CD Tesis

Pengembangan Perangkat Pembelajaran Berbasis Problem Based Learning Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa SMP Pada Materi Sistem Persamaan Linear Dua Variabel

---

Education is an interesting issue to discuss, because through education the progress of a nation can be achieved. The objectives of learning mathematics at the primary and secondary education levels are (1) Understanding the concept of mathematics; (2) Using patterns as guesswork in solving problems, and being able to make generalizations based on existing phenomena or data; (3) Using reasoning in nature, performing mathematical manipulations both in simplification, and analyzing the components that exist in problem solving in the context of mathematics and outside mathematics (real life, science, and technology); (4) Communicating ideas; (5) Having attitudes and behavior in accordance with the values in mathematics and learning; (7) Perform motor activities that use mathematical knowledge; (8) Using simple teaching aids and technology results to carry out mathematical activities (Permendikbud No.58 of 2014). Based on the objectives of learning mathematics, it is known that the ability to solve mathematical problems is one of the abilities that must be possessed by students. Therefore the development of problem-solving abilities can be used as an effort that can be researched and studied in improving the quality of education.
In learning mathematics, students have a lot of difficulty solving problems with the material they are learning, especially in elaborating problems. Based on the results of preliminary research, student activities do not support their learning process. One of the reasons for this is the incompatibility of learning tools that can make it easier for students to improve their mathematical problem solving abilities. Based on the researcher's interviews with eight teachers at the junior high school level in Siak Regency, it shows that the learning devices used are not in accordance with the demands of the 2013 curriculum, one of which is that the teaching material does not contain facts, concepts, principles and sleep processes. Learning activities do not lead to a learning model, the assessment is only on the cognitive and does not include psychomotor assessments, so researchers develop learning tools that are in accordance with the 2013 curriculum, namely teaching materials containing facts, concepts, principles and procedures. Learning activities lead to a learning model that is in accordance with the 2013 curriculum,
xviii
assessment does not only focus on cognitive assessments but also psychomotor assessments.
The learning designed by the teacher should refer to the 2013 curriculum which is oriented towards a scientific approach. One learning model that is in line with the 2013 curriculum is Problem Based Learning. Based on the above problems, the researcher developed a valid, practical and effective semester eigh grade junior high school mathematics learning device using the Problem Based Learning Model with a scientific approach to improve students' Mathematical Problem Solving Ability on a two-variable system of linear equations material.
This type of research is a development research with the ADDIE development model which includes the following steps: (1) analysis, (2) design, (3) development, (4) implementation, (5) evaluation. At the stage of analysis, the researcher carried out the analysis of the needs of learning devices, analysis of student characteristics and analysis of the curriculum. At the design stage the researcher designed learning tools in the form of syllabus, lesson plans, and student worksheet and compiled an assessment instrument. In the development stage, the researcher develops learning tools in the form of syllabus, lesson plans and student worksheets according to suggestions from supervisors and expert lecturers or validators. In the implementation stage, the researcher conducted field research in order to obtain data. In the evaluation stage, the researcher conducted a validity analysis, practicality analysis and effectiveness analysis.
Data were collected through observation, interviews, and problem-solving skills tests. The subjects in this study were students of class eight MTS GUPPI Bandar Sungai. Data analysis techniques used qualitative and quantitative data. The results of the validation of learning tools are as follows, the syllabus has an average percentage of 82.99% with valid criteria, lesson plan has an average percentage of 85.75% with very valid criteria, and student worksheets has an average percentage of 83.23% with valid criteria , mathematical problem solving skills questions have an average percentage of 81.41% with valid criteria. Based on the results above, it can be concluded that all devices are declared to meet the valid requirements. Devices that have been validated are then revised according to the input provided by the validator.
Student response questionnaires include several aspects, namely: (1) material; (2) display; and (3) the use of student worksheets. The results of students' responses for all aspects were considered good. The results of students' responses to the material aspects were 92.02%, the appearance aspects of student worksheets were 90.60%, and the aspects of using student worksheets were 93.39%. Furthermore, the teacher response questionnaire includes several
xix
aspects, namely: (1) presentation of the material; (2) presentation of the syllabus; (3) presentation of lesson plan; and (4) student worksheets presentation. The results of the teacher's response to all aspects were considered good. The results of the teacher's response in the field trial can be explained that the teacher's response to aspects of the delivery of material is 91%, the aspect of presenting the syllabus of the teacher's response is 85%, the presentation aspect of lesson plan is 92% while the presentation aspect of the student worksheets is 93%. The results of the teacher's response at the field trial stage showed that the learning tools consisting of the syllabus, lesson plans, and student worksheet had met the practical criteria.
The results of the mathematical problem solving skills test were analyzed using the normality test, the homogeneity test, and the test for differences in the mathematical problem solving skills increase of students. The magnitude of the influence of using the Problem Based Learning model in improving the mathematical problem solving skills of MTs GUPPI Bandar Sungai students can be seen from the increase in the average value of Pretest to Posttest in the experimental class. The average pretest value in the experimental class was 40.24 and the pretest in the control class was 43.91 after the use of the Problem BasedLearning model, the posttest average value was 78.48 in the experimental class and the control class was 41.59. Then it can be explained that there was an increase of 36, 24% in the experimental class.
Based on the results of data analysis, it appears that the Problem Based Learning learning tools have met the valid criteria in terms of content. Learning tools have been considered practical in terms of implementing the learning process. Learning tools are also effective in terms of improving students' mathematical problem solving abilities. The results of the study concluded that the learning device with the application of the Problem Based Learningmodel could improve students' mathematical problem solving abilities in the material of the two-variable linear equation system by 36.24%. With a syllabus percentage of 82.99%, lesson plan85.75% and student worksheets 83.23%.
Key words: Learning Tools, Mathematical Problem Solving Ability, Problem Based Learning, Two Variable Linear Equations System.

---

Ketersediaan

Informasi Detail

Judul Seri

-

No. Panggil

10 21. 220 (0006)

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Matematika., 2020

Deskripsi Fisik

xvii, 248 hlm,; ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

-

Klasifikasi

10 21. 220 (0006)

Tipe Isi

-

Tipe Media

-

Tipe Pembawa

-

Edisi

-

Subjek

PENDIDIKAN MATEMATIKA

Info Detail Spesifik

-

Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

Komentar

---

Anda harus masuk sebelum memberikan komentar