1,720,996 research outputs found
Development of discovery learning-based student worksheets to facilitate critical thinking skills in phase D students
Full text linkThe aim of this development research is to design discovery learning-based student worksheets (LKPD) to facilitate the mathematical critical thinking skills of Phase D students by meeting validity and practicality criteria. This study is motivated by the crucial role of critical thinking skills in students\u27 education. The research employs a development method (R&D) following the 4-D model (define, design, develop, and disseminate). The study involved 15 students from Babussalam Junior High School, Pekanbaru, as the test subjects. Research instruments included a validation questionnaire to assess the validity of the LKPD and a student response questionnaire to evaluate its practicality. Based on the expert validator\u27s analysis, the validity score was 94.43%, indicating the LKPD is highly valid. Meanwhile, the practicality score, derived from the student response questionnaire, was 87.98%, categorizing the LKPD as highly practical. Thus, the development of discovery learning-based LKPD is recommended for use in learning activities related to circle content to enhance the critical thinking skills of Phase D students
Pengembangan Modul Ajar Berbasis PBL untuk Meningkatkan Kecakapan Koneksi Matematis Siswa
Full text linkPenelitian ini bertujuan mengembangkan modul ajar berbasis Problem Based Learning (PBL) untuk meningkatkan kecakapan koneksi matematis siswa kelas VII Fase D. Masalah utama yang ditemukan adalah rendahnya kemampuan koneksi matematis siswa akibat pendekatan pembelajaran konvensional, yang umumnya ditandai dengan metode pengajaran satu arah, dan kurangnya interaksi antara guru dan siswa. Modul ajar dikembangkan menggunakan model 4-D (Define, Design, Develop, Disseminate), mencakup analisis kebutuhan, rancangan awal modul ajar, uji validitas, praktikalitas, serta efektivitas. Hasil pengembangan menunjukkan modul ajar berbasis PBL memiliki validitas tinggi, praktis, dan efektif dalam meningkatkan kecakapan koneksi matematis siswa. Efektivitas modul ajar ditunjukkan melalui hasil uji n-gain, di mana rata-rata peningkatan kecakapan koneksi matematis siswa kelas eksperimen mencapai 70.08 (kategori sedang), lebih tinggi dibandingkan kelas kontrol yang hanya mencapai 61.29 (kategori rendah). Simpulan penelitian adalah modul ajar berbasis PBL efektif sebagai alternatif pembelajaran, memberikan pengalaman belajar yang bermakna, dan relevan dengan kebutuhan pendidikan saat ini
PENGEMBANGAN LKPD MATERI GARIS DAN SUDUT BERBASIS SQ3R UNTUK MEMFASILITASI KEMAMPUAN PENALARAN MATEMATIS
Full text linkKemampuan penalaran matematis (KPM) diperlukan dan menjadi dasar dari kemampuan pemecahan masalah dan KPM, karena penalaran matematis dan pembelajaran matematika adalah dua hal yang berkaitan. Menyelesaikan suatu masalah matematis dibutuhkan penalaran dan kemampuan penalaran dapat dipelajari dari belajar matematika. Rendahnya KPM dapat dilihat dalam materi geometri sehingga dibutuhkan sebuah inovasi untuk mengembangkan KPM peserta didik. Perangkat pembelajaran yang dapat membantu KPM semakin berkembang salah satunya ialah menggunakan LKPD berbasis metode SQ3R yang merupakan singkatan dari lima langkah yaitu survey, question, read, recite, dan review. Penelitian yang digunakan berjenis penelitian pengembangan menggunakan model pengembangan ADDIE. Model ini merupakan singkatan dari tahapan-tahapannya, yaitu tahap Analysis (Analisis), Design (Perancangan), Development (Pengembangan), Implementation (Implementasi), Evaluation (Evaluasi). Pada tahap Implementation dilakukan ujicoba produk berupa ujicoba satu-satu dan ujicoba kelompok kecil. Penelitian yang diterapkan kepada subjek ujicoba, yaitu peserta didik di MTs Negeri 2 Kuantan Singingi. Analisis data dilakukan ada dua yaitu analisis data secara kuantitatif dan juga kualitatif. Hasil dari penelitian yang diperoleh menyatakan jika LKPD materi garis dan sudut berbasis SQ3R untuk memfasilitasi KPM mendapat kategori sangat valid dengan nilai rata-rata akhir sebesar 90,5% dan mendapat kategori sangat praktis dengan nilai rata-rata akhir sebesar 93,45%. Sehingga dapat disimpulkan bahwa LKPD materi garis dan sudut untuk memfasilitasi KPM telah memperoleh kategori valid dan praktis untuk diterapka
Development of problem-posing and solving worksheets to facilitate students\u27 mathematical creative thinking
Full text linkOne of the goals of mathematics education in the Kurikulum Merdeka is to develop students\u27 creative thinking skills in mathematics. However, current evidence shows that students\u27 creative thinking skills remain low. This issue arises because students are not regularly exposed to contextual problems that require creativity, argumentation, and reasoning. Moreover, the use of Student Worksheets is still limited and does not adequately foster students\u27 mathematical creative thinking skills. In response, this research aims to develop a Student Worksheet based on the Problem Posing and Solving Learning Model, commonly known as the Jucama model, focused on the Pythagorean theorem content to enhance the mathematical creative thinking skills of phase D students. The research follows a development approach using the 4D model, which includes the stages of define, design, develop, and disseminate. Data were collected using questionnaires, involving 15 ninth-grade students from SMP 22 Pekanbaru in a small group trial. The validity of the worksheet, as evaluated by experts, averaged 92.5%, categorizing it as very valid. The practicality of the worksheet was rated at 83.33%, also categorized as very practical. These results indicate that the worksheet developed using the Jucama model on the Pythagorean theorem content is both valid and practical for facilitating the creative thinking skills of phase D students
Development of a realistic mathematics education (rme)-based learning module on social arithmetic to enhance students’ mathematical literacy
Full text linkThis study addresses the low level of students’ mathematical literacy, which is partly attributed to the limited availability of teaching materials that explicitly support the development of mathematical literacy skills. The study aimed to develop a learning module based on Realistic Mathematics Education (RME) on the topic of social arithmetic that is valid, practical, and effective in improving students’ mathematical literacy skills. The study employed a research and development approach using the 4-D model, consisting of the define, design, develop, and disseminate stages. The participants were seventh-grade students of SMP Negeri 2 Binjai. The results indicate that the developed module achieved a validity level of 93.48% (very valid) based on expert review and one-to-one evaluation, a practicality level of 86.01% (very practical) in the small-group trial and 86.96% (very practical) in the field test, and demonstrated effectiveness as reflected in the significant difference in posttest mean scores between the experimental and control classes. Furthermore, the improvement in students’ mathematical literacy skills, measured using the N-gain index, showed a high category in the experimental class (0.7012) and a medium category in the control class (0.4029). These findings indicate that the RME-based learning module is suitable for use as instructional material to enhance students’ mathematical literacy skills, as it fulfills the criteria of validity, practicality, and effectiveness
Development of PBL-based teaching modules to improve the mathematical communication skills of phase D class VII students
Full text linkThis study aims to develop a product in the form of a mathematics teaching module based on the Problem-Based Learning (PBL) model to enhance students\u27 mathematical communication skills in the context of linear equations and inequalities with one variable for Grade VII students in junior high schools (SMP/MTs). The study evaluates the teaching module\u27s validity, practicality, and effectiveness. Additionally, the findings of this research can serve as a reference for teachers in designing teaching modules that improve communication skills in other mathematical topics and as a resource for students to practice and enhance their communication skills. This research is based on the importance of mathematical communication skills for students. According to the Ministry of National Education, one of the objectives of mathematics learning is to enable students to communicate their ideas through symbols, tables, diagrams, or other representations. However, field observations show that the reality is quite the opposite. The mathematical communication skills of Grade VII students (Phase D) in junior high schools are still relatively low, particularly in linear equations and inequalities with one variable. One of the indicators of this issue is that students do not create mathematical symbols accurately when solving problems. While they can solve problems presented in a format like the teacher\u27s examples, they struggle with different problem formats, especially word problems, which are confusing. The data collection instruments used in this study include validation and practicality instruments. The data collection techniques involve interviews, questionnaires, and mathematical communication skill tests. The data analysis techniques employed are both quantitative and qualitative analyses. The development of the teaching module in this research follows the 4-D model (Four-D Model), which consists of four stages: defining, designing, developing, and disseminating
Development of social arithmetic teaching materials based on realistic mathematics education to facilitate mathematical reasoning skills
Full text linkThe Ministry of Education and Culture emphasizes the importance of mathematical reasoning; however, current student abilities in this area remain low due to limited independent learning, insufficient resources, and varied teaching approaches. To address these challenges, strategies such as Realistic Mathematics Education (RME) are crucial, necessitating the development of appropriate teaching materials. This research aimed to develop RME-based social arithmetic teaching materials using the 4-D model, which includes the stages of Define, Design, Development, and Dissemination. In the Define stage, researchers analyzed learner needs, learning outcomes, and relevant concepts, establishing clear learning objectives. The Design stage involved creating teaching materials through the compilation of tests, selection of media, formatting, and content design. During the Development stage, a formative evaluation was conducted, including expert assessments, one-on-one evaluations, and trials. The materials were validated with a score of 86.40%, classified as very valid. In limited trials, they received an average rating of 85.92%, classified as very practical, and in field trials, an average of 82.81%, classified as practical. In the Dissemination stage, the teaching materials were distributed to participating schools. The study concludes that RME-based social arithmetic materials effectively support the development of students\u27 mathematical reasoning skills, meeting the criteria of validity and practicality
PENGEMBANGAN LKPD BERBASIS PENDEKATAN KONTEKSTUAL UNTUK MEMFASILITASI KEMAMPUAN KONEKSI MATEMATIS PESERTA DIDIK SMP/MTs
No full textPenelitian ini dilatarbelakangi oleh rendahnya kemampuan koneksi matematis peserta didik dalam materi segiempat dan segitiga disebabkan bahan ajar yang belum dapat memfasilitasi kemampuan koneksi matematis. Penelitian bertujuan untuk menghasilkan LKPD berbasis pendekatan kontekstual pada materi segiempat dan segitiga untuk memfasilitasi kemampuan koneksi matematis peserta didik SMP/MTs. Metode penelelitian menggunakan 4D yaitu Define (pendefinisian), Design (perencanaan), Develop (pengembangan) dan Disseminate (penyebaran). Teknik pengumpulan data yang digunakan meliputi angket, observasi dan wawancara. Penelitian ini melibatkan peserta didik kelas VII SMP Negeri 3 Bangkinang. Hasil penelitian menunjukkan bahwa LKPD valid dari hasil expert review dan praktis dari hasil small group. Pada tahap small group LKPD yang dikembangkan memenuhi aspek penilaian yaitu: kemudahan penggunaannya, penyajian LKPD, keterbacaan, dan waktu. Sehingga LKPD berbasis pendekatan kontekstual untuk memfasilitasi kemampuan koneksi matematis bisa digunakan dalam pembelajaran.Kata kunci: Kemampuan Koneksi Matematis; LKPD; Pendekatan Kontekstual.This research is motivated by the low mathematical connection abilities of students in quadrilateral and triangle material due to teaching materials that cannot facilitate mathematical connection abilities. The research aims to produce LKPD based on a contextual approach to quadrilateral and triangle material to facilitate the mathematical connection abilities of SMP/MTs students. The research method uses 4D namely Define, Design, Develop and Disseminate. Data collection techniques used include questionnaires, observation and interviews. This research involved students of class VII SMP Negeri 3 Bangkinang. The results of the study show that LKPD is valid from the results of expert reviews and practical results from small group results. At the small group stage the developed LKPD meets the assessment aspects, namely: ease of use, presentation of LKPD, readability, and time. So that LKPD based on a contextual approach to facilitate mathematical connection abilities can be used in learning.Keywords:Contextual Approach; LKPD; Mathematical Connection CapabilityThis research is motivated by the low mathematical connection abilities of students in quadrilateral and triangle material due to teaching materials that cannot facilitate mathematical connection abilities. The research aims to produce LKPD based on a contextual approach to quadrilateral and triangle material to facilitate the mathematical connection abilities of SMP/MTs students. The research method uses 4D namely Define, Design, Develop and Disseminate. Data collection techniques used include questionnaires, observation and interviews. This research involved students of class VII SMP Negeri 3 Bangkinang. The results of the study show that LKPD is valid from the results of expert reviews and practical results from small group results. At the small group stage the developed LKPD meets the assessment aspects, namely: ease of use, presentation of LKPD, readability, and time. So that LKPD based on a contextual approach to facilitate mathematical connection abilities can be used in learning.Keywords: Contextual Approach; LKPD; Mathematical Connection Capability
Pengembangan Perangkat Pembelajaran Matematika Dengan Pendekatan Contextual Teaching and Learning Berorientasi Kemampuan Komunikasi Matematis Siswa SMP Kelas VIII
Full text linkKebanyakan siswa mengalami kesulitan untuk mempelajari matematika karena objek matematika yang abstrak. Guru dapat mengaitkan kehidupan sehari-hari dengan materi matematika untuk memudahkan siswa dalam mempelajari matematika. Salah satu konsep belajar yang dapat menghubungkan materi pembelajaran dengan kehidupan sehari-hari adalah pendekatan Contextual Teaching and Learning. Diperlukan kemampuan komunikasi matematis untuk dapat memudahkan siswa mempelajari matematika dari kehidupan sehari-hari. Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran matematika dengan pendekatan CTL berorientasi kemampuan komunikasi matematis siswa yang valid pada tingkat SMP kelas VIII pada materi statistika. Penelitian ini merupakan penelitian pengembangan (Research and Development) dengan model pengembangan ADDIE yang menggabungkan tahap development dan implementation sehingga menjadi A-D-DI-E. Perangkat pembelajaran yang dikembangkan terdiri atas satu buah silabus, empat buah RPP, dan empat buah LKPD. Teknik pengumpulan data yang digunakan adalah validasi yang dilakukan oleh dua orang dosen pendidikan matematika sebagai validator ahli dan satu orang guru matematika SMP sebagai validator praktisi. Uji coba satu per satu dilaksanakan terhadap tiga orang siswa untuk mengetahui tingkat keterbacaan dan pemahaman siswa terhadap LKPD. Hasil penelitian menunjukkan semua perangkat dinyatakan valid dan LKPD dinyatakan terbaca berdasarkan hasil uji coba satu per satu
- …
