This study aims to develop learning tools in the form of lesson plans, student worksheets, learning videos, and PPT, based on WEB for first-grade seventh-school material linear equations with flipped classroom-type peer instruction. The development of this WEB-based learning tool uses the Plomp model. The steps for developing web-based learning tools include preliminary needs analysis, curriculum analysis, concept analysis, student analysis, and literature analysis. Then product development and assessment. This research was carried out during the product development stage based on needs analysis, curriculum analysis, concept analysis, student analysis, and literature analysis and then self-evaluated. The preliminary analysis obtained information that teachers need learning tools that can help students improve problem-solving skills, students need engaging learning media, students are interested in using learning media using videos with a period of 10-15 minutes, and PPT, accessed in the WEB. Then the product is compiled and evaluated on its own, related to the apparent error in using it. Based on the preliminary analysis, learning lessons, student worksheets, learning videos, PPT based on WEB and self-evaluation have been produced, which can then be validated by experts.
The purpose of the research is to produce Student Worksheet based on Contextual Teaching and Learning (CTL) on the coordinate system material that meets the valid, practical, and effective criteria. This type of research is the research and development of Research and Development (R&D) with the ADDIE model proposed by Dick and Carry (1998), which consists of five stages of development namely Analysis, Design, Develop, Implementation, and Evaluation. The subjects in this study were 3 educators and 12 students of class VIII of SMPN 8 Payakumbuh. Data analysis technique was done by analyzing the validity and practicality assessment sheets of the use of CTL-based LKPD. The results showed that the use of CTL-based LKPD developed obtained an average score of 84.66% which included very valid criteria. Furthermore, based on the practicality test showed that the revised CTL-based LKPD received an average score of 86.88% which was included in the very practical criteria. Finally, based on the effectiveness test showed that the CTL-based LKPD that was developed to improve students' problem solving abilities based on the acquisition of the average value of the problem solving ability test which was 86, 25% above the KKM. It was concluded that CTL-based LKPD in mathematics learning on the coordinate system material developed had fulfilled valid, practical, and effective criteria.
Tujuan dari penelitian ini adalah untuk mengasilkan lintasan belajar/ HLT Sistem Persamaan Linear Dua Variabel (SPLDV) dengan pendekatan Realistic Mathematics Education (RME). Penelitian ini menggunakan metode desain research yang terdiri dari 3 tahap yaitu, yaitu preparing for the experiment, design experiment, dan retrospective analysis. Pengumpulan data dilakukan dengan dokumentasi dan wawancara. Teknik analisis data dalam penelitian ini yaitu mereduksi data, penyajian data, dan penarikan kesimpulan. Subjek penelitian ini adalah 3 peserta didik SMPN 3 Lareh Sago Halaban. Ketiga peserta didik ini mewakili masing-masing peserta didik dengan berkemampuan tinggi, sedang, dan rendah. Hasil penelitian menunjukkan bahwa Hyphotetical Learning Trajectory (HLT) yang diujicobakan menunjukkan bahwa lintasan belajar SPLDV dapat diterapkan dengan pendekatan RME. Selain itu, lintasan belajar SPLDV berbasis RME tersebut diawali dengan mengaitkan antara pengalaman belajar peserta didik dengan konsep baru yang akan disajikan. Selanjutnya, dalam pelaksanaan pembelajaran, peserta didik mengaplikasikan temuan konsep materi baru pada permasalahan kontekstual yang diberikan. Hingga akhirnya peserta didik dapat menerapkan konsep materi SPLDV pada konteks yang berbeda. Peserta didik dapat memahami materi yang diperolehnya melalui pengalaman belajar mereka sendiri. Pengalaman belajar seperti ini akan memperkuat pemahaman peserta didik dalam materi SPLDV. Kata kunci: Hypothetical Learning Trajectory, SPLDV, Realistic Mathematics Education
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