Development of Mathematics Learning Tools in the Context of Riau Malay Culture to Improve Students Mathematical Problem Solving Ability

This research was motivated by the low ability of Mathematical Problem Solving (KPMM) of students. In order to improve KPMM, teachers can do designing the learning process. This study aims to develop mathematical learning tools that are valid, practical and effective. The development model used the Borg and Gall model. The research instrument consisted of syllabus validation sheets, lesson plane (RPP), student worksheet (LKPD), observability of implementation, student questionnaire responses and KPMM test instruments. The result shows the mathematics learning kit using the PBL model was already valid which is for the syllabus was 85.41%, RPP was 85.11%, LKPD was 88.67% and the test instrument was 81.71%. The learning kit fulfills the practicality requirements in large group trials with an average questionnaire of students responses of 91.99% and an average of 94.58%. Effective mathematics learning tools is to improve KPMM of students with student learning outcomes that is based on the achievement of KKM with the percentage of completeness reached is 88.24%. Development of learning tools can significantly improve students mathematical problem solving abilities at a significant level of P = 0,000 with α = 0.05. Thus, it can be concluded that the development of mathematics learning tools by applying problem based learning can improve students mathematical problem solving abilities

Section: Introductionmentioning

confidence: 97%

Development of Mathematics Learning Devices by Applying Problem Based Learning to Increase Students Mathematical Solving Skills of Class VII Junior High School

Fitria

Hutapea

Zulkarnain

2020

“…In line with Ningsih's opinion (2020) states that the worksheets used by students have not been able to facilitate students to build their knowledge. Rianti (2020) states that many teachers have not been optimal in developing learning devices according to the 2013 curriculum, including LKPD which encourages students to find the concept of the material being studied to develop mathematical abilities. The LKPD used only contains a summary of the material and examples of questions so that it does not facilitate students in developing mathematical understanding skills.…”

Section: Introductionmentioning

confidence: 99%

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

Lestari

Kartini²,

Zulkarnain³

2021

Self Cite

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.

“…Teachers are hard to prepare the curriculum-based learning tools 2013 as reported by Heleni et al (2017). In fact there are still many teachers who are not optimal in preparing lesson plans as reported by Rianti (2020). In the learning process teachers rarely develop learning tools to achieve learning goals as reported by Armis et al (2017).…”

mentioning

confidence: 99%

Developing Learning Tools with Cooperative Learning Model of Numbered Head Together (NHT) Structural Approach on Sequence and Series Material

Rahman

Murni

Zulkarnain

2021

Self Cite

This research was underlined by the few availability of Mathematics learning tools as the teacher’s guidance in implementing the learning and the low Mathematics achievement of the students. This research aims to produce valid, practical, and effective learning tools by using cooperative learning models of Numbered Head Together (NHT) structural approach on sequence and series material. This research and development was conducted by adapting a 4-D development model by Thiagarajan. The stages of this research consisted of Define, Design, Development, and Dissemination. The validation results of the learning tools consisting of syllabus, Lesson Plan, and LKPD that are 92%, 92,07%, and 94,33% with extremely valid criteria. The practicality result on small group trial is 93,99%, big group trial is 93,42% and teacher’s response 93,88% with extremely practical criteria. The effectiveness result shows that the students’ learning achievement increases by using the developed learning tools.