Pengembangan Modul Matematika Dengan Pendekatan Kontekstual Pada Materi Bangun Datar Untuk Mahasiswa  PGSD Uad

Mardati, Asih

doi:10.26555/jpsd.v3i2.a7246

Cited by 11 publications

(10 citation statements)

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“…The media expert considers that this media is interesting and suitable for learning. These results are similar to the results of research conducted by Susilo (2016), Rizqi, Parmin, &Nurhayati, (2013), Mardati (2017), Lasmiyati (2014) and TabahSubekti, ElaMinchahLailaAlawiyah (2016) which shows that the module is valid and suitable for learning. Implementation MOSIRI for high school students was tested on 10 high school students of class X who have studied matrices and have not studied geometry transformation material yet.…”

Section: Figure 14 Mosiri Answer Sheetsupporting

confidence: 89%

The Development of MOSIRI (Geometry Transformation Module) for High School Students

Gianto

Mampouw

Setyadi

2018

ajpm

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Geometry transformation is one of the mathematics learning materials that are very closely related to everyday life but has many formulas that make it difficult for students, especially high school students to understand it. Seeing the importance of geometric transformation and difficulties experienced by students, the development of a geometry transformation module was carried out which was able to eliminate difficulties in studying and understanding the geometric transformation. This research is development research with ADDIE development modelto produce a valid, practical, and effectivemodule on geometric transformation. The module is aimed at helping high school students to understand the relevance of geometry transformation to reality and how to solve it. This module is declared valid in terms of media and material aspects with an average validity score of 3.7 (valid) for material aspects and 4 (valid) for media aspect. This module was tested on 10 ten grade high school students and is declared practical based on the indicators of the media practicality sheet. In addition, with the help of a test sheet, it can be seen that this module is able to improve learning outcomes. This can be seen from the results of a paired simple test which shows a significance value of 0,000 (≤ 0,05) which means that this module is able to provide differences or improve students' learning outcomes based on the average pretest score which is 51 to 88 of theaverage posttest score. Based on the three tests, this module was declared valid, practical, and effective to be used in geometric transformation material for high school students.

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Section: Figure 14 Mosiri Answer Sheetsupporting

confidence: 89%

The Development of MOSIRI (Geometry Transformation Module) for High School Students

Gianto

Mampouw

Setyadi

2018

ajpm

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“…The module can also be interpreted as a book written with the aim that students can learn independently without the help of educators (Prastowo, 2012). There are four meanings of the module (Mardati, 2017) namely: 1) a unit of material specifically designed so that students learn independently; 2) is a complete learning program, arranged systematically, referring to clear and structured learning objectives; 3) contains learning objectives, directions and activities to achieve goals and evaluation of the achievement of learning objectives; 4) Module is a learning tool or infrastructure that contains materials, methods, limitations, and how to evaluate. In detail (Istikomah, E & Herlina, S., 2019) explains the characteristics of the module, including specifically formulated lesson objectives, students can study independently, opening opportunities for students to progress continuously according to their respective abilities and providing opportunities for students to be active so that the module can also generate student learning motivation.…”

Section: Resultsmentioning

confidence: 99%

DGS-Based Modules: Difficulty Aspects of Studying Geometry at University Level

Istikomah

Juandi

2022

J.Kre

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This study aims to ensure that geometry is the most difficult subject to understand, aspects of the difficulty of learning geometry for students, and suggestions for reducing difficulties. This study uses an exploratory mixed methods design. Students of mathematics education teacher candidates in semesters 3-7 as research subjects were selected by purposive sampling. The data collected in this study used a questionnaire technique, interviews, and the value of learning outcomes for the last 4 years. The results showed that geometry is the most difficult subject, the external learning difficulties factor is dominated by the aspects of the material and learning methods. In addition, references, media, and online learning are also discussed factors. Meanwhile, students' learning difficulties internally from the aspect of motivation and intelligence. One solution suggested to educators is to take advantage of the collaboration of DGS with the Geometry module in learning in dealing with learning difficulties.Tujuan penelitian ini adalah untuk memastikan bahwa geometri merupakan matakuliah yang paling sulit dipahami, aspek kesulitan belajar geometri pada mahasiswa dan saran untuk mengurangi kesulitan. Penelitian ini menggunakan Eksploratory mixed methods design. Mahasiswa calon guru pendidikan matematika semester 3-7 sebagai subjek penelitian dipilih dengan teknik purposive sampling. Teknik pengumpulan data menggunakan teknik angket, wawancara dan nilai hasil belajar selama 4 tahun terakhir. Hasil penelitian menunjukkan bahwa geometri merupakan matakuliah paling sulit, faktor kesulitan belajar secara eksternal didominasi dari aspek materi dan metode pembelajaran. Selain itu, referensi atau bahan ajar, media dan pembelajaran secara daring juga menjadi factor yang dibahas. Sedangkan kesulitan belajar mahasiswa secara internal dari aspek motivasi dan intelegensi atau kemampuan keruangan. Salah satu solusi yang disarankan kepada pendidik adalah memanfaatkan DGS yang dikolaborasikan dengan Modul Geometri dalam pembelajaran untuk menangani masalah kesulitan belajar.

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“…This e-module provided scientific and activity-based learning using discovery and real-life learning approaches that lead to High Order Thinking Skills (HOTS) (Rohim, 2019). Data were collected using a questionnaire (Mardati, 2017). The questionnaire was given to validators with a score scale of (4) very good; (3) good;…”

Section: Methodsmentioning

confidence: 99%

The Geometry E-module Based on Numerical Literacy for the Fifth Grade of Elementary School

Triwahyuningtyas

Meganingrum²,

Yasa³

et al. 2022

al.ibtida.snj

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As a learning innovation, it is necessary to have e-module that brings an interesting learning atmosphere and increase student interests in learning mathematics. This research aims to develop a valid and practical geometry e-module based on numerical literacy for the fifth grade of elementary school. The method in development research uses the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Data were collected using validation questionnaires and student questionnaires. Data were then analyzed using descriptive qualitative and quantitative techniques. The results showed that the validator's assessment obtained the valid criteria, with a percentage of 99% (media experts), 83% (material experts), and 87% (linguists). In the practicality test, the teacher got 96% (excellent) and the students got 94% (excellent). Based on the assessment results, the geometry e-module based on numerical literacy for the fifth grade of elementary school has met the eligibility and practicality criteria. Therefore, teachers can use this e-module as a companion book in distance learning.

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Pengembangan Modul Matematika Dengan Pendekatan Kontekstual Pada Materi Bangun Datar Untuk Mahasiswa PGSD Uad

Cited by 11 publications

References 0 publications

The Development of MOSIRI (Geometry Transformation Module) for High School Students

The Development of MOSIRI (Geometry Transformation Module) for High School Students

DGS-Based Modules: Difficulty Aspects of Studying Geometry at University Level

The Geometry E-module Based on Numerical Literacy for the Fifth Grade of Elementary School

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