Modul Matematika Berdasarkan Model Pembelajaran Problem Based Learning Materi Pokok Trigonometri

Abstract

The purpose of this study is to develop a mathematic module based on Problem Based Learning method trigonometry lessons for Senior High School. In this study use R&D (Research and Development) Borg and Gall modified from sugiyono, the procedure used as follows: (1) potential and problems, (2) data collection, (3) product design, (4) product validation, (5) product revision, (6) product trial, (7) product revision. Data collection techniques used areinterview, kuisioner, observation, and document. Validaton is done by material experts, media experts, and linguists. Trials are conducted through two stages is small group trials and field trials. Validation results material experts, media experts, and linguists obtained the average value with valid criteria. On field trials determine the response of learners in Senior High School Muhammadiyah 2 Bandar Lampung, in Senior High School AL-AZHAR 3, and in Senior High School Muhammadiyah 2 Bandar Lampung obtained average value of 3,58 with criteria very interesting.

Desain Didaktis Materi Trigonometri dalam Upaya Meminimalisir Hambatan Belajar Siswa

“…Kesulitan tersebut juga terjadi karena kurangnya pemahaman siswa dalam menghubungkan materi sub bab yang satu dengan materi sub bab yang lainnya. Banyak siswa yang tidak suka dengan mata pelajaran matematika, salah satu faktor yang berpengaruh adalah bahan ajar, media, dan pemakaian metode yang digunakan guru kurang membawa peserta didik untuk terlibat langsung dalam pembelajaran (Anggraini & Masykur, 2018). Hal ini disebabkan karena materi trigonometri mengandung banyak sub bab yang saling berkaitan khususnya materi aturan sinus dan aturan cosinus yang sangat sulit dipahami oleh siswa, ini disebabkan karena peserta didik cepat lupa dengan materi yang sebelumnya diberikan (Putra & Anggraini, 2016).…”

Problem Based Learning Strategy: the Impact on Mathematical Learning Outcomes viewed from Anxiety Levels

“…2, 2018, Hal 199 -208 200 learning, their lack of desire to solve mathematical learning problems, and their avoidance in taking mathematics lessons. Based on previous research, the Problem Based Learning (PBL) strategy had been widely applied in learning (Aisida, 2017;Alfi, Sumarmi, & Amirudin, 2016;Amir, 2010;Anggraini & Masykur, 2018;Arifin Handoyo & Arifin, 2016;Choridah, 2013;Farhan & Retnawati, 2014;Fitri, 2011;Kartikasari, Rusdi, & Asyhar, 2016;Maulidiyahwarti, Sumarmi, & Amirudin, 2016;Murniyati & Winarto, 2018;Mustofa, Susilo, & Muhdhar, 2016;Pranawestu, Kharis, & Mariani, 2012;Primartadi, 2012;Saleh, 2013;Syaifulloh, 2016;Tristanti, 2017;Yustianingsih, Syarifuddin, & Yerizon, 2017) The research in improving the mathematics learning outcomes are currently being studied (Arifin Handoyo & Arifin, 2016;Asmawati & Wuryanto, 2014;Asmoro, 2017;Hasanah, 2016;Kristin & Rahayu, 2016;Larasati, 2014;Lusianti, 2013;Maulidiyahwarti et al, 2016;Pratiwi & Santosa, 2013;Primartadi, 2012;Sari, Ridlo, & Utami, 2016;Sarnoko, Ruminiati, &Setyosari, 2016;Sukardi, Susilo, & Zubaidah, 2015;Sumarni & Susanti, 2016;Tafakur & Suyanto, 2015;Taufik Aditia & Muspiroh, 2013;Tyas, 2014;Utami, Hastuti, Yatimah, Padmini, & Arroyan, 2013...…”

Using the Set Theory Module in Think Pair Share Learning, Is It Effective?

“…Alternative teaching materials that can be used are modules. The role of modules in learning is that it can provide students the flexibility in solving math problems [10], [11]. Modules are teaching materials that can help students to learn independently [11].…”