The purpose of this study was to develop an integrated mathematics teaching device with Quranic values that meet valid, practical, and effective criteria to meet good product standards. This study includes a development study consisting of the design and implementation phases. The analysis in this study used validity analysis with Aiken's validity index, and the utility analysis performed by transforming the results of the test data on five Widoyoko scales. The analysis required to test the effectiveness of the integrated mathematics teaching device with Quranic values uses a one-way ANOVA F test and a follow-up test using Post Hoc Multiple Comparisons. The results of verification by two experts stated that the Quranic values of the integrated mathematics teaching device met valid criteria. In line with the teacher's assessment that the four components evaluated, namely syllabus, lesson plan, students worksheet, and test meet practical standards. There is no difference based on the responses of students from three schools with different accreditations/quality (P-value = 0.340, with significance level = 0.05). This response to mathematics teaching device demonstrates that it has meet effective standards and can be used in schools with different certification status. The mathematics teaching device with Quranic values meets the criteria for good teaching devices because it meets valid, practical, and effective criteria.
This study disscusses student’s errors in completing mathematical problems based on Newman’s Errror Analysis and Polya Theory. The study uses a qualitative descriptive approach. The subject of this study are 78 students of Madrasah Aliyah Negeri (MAN) 2 Cirebon. The study uses tests and interviews as data collection techniques. Students take a test to determine their mathematical ability, and the test uses sequence and series as subjects. There are 3 phases in collecting data: data reduction, data presentation, and conclusion. Outline of Error analysis is created using five types of student mathematical error of Newman's Error Analysis and four types of student mathematical error of Polya Theory. The study results based on Newman's Error Analysis are errors reading by 1%, error understanding by 0%, error transforms by 3%, error processing ability by 5%, and error encoding by 7%. As the result of the study based Polya theory, errors when understanding the problem by 31%, errors when devising a plan by 11%, errors when carrying out the plan by 9%, and errors when Looking back by 33%. The result of the interview shows that the error occurs when students don’t do calculations carefully, don’t learn the formula, and cannot distinguish between sequence and series. Students also have a lack of understanding when completing the problem about compound interest.
Learning resources in the form of textbooks and LKS often make students feel bored during learning activities, because these two learning sources often only contain formulas and material, without any comprehensive explanation of mathematical concepts. Therefore, there is a need for innovation in the learning resources used in schools. This research is aimed at developing handouts for class VIII on flat sided of three-dimensional material based on the Realistic Mathematics Learning approach. This type of research is research and development (Research and Development) with the 4-D model development method by Thiagarajan, namely: 1) Define, 2) Design, 3) Develop, and 4) Disseminate. The results of the material expert's validation of the handout showed an average value of 0.8106 with high validity criteria and was declared feasible. The results of the media expert's validation of the handout showed an average value of 0.8698 with high validity criteria and was declared feasible. From the post-test results of the experimental class, it was found that almost all students passed. The results of the Independent Sample T-Test at the testing stage for the use of the experimental class showed a value of 0.034, thus a significance value of <0.05 was obtained, which means that there was a significant difference in improving student learning outcomes between the experimental class and the control class. This is in line with the students' responses at the usage trial stage obtaining a percentage of 79% with the criteria that almost all students gave a positive response to the handout.
This study has the following objectives: 1) To determine the development of the probing-prompting learning model assisted by the mathematics learning module to increase students' motivation and mathematics learning outcomes, 2) To test the effectiveness of the probing-prompting learning model assisted by the mathematics learning module to increase motivation and learning outcomes in mathematics student. This type of research is an RnD (Research and Development) model using the 4-D method that Thiagarajan and Sammel developed, namely the Define, Design, Develop, and Disseminate stages. This research was conducted at SMPN 01 Banjarharjo with a sample of 64 students. Collected data in this study using several instruments, including implementing learning plans, tests, motivation, and student response questionnaires. The results that have been obtained from the research are: 1) the Probing-Prompting learning model assisted by the Learning Module, after being validated and tested, it shows that it is convenient in increasing student motivation and learning outcomes, 2) The application of the Probing-Prompting learning model assisted by the Learning Module, can be said to be effective with an increase that occurred in students' motivation and mathematics learning outcomes.
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