Pengembangan Perangkat Pembelajaran Menggunakan Model Problem Posing Berorientasi Kemampuan Pemecahan Masalah Matematis

ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan tingkat kevalidan perangkat pembelajaran matematika dengan menggunakan model Problem Posing berorientasi kemampuan pemecahan masalah matematis pada materi statistika yang teruji valid. Model pengembangan pada penelitian ini menggunakan model Plomp yang mempunyai tiga tahap yaitu Fase Pendahuluan (Preliminary research), Fase Pembuatan Prototype (Prototype Phase), Fase Penilaian (Assessment Phase). Teknik pengumpulan data yang digunakan adalah validasi perangkat pembelajaran. Instrumen pengumpulan data yang digunakan adalah lembar validasi. Teknik analisis data yang dilakukan yaitu teknik analisis statistik deskriptif. Hasil analisis validasi penelitian oleh tiga validator diperoleh rata-rata validasi per-RPP dari setiap validator sebesar 100% untuk aspek indikator satu yang diukur dengan skala Guttman yang mana kriteria sangat valid dan 80,36% untuk aspek dua sampai tujuh yang diukur dengan skala Likert yang mana kriteria valid, dan untuk rata-rata validasi per-LKPD dari setiap validator sebesar 93,33% untuk aspek satu yang diukur dengan skala Guttman yang mana kriteria sangat valid dan 75% untuk aspek dua sampai tiga yang diukur dengan skala Likert yang mana kriteria valid. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa pengembangan perangkat pembelajaran menggunakan model Problem posing berorientasi kemampuan pemecahan masalah matematis telah teruji kevalidannya.Kata kunci : LKPD, RPP, Problem Posing

Pengembangan E-Modul Interaktif Menggunakan Media Google Classroom Pada Mata Pelajaran Penerapan Sistem Radio dan Televisi

Tujuan penelitian ini untuk menghasilkan e-modul penerapan sistem radio dan televisi, menentukan tingkat validitas dari yang dihasilkan. Metode penelitian yang digunakan pada pengembangan e-modul ini adalah Research and Development ( R&D) dengan menerapkan model Plomp. Model Plomp terdiri dari tiga tahap, 1) Penelitian awal (pleminary research), 2) Tahap membuat prototipe (prototype phase) , 3) Tahap asesmen (assesment phase). Instrumen validitas dianalisis dengan rumus Cohen Kappa (k). sebesar 0,77 dari nilai maksimal 1, nilai tersebut termasuk dalam kategori valid. Hasil penelitian ini menyatakan bahwa validitas ahli media sebesar 0,85 dari nilai maksimal 1, nilai tersebut termasuk dalam kategori valid.Kata kunci :E-Modul, Penerapan sistem radio dan televisi, Plomp, Google Classroom. The purpose of this study is to produce an e-module for the application of radio and television systems, to determine the level of validity of the resulting ones. The research method used in the development of this e-module is Research and Development (R&D) by applying the Plomp model. The Plomp model consists of three stages, 1) pleminary research, 2) prototype phase, 3) the assessment phase. Instrument validity was analyzed by the Cohen Kappa formula (k). of 0.77 from a maximum value of 1, this value is included in the valid category. The results of this study state that the validity of media experts is 0.85 from a maximum value of 1, this value is included in the valid category.Keywords: E-Module, Application of radio and television systems, Plomp, Google Classroom.

Adversity Response Profile IT-assisted for Lectures Online during New Normal

The Distance Education implemented by the government during New Normal has an impact on student learning activities and student lectures. To find out the ability of students to face problems in current conditions, it can be seen from the Adversity Quotient (AQ) which can be measured by the Adversity Response Profile (ARP). The purpose of this study was to develop valid and reliable IT-assisted ARP in online lectures during New Normal. The research method used was Research and Development (R&D) which was conducted on 50 students of the UNNES Mathematics Department. This development research consists of three stages, namely the initial investigation, the prototype phase and the assessment phase which will then be analyzed using quantitative analysis techniques. The results showed that the IT-assisted ARP met the valid and reliable criteria. The results show that the reliability value is very high, namely 0.98. With the discovery of valid and reliable ARP, educators can use it to determine the level of student ability in dealing with learning problems during the New Normal.

Lexd: A Finite-State Lexicon Compiler for Non-Suffixational Morphologies

This paper presents lexd, a lexicon compiler for languages with non-suffixational morphology, which is intended to be faster and easier to use than existing solutions while also being compatible with other tools. We perform a case-study for Chukchi, comparing against a hand-optimised analyser written in lexc, and find that while lexd is easier to use, performance remains an obstacle to its use at production level. We also compare performance between lexd and hfst-lexc for three analysers still in the prototype phase, finding that lexd is at least as fast, sometimes faster, to compile; we conclude it is a reasonable choice for prototyping new analysers. Future work will explore how to move lexd performance toward production-grade.

Design of Physical Teaching Materials Based on Cognitive Conflict Learning in Direct Current Electricity Integrating Virtual Laboratory

Learning Physics in the 2013 Curriculum requires students to understand concepts. However, the facts found in the field show that students' understanding of concepts is still low and there are misconceptions, especially on unidirectional electricity. One solution to overcome this problem is to make physics teaching materials based on cognitive conflicts integrating virtual laboratories on unidirectional electrical materials to improve students' conceptual understanding. The aim pf this study was to produce a valid cognitive conflict teaching material design. This type of research was Design / Development Research. Using the Plomp model development which has two stages, namely Preliminary Research, at this stage an initial problem analysis was carried out by conducting concept tests on students using coding techniques and conducting interviews with teachers. The second stage of the Prototype Phase was the development stage by designing the required teaching materials. For the design of teaching materials that have been made, a self-evaluation test was carried out using the Likert formula, after which the expert validation or expert review was carried out using the V Aiken's formula for each indicator. Based on the analysis of the data obtained, it can be explained, at the Preliminary Research stage, it was found that in the same direction electricity material more than 30% of students experienced misconceptions and 50% of students did not understand. Meanwhile, teachers still use conventional learning (lecture method) and insufficient laboratory tools to do practicum. The second stage of the Prototype Phase produces teaching material design based on cognitive conflict. The results of the self-evaluation test showed that teaching materials at the validation level were very valid with an average value of 86.7 and the expert validation test for materials at the validation level was very valid with an average value of 0.87. The conclusion from the acquisition of the assessment of physics teaching material design based on cognitive conflict is declared valid and the characteristics of the teaching material are in accordance with the 2008 Ministry of National Education

Pengembangan Modul Senyawa Hidrokarbon Berbasis Pendekatan Saintifik Dengan Pertanyaan Probing Promting Untuk Siswa Kelas XI SMA/MA

Variasi bahan ajar yang bisa membuat peserta didik aktif salah satunya ialah modul kimia berbasis pendekatan saintifik dengan pertanyaan probing promting. Maksud dari riset ini ialah untuk mengembangkan modul senyawa hidrokarbon berbasis pendekatan saintifik dengan pertanyaan probing promting serta melakukan uji validitas dan praktikalitas produk yang dihasilkan. Jenis reserch ini ialah reserch and development (RD) menggunakan model pengembangan plomp. Model pengembangan plomp memiliki 3 tahap yaitu tahap penelitian awal (preliminary reserch), tahap pengembangan (prototype phase) dan tahap penilaian (assesment phase). Validasi dilakukan oleh 5 orang validator dan uji small group oleh 6 orang peserta didik serta dilakukan uji lapangan terhadap 13 orang peserta didik di sman 1 pasaman. Instrumen penelitian ini menggunakan angket yang terdiri dari angket validitas dan angket praktikalitas, teknik pengumpulan data melalui pengisian angket. Data angket validasi di analisis menggunakan formula aikens’v dengan nilai rata-rata v sebesar 0,83 dengan kategori valid. Uji praktikalitas di analisis menggunakan formula statistik deskriptif dengan nilai praktikalitas pada kelompok kecil diperoleh hasil 88% dengan kategori sangat praktis. Hasil uji praktikalitas pada uji lapangan pada angket respon tenaga pendidikialah 88% serta angket respon siswaialah 90% dengan kategori sangat praktis.

Prototyping a collaborative data curation service for coastal science

The growing push for open data resulted in an abundance of data for coastal researchers, which can lead to problems for individual researchers related to data discoverability. One solution is to explicitly develop services for coastal researchers to help curate data for discovery, hosting discussions around reuse, community building, and finding collaborators. To develop the idea of a coastal data curation service, we investigate aspects of the UNESCO International Coastal Atlas Network member sites that could be used to build a curation service. We develop a minimal example of a coastal data curation service, deploy this as a website, and describe the next steps to move beyond the prototype phase. We envision a coastal data curation service as a way to cultivate a community focused on coastal data discovery and reuse.

Prototyping and Student Engagement

Design thinking strategies are used to engage stakeholders to define a problem, inspire creativity in solution designs, prototype, iterate together, and implement solutions that reflect the community for which they were designed. Increasingly, these strategies are being used within student success and innovation work in higher education. The primary purpose of this chapter is to explore the importance of the “prototype” phase of the design thinking process when applied to designing co-curricular experiences through a case study of an institution that utilized design thinking and service improvement frameworks to design an academic and career advising system to best serve students.

Pengembangan Bahan Ajar Berbasis Pendidikan Matematika Realistik Indonesia (PMRI) untuk Mendukung Kemampuan Pemecahan Masalah Operasi Hitung Pecahan

<p class="Abstract"><strong>Abstract:</strong> This research and development was aimed to produce teacing materials supporting the process of learning mathematics based on Indonesian realistic mathematics education (PMRI) to support the mathematical problem solving skills of fraction counting operations that meet valid and practical criteria. This research and development uses Plomp Model which three steps namely (1) preliminary research, (2) prototype phase, (3) assessment. The results show that the validity test results of teaching materials have met the valid criteria with a percentage of 83.7%. Meanwhile, the practical test results of teaching materials meet very practical criteria with a percentage of 90.2%.</p><strong>Abstrak:</strong><em> </em>Tujuan dari penelitian dan pengembangan ini untuk menghasilkan bahan ajar sebagai pendukung proses pembelajaran matematika berbasis Pendidikan Matematika Realistik Indonesia (PMRI) untuk mendukung kemampuan pemecahan masalah operasi hitung pecahan yang valid dan praktis. Model pengembangan yang digunakan adalah Plomp yang terdiri atas tiga langkah, yakni (1) tahap penelitian awal (<em>preliminary research</em>), (2) tahap pengembangan protitipe (<em>prototipye phase</em>), dan (3) tahap penilaiain (<em>assessment phase</em>). Hasil penelitian dan pengembangan menunjukkan bahwa hasil uji kevalidan bahan ajar telah memenuhi kriteria valid dengan persentase sebesar 83,7%. Hasil uji kepraktisan bahan ajar memenuhi kriteria sangat praktis dengan persentase sebesar 90,2%.

Developing Physics E-Module Using “Construct 2” to Support Students' Independent Learning Skills

<p><span lang="EN-US">This research is an e-module development that aims to support students' learning independence. One of the causes of the students' low learning independence is the lack of teaching materials that can support the students' learning independence. The use of teaching materials and monotonous methods make students lazy and bored in learning so that it impacts the independence of learning. Research and development method of plomp models used in this study which consists of a preliminary research stage (Preliminary Research), the design phase or prototype (Development of Prototype phase), and the assessment phase. The research This research was conducted at a high school in the city of Padang class XI IPA. The validity test was given to 2 material expert lecturers, 2 media expert lecturers, and 1 linguist lecturer, and tested by 2 educators and 15 students for practicality, and 20 students for effectiveness. The results of this study are said to be very valid with a value of 90.66, very practical with a value of 94.5, and very effective with a value of 89.2. Based on data acquisition, it appears that the E-Module physics uses “Construct 2” to support the learning independence of students categorized as very valid, very practical, and very effective in learning physics.</span></p>