Development of Local Instruction Theory Teaching Materials to Improve Mathematical Problem-Solving Ability
DOI:
https://doi.org/10.31980/mosharafa.v14i1.2510Keywords:
Teaching materials, local instruction theory, mathematical problem solving ability, ADDIE, bahan ajar, kemampuan pemecahan masalah matematisAbstract
Penelitian ini dilakukan untuk mengatasi kurangnya bahan ajar kontekstual yang dapat mendukung kemampuan pemecahan masalah siswa melalui pengalaman belajar yang bermakna. Tujuan dari penelitian ini adalah mengembangkan bahan ajar berbasis Local Instruction Theory (LIT) yang valid, praktis, dan efektif dalam meningkatkan kemampuan pemecahan masalah matematis. Penelitian ini menggunakan metode penelitian dan pengembangan (R&D) dengan model ADDIE, dan dilaksanakan pada bulan Maret hingga Juni 2024 di SMP Negeri 216 Jakarta. Subjek penelitian adalah 66 siswa kelas VIII yang dibagi ke dalam kelompok eksperimen dan kelompok kontrol. Teknik pengumpulan data meliputi angket validasi ahli, angket respon siswa, dan tes pemecahan masalah matematis. Data dianalisis secara kuantitatif melalui skala Likert, uji normalitas dan homogenitas, serta uji t sampel independen. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan memiliki tingkat validitas sangat tinggi (87,72%), kepraktisan tinggi (88,9%), dan efektif dalam meningkatkan kemampuan pemecahan masalah, ditunjukkan dengan perbedaan skor posttest yang signifikan antara kelompok eksperimen dan kontrol. Penelitian ini menyimpulkan bahwa bahan ajar berbasis LIT mampu meningkatkan kemampuan pemecahan masalah matematis siswa dan direkomendasikan untuk diimplementasikan dalam pembelajaran matematika secara lebih luas.
This research was conducted to address the lack of contextual teaching materials that can support students' problem-solving abilities through meaningful learning experiences. The purpose of this research is to develop teaching materials based on Local Instruction Theory (LIT) that are valid, practical, and effective in improving mathematical problem-solving abilities. This research used a research and development (R&D) method with the ADDIE model, and was conducted from March to June 2024 at SMP Negeri 216 Jakarta. The research subjects were 66 eighth-grade students who were divided into experimental and control groups. Data collection techniques included expert validation questionnaires, student response questionnaires, and mathematical problem-solving tests. Data were analyzed quantitatively using a Likert scale, normality and homogeneity tests, and independent sample t-tests. The results showed that the developed teaching materials had a very high level of validity (87.72%), high practicality (88.9%), and were effective in improving problem-solving skills, as indicated by a significant difference in posttest scores between the experimental and control groups. This study concluded that LIT-based teaching materials were able to improve students' mathematical problem-solving skills and were recommended for broader implementation in mathematics learning.
References
Abu-Rasheed, H., Weber, C., & Fathi, M. (2023). Context based learning: a survey of contextual indicators for personalized and adaptive learning recommendations–a pedagogical and technical perspective. Frontiers in Education, 8, 1210968.
Afriansyah, E. A., Nuraeni, R., Puspitasari, N., Sundayana, R., Jejen, J., Sumia, S., ... & Lesmana, A. (2023). Training of Realistic Mathematics Education Learning Approach in Salawu Village. Indonesian Journal of Community Empowerment (IJCE), 4(01), 26-32.
Bennett, N. (2010). Contextual Learning in Education: Theory and Practice. New York: Academic Press.
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. New York: Spinger Science.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Chiu, T. K., & Churchill, D. (2015). Exploring the characteristics of an optimal design of digital materials for concept learning in mathematics: Multimedia learning and variation theory. Computers & Education, 82, 280-291.
Dewey, J. (1938). Experience and Education. Macmillan.
Dufresne, R. J., Gerace, W. J., & Leonard, W. J. (1996). How do we help students solve problems? Journal of College Science Teaching, 25(4), 290-293.
Hmelo-Silver, C. E. (2004). Problem-based learning: It’s more than just a method; it’s a way of thinking. In C. E. Hmelo-Silver (Ed.), Problem-based learning: A research perspective on learning interactions (pp. 3-20). Erlbaum.
Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411-427.
Luritawaty, I. P., & Rahmawati, U. (2024). Inquiry-Based Online Learning Model Using Metacognitive Strategy to Enhance Mathematics Critical Thinking Ability. Plusminus: Jurnal Pendidikan Matematika, 4(2), 321-336.
Miller, M. D., & Brewer, L. J. (2015). Improving Problem-Solving Skills through Contextual Teaching. Journal of Mathematical Education, 16(3), 302-314.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2015). Designing Effective Instruction (7th ed.). Wiley.
NCTM. (2000). Principles and Standards for School Mathematics. NCTM.
Nieveen, N., Plomp, T., Akker, J. van den, Branch, R. M., & Gustafson, K. (1999). Design Approaches and Tools in Education and Training. In Stochastic Environmental Research and Risk Assessment (Vol. 29, Issue 7). Spinger Science Business Madia, B.V.
Polya, G. (1957). How to Solve It: A New Aspect of Mathematical Method. Princeton University Press.
Rahayu, R. A., Puspitasari, N., & Luritawaty, I. P. (2024). Peningkatan kemampuan pemecahan masalah matematis dan kemandirian belajar siswa melalui model problem-based learning berbantuan question card. Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu, 3(3), 418-433. https://doi.org/10.31980/pme.v3i3.2639
Reyes, J., Insorio, A. O., Ingreso, M. L. V., Hilario, F. F., & Gutierrez, C. R. (2019). Conception and application of contextualization in mathematics education. International Journal of Educational Studies in Mathematics, 6(1), 1-18.
Riduwan. (2013). Skala Pengukuran Variabel-variabel Penelitian. Bandung: Alfabeta.
Roth, W. M., & Lee, Y. J. (2007). Vygotskian Praxis in the context of local instruction theory: Implications for classroom practice. Journal of Research in Science Teaching, 44(3), 322-345.
Sugiyono. (2017). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Sutarni, S., Sutama, S., Prayitno, H. j., Sutopo, A., & Laksmiwati, P. A. (2024). The development of realistic mathematics education-based student worksheets to enhance higher-order thinking skills and mathematical ability. Infinity Journal, 13(2), 285-300.
Tharp, R. G., & Gallimore, R. (1988). Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Cambridge University Press.
Ulandari, L., Amry, Z., & Saragih, S. (2019). Development of Learning Materials Based on Realistic Mathematics Education Approach to Improve Students' Mathematical Problem-Solving Ability and Self-Efficacy. International Electronic Journal of Mathematics Education, 14(2), 375-383.
Ulfa, Y. L., Roza, Y., & Maimunah. (2022). Kemampuan pemecahan masalah matematis siswa SMA pada materi jarak pada bangun ruang. Mosharafa: Jurnal Pendidikan Matematika, 11(3), 415-424.
Van der Meij, H. (2014). Instructional design: A guide to the systematic design of instructional materials. Springer.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yeo, S., & Lee, Y. (2017). Impact of Contextual Teaching on Students’ Problem-Solving Abilities in Mathematics. Educational Studies, 63(3), 215-225.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Mosharafa: Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
