CD Tesis

Pengembangan Perangkat Pembelajaran Berbasis Model Connecting, Organizing, Reflecting Dan Extending Pada Materi Persamaan Dan Pertidaksamaan Linear Satu Variabel Untuk Memfasilitasi Kemampuan Komunikasi Matematis Peserta Didik Kelas VII SMP

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The background of this research is because of the low Mathematical Communication Ability (KKM) of students. This study aims to produce a valid and practical mathematics learning tool to facilitate students' KKM on the material of linear equations and inequalities of one variable class VII SMP/MTs Pekanbaru.
This learning device development research is a development research that uses the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The learning tools developed are the syllabus, lesson plans, and LKPD. The instruments used are validity data instruments and practical data instruments. Instrument validity data obtained from the validation sheet. Practical data instruments were obtained from student response questionnaires.
The first stage is the analysis stage. The main activity in this stage is to analyze the need for the development of learning tools, some of the analyzes carried out are preliminary and final analyzes aimed at knowing the main problems in learning tools where the researcher conducted interviews with teachers in the field of mathematics for class VII Pekanbaru. Furthermore, the researchers conducted an analysis of students aimed at knowing the characteristics of students to determine the quality of the design of learning devices. At this stage, the researcher conducts a preliminary study, namely the KKM test which aims to find out the KKM owned by students. In material analysis, researchers analyze the material taught in learning activities, in task analysis researchers carry out an analysis consisting of an analysis of core competencies (KI) and basic competencies (KD) related to the material developed. In the analysis of the formulation of objectives, the researcher formulates learning objectives which are then used as a guide in compiling the Syllabus, RPP, and LKPD on the material of linear equations and inequalities of one variable.
The design stage is carried out by designing mathematics learning tools, namely the syllabus, lesson plans, and worksheets that are in accordance with the analysis of the equations and linear inequalities of one variable. Next, the researcher designed the learning device assessment instrument, namely the syllabus validation sheet, lesson plan validation sheet, and LKPD validation sheet. Then to measure the students' KKM, the researcher designed the students' KKM test instrument.
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In the Devlopment stage, researchers develop learning tools, namely the syllabus, lesson plans, and LKPD according to the designs that have been designed at the design stage. The learning tools that have been developed are then discussed with the supervisor with the aim of getting suggestions and input about the tools being developed to make them better, so that the learning tools are ready to be validated by the selected validator. Then, validation of learning tools was carried out by 3 validators, totaling 3 validators.
Implementation Phase, After revision of the validator, the LKPD design was tested in small groups consisting of 8 students at Babussalam Junior High School Pekanbaru with low, medium and high ability students. After the trial, the researcher gave a student response questionnaire to obtain student response data and LKPD readability. If it is practical then the resulting product has met the valid and practical criteria, but if it has not been revised first.
Evaluation stage, can occur in 4 stages, namely analysis, design, development and implementation with the aim of revision. At the design stage, the device design is revised based on suggestions and criticisms from the supervisor. Furthermore, at the development stage, the learning tools are validated by 3 validators, if they are not valid, they will be revised first by taking into account the suggestions from the validators so that the learning tools meet the valid criteria. Furthermore, during the limited trial process, there were several suggestions from students as suggestions for improvement or revision of phase II. In addition, at this stage an analysis of the quality of learning tools is also carried out which includes the validity of learning tools on the syllabus, lesson plans, LKPD and KKM instruments.
Learning tools are said to be valid if the minimum level of validity achieved based on the results of the validator's assessment is in the valid category with a scale. 2.50≤x

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

10 21. 221 (0023)

Penerbit

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

Deskripsi Fisik

xvi, 239 hlm.: ill.: 29 cm

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

10 21. 221 (0023)

Tipe Isi

-

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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