CD Tesis

Pengembangan Perangkat Pembelajaran Matematika Berbasis Discovery Learning Untuk Memfasilitasi Kemampuan Berpikir Tingkat Tinggi Peserta Didik Pada Materi Fungsi Komposisi Dan Fungsi Invers Kelas X SMA

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This study was motivated by the low thinking ability of high-level learners.
The low level of thinking ability of learners is due to the learning process in class
that does not accommodate the development of high-level thinking skills.
Mathematics learning tends to be devoted to low-level thinking skills that solve
problems with procedural formulas, memorization instead of understanding
concepts so that learners are less responsive in solving problems that cause the
learner's high-level thinking ability does not develop optimally. Therefore, there
needs to be a learning process that is able to facilitate a high level of thinking
ability.
In preparing for learning that is able to facilitate high-level thinking skills,
teachers need to apply the right learning model and prepare learning planning in
the form of learning tools that are able to facilitate students' high-level thinking
skills. One of the learning models that can be used is the discovery learning model
because it has the appropriate learning syntax and can facilitate a high level of
thinking ability. In addition to the learning model, teachers should prepare
learning planning in the form of learning tools consisting of syllabus, RPP and
LKPD. The learning tools developed by teachers must meet the 2013 curriculum
standards, but in reality there are still problems and obstacles faced by teachers
in developing learning tools. In connection with this, this study aims to produce
mathematical learning tools with discovery learning models to facilitate the high
level of thinking skills of valid and practical learners to use.
This type of research is research development or research and
development. The development model used is the Borg and Gall model consisting
of ten stages, namely (1) Research and Data Collection; (2) Planning; (3)
Development of Initial Product Draft; (4) Initial Field Trials; (5) Revised Test
Results; (6) Main Product Field Test; (7) Product Revision; (8) Wide Scale Field
trials; (9) Final Product Revision; and (10) Dissemination and Implementation.
However, this study was only conducted until the fifth stage because the teaching
and learning activities in schools did not run normally as they should (Covid-19)
for field trials. The learning tools developed are syllabus, RPP, and LKPD. The
instrument used is a data instrument of validity and practicality. The validity data
instrument is obtained from the validation sheet. Practicality data instruments are
obtained from student response questionnaires. Learning tools are said to be valid
and practical if the minimum level of validity and practicality achieved based on
the results of validator assessments and respondents fall into the valid and
practical category with a scale of 2.50≤x≤4.00.
At the research and data collection stage, researchers establish the initial
problems obtained from interviews, documentation studies and literature studies
which are then analyzed into needs analysis. Based on the results of the analysis,
the problem encountered is that teachers have not been able to develop learning
devices independently, the preparation of mathematical learning tools developed
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by teachers has not met the demands of the 2013 curriculum in several aspects
and teachers have difficulties and constraints in the preparation of learning
devices. So there needs to be a solution that is the development of mathematical
learning tools. Researchers also analyzed concepts to determine indicators of
competency achievement in composition function materials and inverse functions
based on curriculum 2013. From the concept analysis obtained concept map on
composition function material and inverse function with four meetings.
At the planning stage, the activity is to make an initial draft of the
syllabus, RPP and LKPD to be developed. Syllabus and RPP developed in
accordance with Permendikbud No. 22 year 2016 with discovery learning model
with scientific approach and high level of thinking ability. LKPD developed
adapted to discovery learning model with indicators of high level thinking ability
and qualified didactic, content, constructive and technical.
In the initial product development stage, the activity is to create learning
tools (Syllabus, RPP and LKPD) that are in accordance with the initial design at
the planning stage. The syllabus, RPP and LKPD that have been developed are
then validated by three validators. Each validator gives an assessment on each
learning tool developed. Validity is performed to obtain assessment scores and
revision suggestions from validators against developed devices. Based on the
results of the validity data analysis, the validity of the syllabus obtained a score of
3.50 with a very valid category, the validity of RPP obtained a score of 3.43 with
a very valid category. The average validity of the learning device score was
obtained 3.47 with a very valid category which was later revised according to the
validator's suggestion. Thus the syllabus, RPP and LKPD developed are worth
testing.
The validated and revised learning tools are then tested on a limited-scale
field trial to determine the readability of LKPD. The results of the readability of
learning devices in limited trials of LKPD obtained a score of 3.43 with a very
practical category. In this study practicality test only up to the stage of readability
test in LKPD developed. Thus, it can be concluded that the learning tools
developed have met the practical criteria. Based on the results of the study,
mathematical learning tools with discovery learning models to facilitate the
ability to think high levels of learners on composition function materials and
inverse functions of class X SMA meet valid and practical criteria..
Keywords : Discovery Learning, High Level order of Thinking Ability

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 21. 221 (0005)

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Matematika., 2021

Deskripsi Fisik

xv, 170 hlm.: ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 21. 221 (0005)

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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