CD Tesis

Pengembangan Perangkat Pembelajaran Matematika Berbasis Model Problem Based Learning Untuk Memfasilitasi Kemampuan Pemecahan Masalah Matematis Peserta Didik Pada Materi Perbandingan

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This research is motivated by the low mathematical problem solving ability of students. Based on the results of interviews, observations and tests of mathematical problem solving skills conducted by researchers, information was obtained that the learning tools used by teachers in schools did not refer to and were in accordance with the demands of the 2013 curriculum. So that students' mathematical problem solving abilities were still low. In this regard, the purpose of this research is to produce mathematics learning tools (Syllabus, lesson plans, and LKPD) that are able to facilitate students' mathematical problem solving abilities that are valid and practical to use. This type of research is research and development. The development model used is the ADDIE model, namely analysis, design, development, implementation and evaluation. The learning tools developed are the syllabus, lesson plans, and LKPD. The instrument used is a validity instrument in the form of a learning device validation sheet (syllabus, lesson plans and LKPD) and practicality instruments. The validity sheet is used to obtain the validator's assessment of the learning device. Learning devices are said to be valid if the average validation is in the interval of more than 70.00%. Practical instruments were obtained from the student response sheets. Student response sheets were used to obtain practical data on the LKPD developed. Learning devices are said to be practical if the average practicality is at an interval of more than 70.00%. In the analysis step, the researcher conducted a needs analysis of learning tools including the syllabus, lesson plans and LKPD, material analysis and student analysis. At this stage the researchers analyzed the learning tools using interview and documentation techniques, then the researchers identified the material developed was comparative material consisting of four meetings with the scope of the material, namely; (1) comparison (ratio) of two quantities (same and different units); (2) worth comparison; (3) scale; (4) the comparison of reversed values, and the results of students' mathematical problem solving abilities. In the design step, the researcher designed the learning device with two stages, namely the selection of the format and the initial design of the learning device. The development of learning tools is adapted to the Problem Based Learning model which can help and facilitate students in learning comparative material. In the Development step, researchers develop learning tools based on the initial design that has been prepared. The next step is the learning tool is validated by three validators. Each validator provides suggestions and input on learning traps (Syllabus, lesson plans, and LKPD). Based on the results of the research on the validity of the data analysis, the average validity of the syllabus was 93.75% with very valid criteria. The validity of the RPP obtained an average of 93.38% with very valid criteria and the validity of the LKPD obtained an average of 90.81% with very valid criteria. It can be concluded that the device developed by the researcher is categorized as valid and feasible to be tested. In the implementation phase, the researcher retested the revised
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learning device based on the validator's suggestion to eight students who had heterogeneous abilities. This aims to see the practicality of the developed LKPD. Based on the results of the practicality data analysis, the results of the readability of the learning device were 89.58% with very practical criteria. Thus, it can be concluded that the learning tools developed are practical. At the evaluation stage, the researcher revised the learning tools according to the input and suggestions from the validator and students. The development of learning tools in the form of syllabus, lesson plans and LKPD has produced learning device products based on the Problem Based Learning model to facilitate students' problem solving abilities on comparative material. The developed device was declared valid through the validation process and declared practical through limited trials. Keywords: Mathematics Learning Device, Problem based Learning Model, Mathematical Problem Solving Ability.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 21. 221 (0016)

Penerbit

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

Deskripsi Fisik

xv, 194 hlm.: ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

-

Klasifikasi

10 21. 221 (0016)

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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