Pengembangan Bahan Ajar Berbasis Penalaran pada Materi Sudut Pusat dan Sudut Keliling Lingkaran

Abstract

Abstract:Reasoning based research generally examines the application of learning models or learning methods. So far, there are still rarely studies that examine the use of teaching materials to improve the quality of learning. This study aims to develop teaching materials related to the central angle and the circumference of the circle based on reasoning. The development model used is the ADDIE development model, namely Analysis, Design, Development, Implementation and Evaluation. The analysis was conducted by involving students of SMPN 1 Kabila as research subjects. The results showed the quality of teaching materials was declared valid with a percentage of 75%. Practicality of teaching materials based on the results of student questionnaire responses reached very good categories with a percentage of 82.82%. This shows that reasoning based teaching materials can be used in the learning process. Abstrak:Penelitian berbasis penalaran umumnya mengkaji tentang penerapan model atau metode pembelajaran. Sejauh ini, masih jarang penelitian yang mengkaji tentang penggunaan bahan ajar untuk meningkatkan kualitas pembelajaran. Penelitian ini bertujuan untuk mengembangkan bahan ajar materi hubungan sudut pusat dan sudut keliling lingkaran berbasis penalaran. Model pengembangan yang digunakan adalah Model pengembangan ADDIE, yaitu Analysis (Analisis), Design (Desain), Development (Pengembangan), Implementation (Implementasi) dan Evaluation (Evaluasi). Analisis dilakukan dengan melibatkan siswa SMPN 1 Kabila sebagai subjek penelitian. Hasil penelitian menunjukan kualitas bahan ajar dinyatakan valid dengan persentase 75%. Kepraktisan bahan ajar berdasarkan hasil angket respon siswa mencapai kategori sangat baik dengan persentase 82,82%. Hal ini menunjukkan bahwa bahan ajar berbasis penalaran dapat digunakan dalam proses pembelajaran.

Digital Worksheet Design Based of STEAM to Develop Students’ Problem Solving Skill

“…In previous research conducted by Haifaturrahmah, the results of the analysis showed that the teaching materials or worksheets used to study circle material at school were still in the form of printed worksheets or books. Then the LKS design is less attractive, lacks variation in design colors, material that is still general in nature, then, and the questions presented include structured questions (Khadijah et al, 2020). This is in accordance with the results of the needs analysis carried out by researchers where the LKS design is still less varied, then there is still no digital form of learning materials available.…”

“…In general, the presentation of the questions contained in the worksheets is only in the form of examples of questions and questions that students must work on without determining the stages in each structured problem-solving (Khadijah et al, 2020). In accordance with the stages of the STEAM approach used, the presentation of this problem is divided into three stages.…”

Identifikasi Kemampuan Koneksi Matematis Siswa Ditinjau dari Kemampuan Spasial pada Topik Prisma dan Limas

“…Disamping itu, upaya-upaya untuk mengaitkan kemampuan spasial dengan matematika juga terus dikaji sebagaimana yang dapat ditemukan pada [11] [12]. Adapun penelitian terkait geometri baik yang secara umum maupun yang terkait dengan geometri dimensi tiga dapat ditemukan pada [13] [14][15] [16]. Termasuk hal yang menarik bahwa dari begitu banyak penelitian yang telah disebutkan sebelumnya, belum ada pembahasan khusus yang mengaitkan antara kemampuan koneksi matematis dengan kemampuan spasial yang dimiliki oleh siswa, utamanya dalam pembahasan terkait geometri pada topik prisma dan limas.…”

Pengembangan Bahan Ajar Modul dengan Pendekatan Discovery Learning pada Materi Himpunan

“…Menurut Purwanto dkk, modul adalah bahan ajar yang dibuat sesuai dengan kurikulum yang telah ditetapkan di sekolah dan dirancang dalam perangkat pembelajaran guna memudahkan peserta didik dalam memahami materi serta membuat pembelajaran lebih efesien [2]. Hingga saat ini, pengembangan bahan ajar atau modul dalam pembelajaran matematika masih terus dilakukan, seperti yang dapat dilihat pada [3][4] [5].…”

“…(2) Research data shows that material experts obtained an average value of 76% with the criteria of "feasible", design experts obtained an average value of 78% with the criteria of "feasible", and linguists obtained an average value of 79% with the criteria "feasible". (3) For the user's response to the teaching materials of the module with the discovery learning approach of the response of students obtained an average value of 74% with the criteria that is "interesting" and the response from educators gained a percentage of 74% with the interpretation criteria achieved namely "interesting". The…”