CD Tesis

Pengembangan Perangkat Pembelajaran Menggunakan Model Problem Based Learning Pada Materi Program Linear Untuk Memfasilitasi Kemampuan Komunikasi Matematis Peserta Didik Kelas XI SMA/Ma

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This research is motivated by the low mathematical communication skills
of students in solving contextual problems related to linear programming
material. This is because the learning methods and learning tools used have not
been able to facilitate students in developing mathematical communication skills.
Based on the results of observations and analysis of the learning tools used by
teachers in several high schools in Kuantan Singingi Regency, information was
obtained that teachers had not developed their own learning tools. Mathematics
teachers still use learning tools (syllabus, lesson plans, worksheets) developed by
other people, such as publishers.
Linear programming is one of the mathematics learning materials that
requires students' mathematical communication skills such as writing problem
situations into mathematical models, using tables, pictures, graphs, writing down
the completion process, and making conclusions from problem solving. However,
the results of the initial test of mathematical communication skills showed that the
average mathematical communication ability of students was still low.
The type of research used is research and development (R&D). Learning
tools were developed using the 4D model, namely define, design, develop, and
disseminate. At the develop stage, expert reviews, one-to-one trials, small group
trials and field tests are carried out. The instrument used to obtain data on the
validity of learning devices is a validation sheet. The instrument used to collect
practicality data is a student response questionnaire sheet.
At the define stage, information was obtained that teachers were still using
learning tools downloaded from the internet or publishers, students stated that in
learning they were still using books or worksheets from publishers, and students
had not been able to understand learning material using the books or worksheets
provided. Students want LKPD with an attractive appearance and LKPD content
that can make it easier to understand the subject matter.
At the design stage begins with the preparation of test standards. At this
stage, a grid of mathematical communication ability test instruments is obtained.
At this stage, the developed device formats were also obtained, namely the
syllabus, lesson plan, and worksheet as well as the product design in accordance
with the specified format which is called prototype 1.
A learning device is said to be valid if the average percentage of the
validator's assessment is more than or equal to 61% and can be tried out. The
learning device is said to be practical if the practicality percentage is more than
or equal to 61%. This means that learning tools can be applied by teachers and
students and the level of implementation is in the minimum good category.
xiv
The results of the analysis of the validity of learning tools for the syllabus
reached 91% in the very valid category, lesson plans reached 94% in the very
valid category, and worksheets reached 94% in the very valid category. The three
validators concluded that learning tools can be used with revision. Thus the
developed learning device is feasible to be tested as a learning device on linear
programming material.
The one-to-one stage is carried out by asking students to read the LKPD
by participating in the activities contained in the LKPD, then students are asked
to respond to writing the LKPD. After revising the LKPD from the results of the
one-to-one trial, then a small group trial was carried out. In the small group trial
the researcher distributed LKPD to students and asked students to follow the
instructions from the activities contained in the LKPD. Researchers provide
direction and help students who experience difficulties during LKPD work
activities. The researcher then asked the students to fill out a student response
questionnaire after finishing working on the LKPD. The practicality of the LKPD
in the small group trial is 84%, meaning that the LKPD developed is very
practical for students to use.
Field test trials (field tests) are carried out by carrying out all learning
activities in accordance with the learning tools developed. Then, at the end of
each lesson, students fill out a student response questionnaire to see the
practicality of the developed learning tools. The practicality of the LKPD in the
field test is 83%, meaning that the LKPD developed is very practical for students
to use
Keywords: Learning Devices, Problem Based Learning (PBL), Mathematical
Communication Skills

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التوفّر

معلومات بالتفصيل

عنوان السلسلة

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رقم الطلب

1910247953

ناشر

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Matematika., 2023

التوريق

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اللغة

Indonesia

ردمك/ردمد

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تَصْنِيفٌ

1910247953

نوع المحتويات

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نوع الوسائط

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نوع الناقل

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الإصدارة

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موضوع

MATEMATIKA

تفاصيل محددة

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بيان المسؤولية

FATAH

نسخ أخرى/مرتبطة

ملف مرفق

التعليقات

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