Pengembangan Perangkat Pembelajaran Problem Based Learning dan Hypothetical Learning Trajectory yang Berorientasi pada Kemampuan Penalaran Matematis Siswa
DOI:
https://doi.org/10.31980/mosharafa.v7i2.502Keywords:
perangkat pembelajaran, problem based learning, hypothetical learning trajectory, kemampuan penaralan matematis, students’ mathematical reasoning skills, learning materialAbstract
Penelitian ini adalah research and development (R&D) yang bertujuan untuk mengembangkan perangkat pembelajaran berupa RPP dan LKS dengan pendekatan problem based learning dan hypothetical learning trajectory yang berorientasi pada kemampuan penalaran matematis siswa. Subjek penelitian ini adalah siswa kelas VII A SMP Negeri 1 galur dengan jumlah siswa sebanyak 22 siswa. Prosedur pengembangan penelitian ini adalah model ADDIE yang terdiri dari Analysis, Design, Development, Implementation, dan Evaluation. RPP dan LKS yang telah dikembangkan divalidasi dan direvisi sehingga layak untuk digunakan. Berdasarkan hasil penilaian kevalidan, RPP memenuhi kriteria sangat valid, sedangkan LKS memenuhi kriteria valid. Berdasarkan hasil penilaian kepraktisan, perangkat pembelajaran memenuhi kriteria sangat praktis dengan perolehan skor angket respon siswa 3,38 pada skala 4 dan angket respon guru 3,73 pada skala 4. Berdasarkan penilaian keefektifan dari tes kemampuan penalaran matematis diperoleh nilai rata-rata kelas yaitu 88 dan siswa yang memperoleh nilai minimal pada kategori “baik” sebesar 91%. Keefektifan perangkat pembelajaran pada kemampuan penalaran matematis didukung oleh one sample t-test dengan taraf signifikansi 0,05.
This research is a research and development (R&D) that aims to develop mathematics learning material that includes lesson plans and student worksheets based on a problem-based learning approach and hypothetical learning trajectory with an orientation on students’ mathematical reasoning skills. The subjects of this study were the students of class VII A SMP Negeri 1 Galur with a total of 22 students. The present study used the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The lesson plans and student worksheets were validated and underwent several revisions to obtain appropriate results for use. Based on the result of the validation assessment, the lesson plan is “very valid”, while the validation assessment of student worksheets is “valid”. Based on the result of practicality, the learning material is “very practical” with 3.38 on a scale of 4 of the student questionnaire and 3.73 on a scale of 4 of the teacher questionnaire. Based on the effectiveness assessment using the mathematical reasoning student’s skill test, the average score of the class is 88 and 91% of students have minimum mathematical reasoning skills in the “good” category. The effectiveness of the learning material on mathematical reasoning students’ skills is also proved by one sample t-test with a level of significance 0.05.
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