CD Tesis

Pengembangan Perangkat Pembelajaran Melalui Penerapan Model Discovery Learning Untuk Memfasilitasi Kemampuan Pemecahan Masalah Matematis Peserta Didik Pada Materi Bangun Ruang Sisi Datar

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This research is motivated by the implementation of the 2013 Curriculum which requires teachers to prepare learning activity designs before starting the learning process. Learning plans can be done by developing learning tools that are in accordance with the 2013 curriculum references in order to achieve the objectives of learning mathematics. One of the objectives of learning mathematics is that students have the ability to solve mathematical problems. The problem solving process provides opportunities for students to play an active role in studying, searching and finding their own data to be processed into concepts, principles, theories or conclusions. One of the mathematical materials that are difficult for students to solve is flat shapes. To develop learning tools, teachers must use an appropriate learning model to facilitate students' mathematical problem solving abilities.One of the models suggested in the 2013 curriculum is the discovery learning (DL) model. DL model is a learning model that requires students to dig up information independently so that students will remember the information longer and be memorable.
This study aims to produce learning tools through the application of a discovery learning model that is valid and practical on the flat-sided building material for class VIII SMP / MTs students. The learning tools developed are the syllabus, the lesson plan, and the student worksheets. The results of this development research can provide benefits for teachers and students in the learning process.
This development research uses the ADDIE development model which consists of five stages, namely the Analysis, Design, Development, Implementation, and Evaluation stages. At the analysis stage, researchers conducted interviews and observations to obtain information about the learning tools used by the teacher. Furthermore, the design stage, the researcher designed the learning device by applying the DL model which consisted of six meetings. At the development stage, the design of the learning device is further developed according to the format for writing the learning device. The learning tools developed were then validated by three validators with validator criteria with a minimum education of S2 for teachers and S3 for lecturers.Validation is done using syllabus validation sheets, lesson plans, and student worksheets with a Guttman scale and a Likert scale. The instrument used to obtain validity data was a validation sheet and the instrument used to obtain practicality data was a student response questionnaire. The subjects of the small group trial were students of class VIII SMP / MTs, which consisted of 6 students.
The learning device is said to be valid if the percentage of the average validator's assessment is more than 70% so that it can be tested. Based on the data analysis, the mean value of the syllabus validation results was 89.5% with the very valid category, the Learning Implementation Plan was 92.2% in the very
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valid category, and the student worksheet was 89.8% with the very valid category. Feedback from the validator is revised according to the suggestions and input given. The results of the validity of the learning device indicate that the learning device with the application of the DL model to facilitate mathematical problem-solving abilities in the material of flat-sided shapes is valid for further testing. The learning tools that have been valid are then tried out in small groups. The trial was conducted to determine the level of practicality of the learning devices being developed. The results of the small group trial showed that the level of practicality was very practical with the trial percentage of 89.8%.
Based on the results of the validity, it can be concluded that the learning tools through the application of the DL model to facilitate mathematical problem solving abilities in the material of flat-sided shapes are valid. The practical results also show that learning tools through the application of the DL model to facilitate mathematical problem solving abilities in the material of flat-sided shapes are practical.
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Keywords : Learning tools, DL, mathematical problem solving skills, build a flat side room

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 21. 220 (0036)

Penerbit

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

Deskripsi Fisik

xiv, 162 hlm.: ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 21. 220 (0036)

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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