Pengembangan Modul Bilingual Bergambar dengan Pendekatan Realistic Mathematics Education (RME) pada Materi Himpunan

Abstract

The purpose of this reaserch is to develop teaching materials consisting of pictorial bilingual modules using Realistic Mathematics Education (RME) on set material and to research the effectiveness of the product being developed. The research used in this research is Research and Development using ADDIE models consisting of motion sickness Analysis, Design, Development, Implementation and Evaluation. This study was declared valid and feasible to be used as teaching material for mathematics learning by 3 material experts who obtained an average score of 3,72 in the "valid" category and 3 media experts with an average score of 3,71 in the "valid" category and 3 language experts with an average score of 3,65 with the category of "Valid" with each maximum score of validity is 4. With the test of attractiveness of teaching materials determined "Very Attractive" by a small group test of 9 students by agreeing to the average score average of 3,65 and a large group test of 29 students with approval of an average value of 3,68. The results of the assessment using testing the effect size with an approval score of 0,50 with the category "Effective Enough". So it can be concluded that the development of teaching materials produced is declared feasible and effective enough and can be used as teaching materials in learning mathematics. Abstrak: Tujuan dari penelitian ini yaitu mengembangkan bahan ajar berupa modul bilingual bergambar dengan pendekatan Realistic Mathematics Education (RME) pada materi himpunan serta mengetahui keefektifitasanproduk yang dikembangkan. Penelitian yang digunakan dalam penelitian ini adalahResearch and Development menggunakan model ADDIE yang terdiri dari tahap Analyze, Design, Development, Implementation dan Evaluation. Penelitian ini dinyatakan valid dan layak digunakan secara keseluruhan sebagai bahan ajar pembelajaran matematika oleh 3 ahli materi yang memperoleh skor rata-rata sebesar 3,72 dengan kategori “valid” dan 3 ahli media dengan skor rata-rata sebesar 3,71 dengan kategori “valid” serta 3 ahli bahasa dengan skor rata-rata sebesar 3,65 dengan kategori “Valid” dengan masing-masing skor maksimal kevalidan adalah 4. Sedangkan uji kemenarikan bahan ajar dinyatakan “Sangat Menarik” oleh uji kelompok kecil terhadap 9 orang peserta didikdengan perolehan skor rata-rata sebesar 3,65 dan uji kelompok besar terhadap 29 orang peserta didik dengan perolehan nilai rata-rata sebesar 3,68. Hasil penilaian uji efektivitas dengan menggunakan rumus effect sizedengan perolehan skor sebesar 0,50 dengan kategori “Cukup Efektif”. Sehingga dapat disimpulkan pengembangan bahan ajar yang dihasilkan dinyatakan layak dan cukup efektif serta dapat digunakan sebagai bahan ajar dalam pembelajaran matematika.

Realistic Mathematic Education-Based Student Worksheet to Improve Students' Mathematical Reasoning on Circle Material

“…This will help to develop an integrated mindset and strengthen reasoning abilities. This is consistent with the circle material, which necessitates picture explanations to explain the material by using examples that are close or familiar to students, making mathematical reasoning easy to explore and improving that the RME approach encourages students to be physically and mentally active by presenting learning through real-world examples that students can see or experience [23]- [25].…”

Developing a Realistic Mathematics Education Based Learning Module on Sets Subject in Junior High School

“…Materials in the module are presented in an entertaining manner and varied with pictures to attract students' attention to use it as learning resources. According to Wena (in [8]), the main characteristic of a module is self-instruction which means it contains clear objectives by describing the achievement of the basic and standard competencies, learning materials are presented specifically and in small units to help students learn the materials thoroughly, there are examples and illustrations that support the clarity of the presentation of the learning material, it is also added with practice questions and assignments, it is made contextually, meaning that the materials presented are related to students' surroundings, tasks, or daily activities, using simple and communicative language with summary and assessment instrument inserted. Aside from selfinstruction, a module also features with recognition of learning differences among individuals, formulation of learning objectives, association, structure, sequences materials, the use of various media, active participation of students, direct reinforcement of student responses, and evaluation of the students' mastery.…”