicality of E-LKPD in the small group trial was 83.52, meaning that the E-LKPD developed was very practical to be used by students.
Field test, researchers gave test questions to see the effect of using E-LKPD on students' KPMM. The practicality of E-LKPD in the field test trial is 82.65, meaning that the E-LKPD developed is very practical for students to use. Based on the results of the KPMM data analysis test, it is found that the average value of mathematical problem-solving ability in the pretest 56.44 meets the criteria less and the post-test value reaches 74.92 with good criteria to determine the magnitude of the KPMM increase calculated using N-gain.
The N-gain score obtained from the comparison of the average pretest and posttest scores of mathematical problem-solving skills in using E-LKPD with the PBL model is 0.456 in the "good" category. The increase in the average post-test score shows that in general E-LKPD with the PBL model can effectively improve students' KPMM after students use E-LKPD in learning.
Based on the pretest and posttest t-test of mathematical problem-solving ability, the significant level p < 0.05, so it can be concluded that H0 is rejected or there is a difference in students' mathematical problem-solving ability before and after using E-LKPD. Based on this, there is a difference in the mathematical problem-solving ability of students before and after using E-LKPD with the PBL model.
Keywords: E-LKPD, Problem Based Learning (PBL), Problem Solving Ability

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2010247417

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Matematika., 2024

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2010247417

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

Jaka

Versi lain/terkait

Lampiran Berkas

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