Optimizing Algebraic Thinking using the Area Model Algebra Worksheet based on PhET Interactive Simulation
DOI:
https://doi.org/10.31980/plusminus.v4i2.1465Keywords:
Algebraic multiplication, algebraic thinking ability, algebra worksheet, PhET interactive simulation, rectangle area concept, Kemampuan Berpikir Aljabar, Konsep Luas Persegi, Lembar Kerja Aljabar, Perkalian Aljabar, Simulasi Interaktif PhEtAbstract
Penelitian ini bertujuan mengembangkan, memvalidasi dan menguji lapangan Area Model Algebra Worksheet berbasis Phet Interactive Simulation sebagai upaya optimalisasi berpikir aljabar siswa. Metode penelitian ini mengadaptasi prosedur penelitian pengembangan model ADDIE, terdiri dari fase Analysis, Design, Development, Implementation, dan Evaluating. Pengambilan data uji ahli menggunakan kuesioner dengan aspek substansi konsep aljabar, struktur lembar kerja yang dinilai, dan penggunaan bahasa. Pengambilan data uji coba terbatas dilakukan dengan pengisian lembar kerja yang telah divalidasi dan dinyatakan layak oleh validator ahli. Data uji ahli dianalisis menggunakan Statistika Q-Cochran dan data penggunaan lembar kerja oleh subjek penelitian dianalisis dengan Cronbach Alpha. Dari hasil uji Q-Cochran validasi lima orang ahli diperoleh nilai Asymp.Sig. = 0.539 > 0.05 untuk validitas muka dan nilai Asymp.Sig. = 0.707 > 0.05 untuk validitas isi yang mengindikasikan kelima orang validator menunjukkan pertimbangan yang seragam pada Area Model Algebra Worksheet berbasis Phet Interactive Simulation. Implikasinya, worksheet yang disusun memenuhi kelayakan untuk digunakan dalam membantu menyelesaikan masalah siswa pada konsep perkalian aljabar sekaligus menstimulasi kemampuan berpikir aljabar siswa. Adapun dari hasil uji terbatas dan uji lapangan pada 15 dan 65 orang siswa diperoleh perhitungan nilai r hitung > r kritis yang disimpulkan kelima butir worksheet valid dan reliabel.
The aim of this research is to develop, validate, and field test an Area Model Algebra Worksheet based on PhET Interactive Simulation as an effort to optimize students' algebraic thinking. The research method adapted the ADDIE model development procedure, which consists of the phases of Analysis, Design, Development, Implementation, and Evaluation. Data collection for expert validation used questionnaires assessing aspects of algebraic concept substance, worksheet structure, and language usage. Limited tests data were collected through the completion of validated worksheets considered appropriate by expert validators. Expert validation data were analyzed using the Q-Cochran statistic, and worksheet usage data by research subjects were analyzed using Cronbach's Alpha. The results of the Q-Cochran validation by five experts generated an Asymp.Sig. value of 0.539 > 0.05 for face validity and an Asymp.Sig. value of 0.707 > 0.05 for content validity, indicating that the five validators had consistent evaluations of the Area Model Algebra Worksheet based on PhET Interactive Simulation. The implication is that the developed worksheet meets the criteria for use in helping students solve algebraic multiplication problems while stimulating their algebraic thinking skills. Additionally, the results of limited and field tests with 15 and 65 students showed that the coefficient r values were greater than the critical r values, leading to the conclusion that the five items in the worksheet are valid and reliable.
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