CD Tesis

Pengembangan Modul Ajar Konten Barisan dan Deret Berbasis Model Problem Based Learning untuk Meningkatkan Kemampuan Penalaran Matematis Peserta Didik Fase E

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Mathematical reasoning ability is one of the abilities needed in mathematics learning to facilitate understanding of mathematics learning. Mathematics learning has a strong relationship with mathematical reasoning ability, so that mathematical reasoning ability is one of the competencies that students need to have. Mathematical Reasoning Ability also plays a role in helping students in building and understanding concepts, expressing mathematical ideas and making it easier for students to develop their knowledge. Knowing that it is important for students to have mathematical reasoning ability, it is hoped that through the developed teaching module it can improve students' mathematical reasoning ability.
This study aims to develop a teaching module based on the Problem Based Learning (PBL) model of Sequence and Series Content to improve the mathematical reasoning skills of phase E students that are valid, practical and effective. The form of research conducted is development research using the 4-D development model (Define, Design, Development, and Disseminate). The Define stage is carried out by conducting initial and final analysis, student analysis, concept analysis, task analysis, and specification of learning objectives. The Design stage is the stage of creating instruments and making an initial design of the teaching module. The Development stage is the stage of developing and validating the teaching module by experts. The results of the validation of the teaching module are revised to then be tested in order to determine the level of practicality and effectiveness of the teaching module. The Disseminate stage is the stage of publishing the research results and packaging the teaching module in the form of a book as a product to be distributed to several high schools. Data collection techniques include questionnaires, observations, tests, and interviews.
The validity of the teaching module is determined from the average score filled or assessed by the validator on the validation sheet. The validation results of the five teaching modules meet the criteria of very valid with an average percentage of 88.13%; 88.75%; 87.50%; 89.79%; and 91.67%. The practicality of the teaching module is determined from the average of the student and teacher response questionnaires, limited trials, field trials and observation sheets. The results of the trial of the five teaching modules in the limited trial showed that the teaching module met the criteria of very practical with an average score obtained from the student response questionnaire to the five LKPDs, namely 88.29%; 87.24%; 86.41%; 88.39%, and 89.48%. The results of the field trial of the five teaching modules from the results of the student response questionnaire also met the criteria of being very valid with the scores obtained, namely: 86.86%; 85.50%; 87.16%; 87.46%; and 88.86%. The results of the teacher response questionnaire in the field trial also obtained that the teaching module met the criteria of being very practical with scores of 95.83%; 90.83%; 94.17%; 93.33%; and 98.33%. The results of the validation, student and teacher response questionnaires and observation sheets obtained that the developed teaching module had met the criteria of being valid and practical.
The effectiveness of the teaching module was analyzed descriptively and inferentially to determine the increase in students' mathematical reasoning abilities based on the results of the pretest and posttest. The results of the descriptive analysis of the pretest-posttest data showed that the average posttest was higher than the average pretest. Inferential analysis using the N-Gain test showed an increase in students' KPM with a "moderate" size after the use of the teaching module and LKPD with an average N-Gain score of 0.6809. Based on the results of the descriptive and inferential analysis, it is known that the teaching module based on the Problem Based Learning model has the potential to be effective in improving the mathematical reasoning abilities of students in phase E. Thus, it can be concluded that the developed teaching module has met the criteria for effectiveness.
The conclusion of the discussion of the results of the development research conducted is that the development of teaching modules based on the 4D model has produced a product in the form of a teaching module based on Problem Based Learning Content of Sequences and Series to improve the mathematical reasoning skills of phase E students that meet the criteria of valid, practical and effective. The resulting product is submitted to schools that contribute to the research and is expected to be used as a learning resource and reference for the development of teaching modules on other learning topics. In addition, the results of the research are conveyed through publications in accredited journals in the form of articles and disseminated through research results seminars.

Keywords: Mathematical Reasoning Abilities, Model Problem Based Learning, Phase E Students, Sequence and Series, Teaching Module

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2210246967

Penerbit

Pekanbaru : Universitas Riau Pascasarjana Tesis Pendidikan Matematika., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2210246967

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

MATEMATIKA

Info Detail Spesifik

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Pernyataan Tanggungjawab

Jaka

Versi lain/terkait

Lampiran Berkas

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