Products developed in the form of Student Worksheet (LKS) mathematics on the number material for SMP class VII with problem based learning model. The development model used is the ADDIE model consists of several stages: Analyze, Design, Development, Implementation, and Evaluation. Validation was done by 2 material experts, design experts and media experts. The Student Working Sheet (LKS) developed was tested in 3 stages, one to one learner with 3 subjects, small group trial try-out) with the subject of 6 students, field trial (field try-out) with the subject of 36 students. The results showed that the Student Worksheet (LKS) problem based on problem based learning based on the assessment: 1) the material experts obtained the average total of 3.98 included in the category of "Good" and if the percentage get 80% value so that included in the category " Valid ". 2) design experts obtained an average total of 4.00 which is included in the category of "Good" and in percent get the value of 80% so that included in the category "Valid". 3) media experts obtained an average total of 4.83 which is included in the category of "Very Good" and in percent score 97% so that included in the category of "Very Valid". Student assessments were conducted in 3 stages: 1) individual trials obtained an average total of 4.55 that belonged to the category of "Very Good" and in percent score of 91% so that included "Very Valid" category, 2) small group trial obtained total average of 4.65 which belongs to the category of "Very Good" and in percent get 93% value so that the category "Very Valid", 3) field trial obtained the average total 4.64 which belongs to the category "Very Good" and in percent score of 92% so it belongs to the category of "Very Valid". Thus, Student Worksheet (LKS) based on problem based learning on the number material in class VII is declared valid and practical so feasible to be used in the learning process by teachers and junior high school students especially material number.Keywords: Development, Student Worksheet (LKS), Problem Based Learning, ADDIE.
This study aims to develop LKS and knowing the quality of the LKS developed in the aspect of validity, practicality, and effectiveness. The development of this LKS done on the material matrix of Class XI MIA SMAN 6 city of Jambi. This type of research is the development of research or Research & Developmet (R&D). This study refers to the ADDIE (Analysis, Design, Development or Production, Implementation or Delivery and Evaluations). Assessment instruments used in this development is LKS by expert validation sheet material, design experts, media experts, the evaluation sheet, pre-test and post test. The quality of LKS onaspects of validity views based on validation by experts that is meets the criteria is very good and very viable with overall average 4.14 as well as the overall percentage of 82.9%. On the practicality of views based on the results of the evaluation of field trials by students that is meet the criteria of good and viable with average 4.00 sera overall percentage of 81%. While on the effectiveness of views based on a calculation t count (t h ) from the results of pretest and post-test earned amounting to 23.39 and t table (t t ) of 2.02 so t h greater than t t . This shows that the hypothesis was accepted and acknowledged there were significant differences between the pre-test and post-test. Calculation based on the development of LKS based PBL was declared effective.
This research is a Research and Development (R & D) research that aims to produce a product in the form of mathematics LKS based on Contextual Teaching and Learning in the sequence and series material seen from the criteria, practicality, validity and effectiveness. This research was conducted to provide one of the learning resources in the form of learning tools that support the 2013 curriculum implementation in SMA Negeri 08 Jambi City.This study refers to the ADDIE development model which includes five stages: analysis, design, development, implementation and evaluation, and the subjects used in this study are (a) validation sheets for experts material, design experts and media experts who function to determine the validity of worksheets, (b) student response questionnaires which function to determine the practicality of LKS and (c) post-test questions that function to determine the effectiveness of LKS.The results showed that worksheets based on contextual teaching and learning in the class and sequence material of class XI students were categorized as good and suitable to be used as a learning tool seen from the results of expert validation which obtained an average score of 4.3 with a percentage of 86%, classified in the category practically seen from the results of the questionnaire responses of students who received an average score of 4.37 with a percentage of 80%, and classified as effective as seen from the calculation of students' completeness of the post-test questions that obtained an average score of 0.925 with a percentage of 92.5%.Keyword:Development, Student Worksheet (LKS), Contextual Teaching andLearning (CTL), ADDIE
Penelitian ini bertujuan untuk mengetahui kemampuan pemahaman konsep matematis siswa yang dibelajarkan melalui model pembelajaran Problem Based Learning (PBL ) lebih tinggi dari pada kemampuan pemahaman konsep matematis siswa dengan model pembelajaran Take and Give pada kelas VIII SMPN 11 Kota Jambi tahun ajaran 2017/2018 yang berjumlah 105 siswa Penelitian ini merupakan penelitian eksperimen. Populasi dalam penelitian ini adalah siswa kelas VII SMP N 11 Kota Jambi Tahun Ajaran 2018/2019. Pengambilan sampel menggunakan teknik random sampling dan yang terambil adalah kelas VIII A dan VIII C, dimana kedua kelas sampel ini diberikan perlakuan berbeda. Penelitian ini bertujuan untuk mengetahui perbedaan rata-rata hasil post-test siswa yang menerapkan model pembelajaran Take and Give dengan model pembelajaran Problem based Learning pada pokok bahasan Aljabar. Dari hasil penelitian yang dilakukan skor rata-rata untuk kelas eksperimen adalah 75,81 dengan simpangan baku 12,02 dan kelas kontrol rata-ratanya 69 dengan simpangan baku 10,13. Serta dari hasil uji hipotesisnya diperoleh t_hitung yaitu 2,18 dan t tabel yaitu 1,68 pada taraf nyata α yaitu 0,05. Dari hasil perhitungan itu terlihat bahwa t_hitung lebih besar dari t tabel maka Ho ditolak dan H1 diterima. Berdasarkan hasil akhir dapat disimpulkan bahwa model pembelajaran Problem Based Learning (PBL) lebih baik untuk meningkatkan kemampuan pemahaman konsep matematis siswa daripada model pembelajaran Take and Give siswa kelas kelas VIII SMN 11 Kota Jambi. Kata kunci :Pemahaman Konsep Matematis ; Model Pembelajaran Problem Based Learning (PBL); Model Pembelajaran Take and Give
Penelitian ini merupakan penelitian eksperimen. Populasi dalam penelitian ini adalah seluruh kelas VII SMP Negeri 6 Kota Jambi Tahun Ajaran 2017/2018. Pengambilan sampel menggunakan simple random sampling sedangkan sampel penelitian yang terambil adalah kelas VII C dan VII D, dimana dua kelas sampel ini diberikan perlakuan yang berbeda. Penelitian ini untuk mengetahui perbandingan rata-rata hasil siswa yang menerapkan Model Pembelajaran Creative Problem Solving (CPS) dan Model Pembelajaran Langsung. Dari hasil penelitian yang dilakukan Post-test nilai rata-rata untuk kelas Eksperimen adalah 63 dengan simpangan baku 21,71 dan kelas kontrol rata-ratanya adalah 53,66 dengan simpangan baku 22,01 Serta dari hasil uji Hipotesisnya diperoleh thitung sebesar 1,801 dan ttabel sebesar 1,67 pada taraf nyata 0,05. Dari hasil perhitungan itu terlihat bahwa thitung lebih besar dari ttabel maka H1 diterima. Berdasarkan hasil akhir dapat disimpulkan bahwa kemampuan pemecahan masalah matematika siswa yang menggunakan Model pembelajaran Creative Problem Solving (CPS) lebih baik dari pada siswa yang menggunakan Model pembelajaran Langsung pada siswa kelas VII SMPN 6 Kota Jambi Tahun Ajaran 2017/2018. Kata Kunci :Kemampuan Pemecahan Masalah Matematis, Model Pembelajaran Creative Problem Solving (CPS)
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