PENGEMBANGAN BAHAN AJAR DIGITAL BERBASIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PADA PEMBELAJARAN MATEMATIKA (Bahan Ajar Digital Interaktif pada Materi Pertidaksamaan Nilai Mutlak Linear Satu Variabel)

Abstract

This research motivated by the low of students' mathematical problem-solving ability and the utilization of learning media based on technology that was not maximum. Preparation of learning materials in the form of the interactive digital module was one of the ways can overcome that problem. The method that used in this research was RnD with the design model ADDIE that was analysis, development of implementation design and evaluation with the restrictions of not doing the implementation stage. The instrument of collecting data in this research was the form of validation and the form of practicalities of the user senior high school students that has to get the material of linear inequality absolute value. The data that was taken though with statistics descriptive way. The validation result of the digital module gets ratings in the amount of 83,33% from media expert and 85,57% from a material expert. This interactive digital module was decent to use and very practical with the average percentage for students' high cognitive ability 88,77%, medium 89,49%, and low 82,97%. Whereas the other user that was mathematics teacher give the percentage 84,78% so, according to them this digital module was very practical. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah matematis siswa dan pemanfaatan media pembelajaran berbasis teknologi yang belum maksimal. Salah satu cara yang dapat mengatasi masalah tersebut adalah dengan cara membuat bahan ajar berupa modul digital interaktif. Metode penelitian yang digunakan adalah RnD dengan model desain ADDIE yaitu analisis, desain, pengembangan, implementasi dan evaluasi dengan pembatasan tidak melakukan tahap implementasi. Instrumen pengumpulan data dalam penelitian ini adalah lembar validasi serta lembar praktikalitas pengguna siswa sekolah menengah atas yang telah mendapatkan materi pertidaksamaan nilai mutlak sebelumnya. Data yang telah diambil, diolah dengan cara statistika deksriptif. Hasil validasi modul digital mendapatkan dengan penilaian sebesar 83,33% dari ahli media dan 85,57% dari ahli materi. Hasil praktikalitas memperoleh rata-rata presentase untuk siswa berkemampuan kognitif tinggi 88,77%, sedang 89,49% dan rendah 82,97%. Sedangkan guru matematika memberikan presentase sebesar 84,78%.

Students' Mathematical Understanding Ability On The Material Of The Linear Absolute Value Of One Variable Assisted By A Digital Module

“…for moderate cognitive ability of students, and 88.77% for high cognitive ability (Indariani et al, 2018). This shows that digital modules are worth using both in the classroom and in self-study.…”

“…So from the definition of the case study method and sampling using sample techniques, it is very possible to take one student whether it has low, medium, or high cognitive. Strengthened by the practicality of digital modules that can be implemented for all cognitive levels of students (Indariani et al, 2018). The taking of one student is assisted by an objective assessment from the mathematics teacher who teaches the student with the criteria of a student who has studied the material of the one-variable linear absolute value and is able to operate a digital module on a laptop or computer device.…”

“…The existence of a digital module is considered to be able to improve students' mathematical understanding ability (Lasmiyati & Harta, 2014;Putrawangsa & Hasanah, 2018;Umbara & Rahmawati, 2018). The nature of modules that require independent learning can provide benefits for students to assess their own learning outcomes (Indariani et al, 2018;Muhimatunnafingah et al, 2018;Putri, 2020). Another advantage of the digital Gina Kustina Pujakusuma, Surya Amami Pramuditya module is that students can adjust the speed and duration of the learning process they have so that in the end they are able to learn the material according to the learning tempo.…”

“…The digital module used in this study is the result of research that has been carried out by Indariani et al (2018) on the material of the inequality of the linear absolute value of one variable. The results obtained in the study using a quantitative view showed that the digital module had a fairly high practicality, namely at 84.78% for low cognitive, 88.41%…”

Praktikalitas Buku Digital Interaktif Sebagai Sumber Belajar Mata Kuliah Struktur Aljabar

“…Berdasarkan analisis kebutuhan yang dilakukan melalui penyebaran angket terhadap 30 mahasiswa program studi Pendidikan Matematika semester VI, diperoleh beberapa informasi diantaranya: 1) Sumber belajar utama selama belajar daring adalah buku digital (63,3%), 2) Kesulitan dalam mempelajari materi yang berasal dari buku digital/e-book (66,7%), 3) Kesulitan memahami penjelasan dari contoh soal yang terdapat dalam buku digital/e-book (66,7% (Indariani, Pramuditya, & Firmasari, 2018), dan (Puspitasari & Rakhmawati, 2013). Kesimpulan beberapa penelitian diantaranya : 1) Peserta didik merespon positif buku ajar digital interaktif baik dari isi, tampilan dan ilustrasi video; 2) produk yang dihasilkan memenuhi kaidah praktis, 3) motivasi belajar mahasiswa meningkat karena produk digital book interaktif menyajikan berbagai format media mampu memberikan beragam pengalaman belajar, dan 4) mahasiswa dan lingkungan pembelajaran berinteraksi secara resiprok pada tingkat tinggi.…”