scholarly journals Pengembangan LKS Berbentuk Komik Materi Program Linear Berbasis Penemuan Terbimbing Siswa Kelas XI SMK Wisnuwardhana Malang

2020 ◽  
Vol 1 (1) ◽  
pp. 33-41
Author(s):  
Oktavianus Bumma ◽  
Nia Wahyu Damayanti ◽  
Muhammad Baidawi
Keyword(s):  
Mathematics Learning ◽  
Linear Program ◽  
Learning Design ◽  
Development Research ◽  
Learning Tools ◽  
Program Material ◽  
Guided Discovery ◽  
Development Method ◽  
Average Value ◽  
Student Questionnaire

Learning tools are one important aspect to determine the success of a learning design. Student worksheet is one of the learning tools. The purpose of this study is as follows. 1) to find out how to develop a mathematics learning worksheet in the form of comics based on guided discovery on linear program material, 2) to find out the validity and practicality of a mathematics learning worksheet in the form of comics based on guided discovery on linear program material. In this research the method used is the development method. So the research explained that what was developed was a comic-based worksheet based on guided findings on linear program metrics. The subjects in this study were students of class XI Vocational School Wisnuwardhana Malang. Based on the LKS development research results that have been obtained that the validity results assessed by three validator experts are 1) material expert validator, 2) media expert validator, and 3) linguist validator reaches a percentage of 72.20%. In this criterion, the worksheets that were developed were good (valid) and the results of practicality were obtained from the student questionnaire responses and obtained an average value of 3.3 which in this criterion was declared good (practical). From the development of LKS in the form of comics based on guided discoveries on linear program material, it was concluded that the development of LKS is valid and practical so that it is suitable to be used in mathematics learning.

scholarly journals Development of Mathematics Learning Devices Based on Guided Discovery Learning Models and Focusing on Students’ Mathematical Power at SMP Istiqlal Delitua

2021 ◽  
Vol 4 (1) ◽  
pp. 50-62
Author(s):  
Julian A. Hartono ◽  
Ida Karnasih ◽  
Dian Armanto
Keyword(s):  
Mathematics Learning ◽  
Discovery Learning ◽  
Test Reliability ◽  
Average Level ◽  
Learning Tools ◽  
Guided Discovery ◽  
Ability Test ◽  
Average Value ◽  
Mathematical Problems ◽  
Quantitative Descriptive

This developmental research aimed to analyze the validity of learning devices, practicality and effectiveness of the devices, as well as student responses to the use of Guided Discovery learning based learning devices that focusing on Mathematical Power. Data collecting was done by using a validation questionnaire with the observation method, a control problem ability test with mathematical power, and student questionnaire responses to guided discovery-based learning tools. Data analysis used qualitative and quantitative descriptive techniques. Testing of research instruments was carried out at SMP Istiqlal Delitua. The results of the analysis of the validity of the equipment showed that the total equipment was declared valid with an average level of validity of 4, 73 very good criteria. The result of the practicality test showed that the device was stated to be very practical with the proportion of practicality level of 89.94%. To test the effectiveness that the learning device was declared effective with the proportion of effectiveness of 86.49%, with Minimum Completeness Criteria achieved 89.29% of students completed, and 10.17% of students not completed. Learning objectives are achieved with the average level of achievement of goals was 88.13%, and students' responses to the feasibility of the devices getting an average total presentation of 94.9% with very good criteria. The results of the test of the ability of mathematical problems obtained an average value of 79.00 with a good predicate and a standard deviation of 9.76, and the test reliability coefficient of 0.5714 in the moderate category. Thus it can be concluded the Guided Discovery Learning device was valid, practical, and effective, and the student's response to the appropriateness of the device was in very good criteria.

scholarly journals Development of ICT-Based Mathematical Media on Linear Program Materials to Improve Motivation Learning Students

2019 ◽  
Vol 3 (2) ◽  
pp. 195 ◽  
Author(s):  
Puji Karuniakhalida ◽  
Maimunah Maimunah ◽  
Atma Murni
Keyword(s):  
Data Analysis ◽  
Student Motivation ◽  
Mathematics Learning ◽  
Linear Program ◽  
Learning Motivation ◽  
Student Response ◽  
Linear Programs ◽  
Program Material ◽  
Average Value ◽  
The Media

This research was inspirated by the lack of ICT-based learning media in linear program material. Linear program material has the potential to be developed visually using computer devices to facilitate students in understanding the linear programs. The aim of the study was to develop ICTbased mathematics learning media that met the validity, practicality and effectiveness. The instruments used in this research were material validation sheets, media validation sheets, response questionnaires and student motivation questionnaires. Questionnaire sheets were analyzed quantitatively and qualitatively. Based on the results of data analysis and discussion, it can be concluded that the ICTbased media of mathematics learning is valid with an average value of 3.36 by the material validator and 3.42 by the media validator. This learning media also fulfills practical requirements with an average student response of 3.45 in small group trials and 3.18 in large group trials. Learning media also influence students learning motivation.

scholarly journals Development of Guided Invention Based Learning Tools on Circle Material to Facilitate Mathematical Comprehension Ability of Class VI SD / MI

2021 ◽  
Vol 5 (1) ◽  
pp. 104
Author(s):  
Ayu Dwi Lestari ◽  
Kartini Kartini ◽  
Zulkarnain Zulkarnain
Keyword(s):  
Data Analysis ◽  
Mathematics Learning ◽  
Mathematical Understanding ◽  
Student Response ◽  
Development Research ◽  
Learning Tools ◽  
Guided Discovery ◽  
Comprehension Skills ◽  
Comprehension Ability ◽  
Addie Model

This research was motivated by the lack of teachers in developing learning tools causing students' mathematical understanding is still in the low category. The learning devices used in schools have not trained students' mathematical understanding skills. The aim of this study is to produce guided discovery-based mathematics learning tools to facilitate mathematical comprehension skills that meet the validity and practicality requirements. This type of research was a development research using the ADDIE model. The instruments used in this study were the syllabus validation instrument, lesson plans, student worksheet and practicality using student response questionnaires. Based on the results of data analysis, it shows that the guided discovery-based mathematics learning device is a valid category. The results of the validation of the syllabus, RPP and LKPD showed that the category was very valid with the value sequentially obtaining a score of 92.5%; 95%; and 94.87%. The results of the practicality data analysis in small group trials showed a very practical category with a score of 93.64%. It can be concluded that the learning tools developed are feasible and practical to use in the learning process.

Mathematics Education Technology Professional Development

2018 ◽  
pp. 115-144
Author(s):  
Shannon O. Driskell ◽  
Sarah B. Bush ◽  
Robert N. Ronau ◽  
Margaret L. Niess ◽  
Christopher R. Rakes ◽  
...  
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Education Technology ◽  
Development Research ◽  
Learning Tools ◽  
Technology Professional Development ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Technology Professional

The effective use of digital technologies in school settings calls for appropriate professional development opportunities that will transform inservice teachers' knowledge for integrating technologies as effective mathematics learning tools. To inform such opportunities, this study examined the contents of published mathematics education technology professional development papers over several decades using Sztajn's (2011) standards for high quality reporting in mathematics professional development research studies, the Technological Pedagogical Content Knowledge framework, and the Comprehensive Framework for Teacher Knowledge. Both the Professional Development Implementation and Evaluation Model and Education Professional Development Research Framework are recommended for further guidance on reporting key features of mathematics education technology professional development.

scholarly journals Materi Himpunan Terintegrasi Keislaman: Sebuah Studi Pengembangan Perangkat Pembelajaran berbasis Model Problem Based Learning

2019 ◽  
Vol 7 (1) ◽  
pp. 53-60
Author(s):  
Nurmala Sari ◽  
Sri Rezeki ◽  
Rezi Ariawan
Keyword(s):  
Data Collection ◽  
Model Problem ◽  
Problem Based Learning ◽  
Research Development ◽  
Development Research ◽  
Learning Tools ◽  
Mathematical Learning ◽  
Student Questionnaire ◽  
Validity Criteria ◽  
Pbl Model

Abstract:The purpose of this study is to produce a mathematical learning tool developed based on Islamic Integrated Problem-Based Learning (PBL) model that meets the validity criteria and practicality in which this learning device will make students able to solve problems related to Islam. Learning tools developed in the form of RPP (learning implementation plan) and LKPD (student worksheets) Problem-Based Learning (PBL) Islamic Integrated Model. The development of learning tools in this study uses a modification of R & D from Sugiyono so that it becomes several stages, namely: (1) Potential and problems; (2) data collection; (3) Product design; (4) Design validity; (5) Design revisions; (6) Product testing; (7) Product revision; and (8) Final product. This product was developed in class VII of SMP. The instruments of this study were the validation sheets of RPP and LKPD with Islamic Integrated, practicality questionnaire of RPP and LKPD and questionnaire for implementation of integrated Islamic learning. Islamic integration referred to in this development research by incorporating knowledge about Islam such as: the names of figures in Islam. From the research, the validation of RPP with validity criteria is quite valid and the results of the validation of LKPD with validity criteria are quite valid. While the results of the practicality of lesson plans with very practical criteria and the results of practical LKPD obtained from student questionnaire responses with very practical criteria, as well as the average results of the implementation of learning. Based on this research development produces a mathematical learning device Problem-Based Learning (PBL) model of Islam in the material of the SMP VII Class Association tested its feasibility.Abstrak:Tujuan dari penelitian ini adalah untuk menghasilkan Perangkat pembelajaran matematika yang dikembangkan berdasarkan model Problem-Based Learning (PBL) Terintegrasi Keislaman yang memenuhi kriteria kevalidan dan kepraktisan yang mana perangkat pembelajaran ini akan menjadikan siswa mampu menyelesaikan masalah yang terkait dengan keislaman. Perangkat pembelajaran yang dikembangkan berupa RPP (Rencana pelaksanaan pembelajaran) dan LKPD (Lembar kerja peserta didik) model Problem-Based Learning (PBL) Terintegrasi Keislaman. Pengembangan perangkat pembelajaran  dalam penelitian ini menggunakan modifikasi  R&D dari Sugiyono sehingga menjadi beberapa tahap yaitu: (1) Potensi dan masalah; (2) pengumpulan data; (3) Desain produk; (4) Validitas desain; (5) Revisi desain; (6) Uji coba produk; (7) Revisi produk; dan (8) Produk akhir. Produk ini dikembangkan pada kelas VII SMP. Instrumen penelitian ini adalah lembar validasi RPP dan LKPD dengan Terintegrasi Keislaman, angket kepraktisan RPP dan LKPD dan angket keterlaksanaan pembelajaran yang Terintegrasi keislaman. Terintegrasi keislaman yang dimaksud dalam penelitian pengembangan ini dengan memasukkan pengetahuan tentang islam seperti: nama-nama tokoh-tokoh  dalam islam. Dari penelitian diperoleh hasil validasi RPP dengan kriteria kevalidan cukup valid dan hasil validasi LKPD dengan kriteria kevalidan cukup valid. Sedangkan hasil kepraktisan RPP dengan kriteria sangat praktis dan hasil kepraktisan LKPD diperoleh dari angket respon siswa dengan kriteria sangat praktis, serta rata-rata hasil keterlaksanaan pembelajaran. Berdasarkan penelitian pengembangan ini menghasilkan perangkat pembelajaran matematika model Problem-Based Learning (PBL) Terintegrasi keislaman pada materi Himpunan kelas VII SMP teruji kelayakannya.

scholarly journals Rancangan Pembelajaran Flipped Classroom Untuk Mata Kuliah Persepsi Desain dan Pesan

2019 ◽  
Vol 2 (2) ◽  
pp. 144-149
Author(s):  
Hana Alodianada ◽  
Retno Widyaningrum ◽  
Kunto Imbar Nursetyo
Keyword(s):  
Flipped Classroom ◽  
Learning Design ◽  
Development Research ◽  
State University ◽  
Classroom Learning ◽  
Technology Program ◽  
Design Expert ◽  
Average Value ◽  
Expert Review ◽  
Design For Learning

This development research aims to produce a flipped classroom learning in the form of a RPKPS as a guideline for implementing flipped classroom learning in PDP courses at the State University of Jakarta in Educational Technology Program. This development research was carried out by following the Rapid Prototyping development model procedure, namely Assess Needs & Analyze Content 2) Set Objectives, 3) Construct Prototype, 4) Utilize Product, 5) Installation & Maintenance. Evaluation of this product development research is done through Expert Review. The step of expert review involved 1 subject expert and 2 learning design experts. The average value obtained from subject expert is 3,48 which means it’s very good, from learning design expert is 3,21 which means it’s good. The average value obtained from another learning design expert is 3,24 which means it’s good. From these results it can be concluded that the flipped classroom learning design for Learning and Design Perception Course is good rated.

scholarly journals Mathematical Learning with Realistic Mathematics Education (RME) Approach Based on Open-Ended Problems to Improve Mathematical Communication

2019 ◽  
Vol 9 (1) ◽  
pp. 87
Author(s):  
Fauzi Wildad ◽  
Budi Waluya ◽  
M Masrukan
Keyword(s):  
Mathematics Education ◽  
Average Rate ◽  
Mathematics Learning ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Learning Tools ◽  
Control Group Design ◽  
Average Value ◽  
Realistic Mathematics ◽  
Regression Test

This research aims to determine the feasibility and effectiveness of the application of learning using social arithmetic teaching books with Realistic Mathematics Education (RME) approach based on Open-Ended problem. The research design used in this research is Research and Development (R and D) with Plomp model. Subjects in this study were students of Class VIII SMP Islam Terpadu Askhabul Kahfi 2017 / 2018. implementation design using Posttest Only Control-Group Design. The analysis used in the form of analysis of expert validation results and effectiveness test. Post test results on the class performed by the action are compared to the non-action class and to ensure it is done by (1) Complete Test, (2) Different Test, and (3) Simple Linear Regression Test. Based on the results of research and discussion, obtained the conclusion that (1) Arithmetic learning devices with RME approach developed valid is used based on the expert expert judgment. And according to the results of small and large class test, and (2) Arithmetic learning tools with RME approach developed effectively. This is indicated by (a) the average value of evaluation of classroom communication skills using 73, 42 (μ&gt; 70) and 76,6% (π&gt; 75%) classical completeness; (b) the average rate of classes using the application of mathematics learning tools with RME approach based on open-ended problem (73,42) is greater than the class that does not use the application of mathematics learning tool with RME approach based on open-ended problem (64,57) and (c) from the regression test obtained t<sub>count</sub> = 2.012, t<sub>count</sub> (2.012)&gt; t<sub>table</sub> (1.99834).

scholarly journals Analisis Validitas dan Praktikalitas dari Modul Minyak Bumi Berbasis Guided Discovery Learning

EduKimia ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 25-31
Author(s):  
Winda Permatasari ◽  
Yerimadesi Yerimadesi
Keyword(s):  
Discovery Learning ◽  
Development Model ◽  
Development Research ◽  
Guided Discovery ◽  
Chemistry Teachers ◽  
Validity Test ◽  
Research Instrument ◽  
Average Value ◽  
Cohen's Kappa ◽  
Learning Chemistry

The purpose of development research is to produce and analyse the validity and practicality of the guided discovery learning based on petroleum module for class XI SMA/MA. This research uses the Plomp development model. The validity test was conducted on 4 chemistry lecturers and 2 chemistry teachers. The practicality test was carried out by 2 chemists and 30 students of class XII SMA in 2019/2020. The research instrument used was a questionnaire of validity and practicality. The data obtained were analysed with Cohen’s kappa formula. From the result of study obtained an average value of kappa moments of module validity (0,89), module practicality by teachers (0,93) and module practicality by students (0,83). The data shows that the module is valid and practical for learning chemistry.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS PENDEKATAN ACCELERATED LEARNING PADA MATA PELAJARAN BAHASA INDONESIA DI KELAS III SEKOLAH DASAR

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Elia Roza
Keyword(s):  
Learning Process ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Learning Tools ◽  
Class Iii ◽  
Questionnaire Response ◽  
Average Value ◽  
Response Data ◽  
Student Questionnaire ◽  
Two Stages

Learning devices are tools or components used in the learning process needed to support the learning process. the purpose of this study is to develop learning tools based on the accelerated learning approach. The implementation of this research was carried out on the third grade students of SDN 003Tasik Juang. This research is a research development. Product trials are carried out in two stages, namely with trial 1 (limited test) and trial 2 (limited deployment). The results of the study showed that, learning tools developed using the Accelerated Learning approach were declared valid and feasible to be used by obtaining a percentage of 83.5% the category was very valid. Learning tools developed using the Accelerated Learning approach are declared practical based on the results of the observation sheet of the implementation of the learning process with an average value of 87.5 very good categories as well as from student questionnaire response data with an average value of 88.5 with very good categories. The learning tools developed are effective based on the acquisition of learning outcomes that are above the minimum completeness criteria with classical completeness of 84.9%. Based on these results it can be concluded that the development of learning tools based on a valid, practical, and effective Accelerated Learning approach was developed in students of class III SDN 003 Tasik Juang.

scholarly journals Mathematical Learning Development using Discovery Learning Model to Improve Mathematical Understanding Skills of Students

2020 ◽  
Vol 4 (1) ◽  
pp. 124
Author(s):  
Yuni Kartika ◽  
Nahor Murani Hutapea ◽  
Kartini Kartini
Keyword(s):  
Product Development ◽  
Junior High School ◽  
Mathematics Learning ◽  
Learning Model ◽  
Mathematical Understanding ◽  
Discovery Learning ◽  
Learning Tools ◽  
Design Development ◽  
Average Value ◽  
Learning Development

This study aims to produce a mathematics learning tool with a discovery learning model on rectangular and triangular material, with valid, practical and effective criteria to improve the mathematical understanding ability of grade VII students in junior high school. The type of research was development research with the design development using Borg and Gall. This study produced learning tools consisting of syllabus, lesson plans and student worksheets (LKPD). The results of the study showed that the learning tools met valid, practical and effective criteria. The validity of the product development was determined by expert validation with an average value of 4.46 with a very valid category. The practicality of the product development is determined by the teacher with an average of 99%, students 90.57% and observers 4.16 which is categorized as very practical while the effectiveness of the development product in terms of the achievement of learning objectives using KKM scores of 75 is obtained from the test results of mathematical understanding ability with the results there is an increase in learning outcomes using developed learning tools.

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