CD Tesis

Pengembangan Perangkat Pembelajaran Matematika Dengan Menerapkan Strategi Pemecahan Masalah Pada Materi Statistika Kelas XII

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The planning carried out by the teacher is compiling learning tools. Learning devices that are arranged are learning tools that can make the learning process run well. Teachers must provide opportunities for students to play an active and creative role in exploring abilities in each learning process, in order to create a good learning process. One alternative that can be used by educators to support such learning situations and conditions is the use of student activity sheets (LKPD). But in reality the LKPD used still has several weaknesses, namely: the LKPD used is not the LKPD developed by the teacher, the LKPD cannot guide students to find concepts because learning materials have been provided in the LKPD, there is no learning model used and the scientific process is not visible. , and the LKPD only contains a collection of questions. So that students are only burdened with answering questions, not understanding the material. Based on this description, it is necessary to develop learning tools that can encourage students to understand the material. One strategy that can be applied in learning is a problem solving strategy. Therefore, the researcher aims to conduct development research to produce mathematics learning tools by applying problem-solving strategies that meet valid and practical criteria in statistical material. The learning device was developed using the Borg and Gall model. The development that the researchers carried out consisted of eight stages. First, reseach and information collection. At this stage the researcher conducts a literature study aimed at analyzing and collecting scientific data or information in the form of theories, methods or approaches and reviewing the results of previous studies that are used as relevant research studies and library sources for theoretical studies, and research methodology by collecting data. references and literature through various sources of books, journals, articles and internet media. Second, planning. Planning is the selection of formats for mathematics learning tools developed in the form of syllabus, lesson plans and LKPD. In this study, the syllabus and lesson plans were compiled based on the Minister of Education and Culture Regulation No. 22 of 2016. Learning activities in the syllabus and lesson plans were prepared using a problem-solving strategy, namely understanding the problem, making a problem-solving plan, completing a problem-solving plan, and re-examining the answers with the scientific stage, namely observing , ask, gather information, reason/associate and communicate. LKPD is designed based on problem solving strategy steps combined with a scientific approach. The three, develop preliminary form of product early product. This stage performs the initial design of the learning tools in the form of syllabus, lesson plans, and LKPD and performs expert validation followed by revision. The researcher designs the initial product design according to the format that has been chosen. Fourth, preliminary field testing. In this section, the valid learning tool, namely LKPD, was then tested on 10 class XII students of SMA Negeri 1 Tapung. Students are asked to work on the LKPD which will be developed and then fill out a response
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questionnaire that aims to assess the readability of the LKPD. Fifth, main product revision. The LKPD was revised according to the results obtained in the initial field trial. Product revision is done by analyzing the deficiencies found in the initial field trial. Sixth, main field testing. The revised learning tools were then tested on 16 students of SMA Negeri 1 Tapung. The main field trial aims to assess the practicality of the learning device. Seventh, the main field product revision stage. The learning tools were revised according to the results obtained in the main field trials. Product revision is done by analyzing the deficiencies found in field trials. The next stage is the final product trial and revision of the final product trial. However, in this study, the trials were only carried out until the main product field trials or large group trials to see the practicality of the mathematics learning tools developed in the form of syllabus, lesson plans, and LKPD. Eighth, dissemination and implementation. Dissemination and implementation of a developed product is carried out on a wider scale. At this stage the researcher reports the results of the research through seminar results and publications in a journal. Based on data analysis, the average value of syllabus validation is 89% in the very valid category, the average RPP validation is 91% in the very valid category and the average LKPD validation is 91% in the very valid category. Based on the student response questionnaire in the small group trial to see the readability of the LKPD, an average of 83% was obtained in the practical category. In the practicality trial, an average of 79% of the student response questionnaires in the practical category was obtained, and an average of 92% on the implementation sheet in the very practical category. Based on the results of the student response questionnaire and the observation sheet on the implementation of mathematics learning tools in statistical material, it can be concluded that the learning tools developed are practical for use by class XII SMA students. Keywords: Learning Tools, Problem Solving Strategies.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 21. 221 (0013)

Penerbit

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

Deskripsi Fisik

xi, 204 hlm.: ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 21. 221 (0013)

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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