CD Disertasi

Pengembangan Perangkat Pembelajaran Matematika Berbasis Model Discovery Learning Untuk Memfasilitasi Kemampuan Komunikasi Matematis Peserta Didik Pada Materi Aturan Sinus Dan Cosinus

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This research is motivated by the demands of the 2013 curriculum for teachers. Teachers are required not only to teach and educate, but must be able to become facilitators so that the role of education becomes more meaningful. Teachers must be able to design a learning process that is interactive, inspirational, fun, challenging and motivates students to actively participate in the learning process. Learning planning is designed in the form of a syllabus and lesson plans. Students must have Mathematical Communication Skills (KKM), but in reality the students' KKM is still low. The lack of teaching materials on the sine and cosine rules material is also the background for the authors to develop LKPD. The solution to improve the learning process and KKM of students is to develop learning tools based on discovery learning models. This is because the discovery learning model is in accordance with the learning theory proposed by Bruner, namely the learning process will run well and creatively, if the teacher gives students the opportunity to find a rule (including concepts, theories, definitions, etc.) through examples. which describes / represents the rules that are the source. In addition, the steps in the discovery learning model can train students' mathematical communication skills and can be integrated with the development of LKPD. The research objective was to produce discovery learning based learning tools to facilitate the KKM of students on valid and practical sine and cosine rules material. The learning tools developed were syllabus, lesson plans, student worksheet and mathematical communication skills.
The type of research used is development research (Research and Development / R & D). The data collection instruments in this study were validation sheets and student questionnaire responses. Validation sheets are used to obtain validation results of learning tools in the form of syllabus, lesson plans and student worksheets. The learning device is said to be valid if the average percentage of the validator's assessment is more than 70%. Student response questionnaire sheets are used to obtain practical results for the developed LKPD. Learning device is said to be practical if the percentage of practicality is more than 70%.
This study uses the ADDIE development model which consists of five stages, namely the Analysis, Design, Development, Implementation, and
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Evaluation stages. The analysis stage is carried out on performance analysis and needs analysis. Performance analysis is carried out by conducting interviews with teachers and studying documentation related to learning tools used in the learning process. Needs analysis is done by making observations and interviews with students related to the students' KKM. The design stage, the researcher designed the learning device by making an initial format consisting of four meetings with the scope of the material, namely: (1) sine rules; (2) cosine rule (3) area of triangle with sine rule; and (4) the area of the triangle with the cosine rule. In the development stage, the researcher develops learning tools according to the initial format that has been prepared, then validated by three validators. The results of the validation analysis of the syllabus, RPP, LKPD and KKM questions show very valid categories with scores of 92.19%, 93.63%, 93.44% and 94.65% respectively, meaning that the learning tools developed can be tested and revised. according to the validator's suggestion. In the implementation stage, the researcher tested the revised learning tools according to the validator's suggestions to fifteen students who have heterogeneous abilities to see the practicality of the developed LKPD. The results of the practicality data analysis in the small group trial showed a very practical category with a score of 84.52%. The evaluation stage, the researcher revised the learning tools according to the input and suggestions from the validators and students.
The revised learning device is then used as a product of the research results. The results of research on the development of discovery learning-based mathematics learning tools to facilitate students' mathematical communication skills on the material of the sine and cosine rules are valid and practical.
Keywords: Learning Tools, Discovery Learning, Mathematical Communication Skills, Sine Rules and Cosines.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 21. 220 (0015)

Penerbit

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

Deskripsi Fisik

xv, 225 hlm,; ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 21. 220 (0015)

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

-

Subjek

PENDIDIKAN MATEMATIKA

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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