•  
  •  
 

PYTHAGORAS : Jurnal Matematika dan Pendidikan Matematika

Keywords

development, instructional material, scientific approach

Document Type

Article

Abstract

Tujuan penelitian ini adalah menghasilkan produk berupa perangkat pembelajaran matematika untuk SMP kelas VII semester genap dengan pendekatan saintifik yang meliputi RPP, LKS, dan instrumen penilaian hasil belajar siswa yang valid, praktis, dan efektif. Model pengembangan yang digunakan dalam penelitian ini adalah model pengembangan Four-D yang meliputi empat tahap yaitu: (1) pendefinisian, (2) perancangan, (3) pengembangan, dan (4) penyebaran. Tidak semua produk dilakukan uji pengembangan. Uji pengembangan produk hanya dilakukan pada materi persamaan dan pertidaksamaan linear satu vaiabel. Hasil penelitian menunjukkan bahwa produk yang telah dilakukan uji pengembangan memenuhi kriteria valid, praktis, dan efektif. Produk memenuhi kriteria valid berdasarkan persentase penilaian ahli mencapai 100%. Produk memenuhi kriteria praktis berdasarkan penilaian guru dan siswa yang termasuk dalam kategori sangat baik, serta berdasarkan hasil observasi keterlaksaan pembelajaran. Produk memenuhi kriteria efektif berdasarkan hasil belajar siswa pada kompetensi sikap, pengetahuan, dan keterampilan. Persentase siswa yang mencapai KKM untuk kompetensi sikap, pengetahuan, dan keterampilan melebihi 75%.

Kata Kunci: pengembangan, perangkat pembelajaran, pendekatan saintifik

Developing Mathematics Instructional Materials for 7th Grade Students of Junior High School in Second Semester Based on the Scientific Approach

Abstract

The aim of this study is to produce mathematics instructional materials for 7th grade students of junior high school in their second semester based on the scientific approach including lesson plans, student's worksheets, and assessment instrument of learning achievement that fulfill the quality criteria of validity, practicality, and effectiveness. This research was a development study using the Four-D development model with four steps: (1) define, (2) design, (3) develop, and (4) disseminate. Development test was not done for all products. Development testing of product was done only for linear equality and inequality with one variable. The result of the study shows that the product which has done development test is valid, practical, and effective. The product fulfills the validity criterion. It is shown by the percentage of experts' appraisal which reaches 100% that belongs to a valid category. The product fulfills the practicality criterion based on teacher and student assesment to the instructional material that is in a very good category. The product also fulfills the practicality criterion based on the percentage of teaching implementation. The percentage of teaching implementation exceeded 90%. The product fulfills the effectiveness criterion based on student learning achievement in attitude, knowledge, and skill competency. The percentage of students that achieve minimum mastery criteria for attitude, knowledge, and skill competency exceeded 75%. Keywords: development, instructional material, scientific approach

Page Range

117-128

Issue

2

Volume

10

Digital Object Identifier (DOI)

10.21831/pg.v10i2.9122

Source

https://journal.uny.ac.id/index.php/pythagoras/article/view/9122

References

D'Amico, J, & Gallaway, K. (2010). Differentiated instruction for the middle school science teacher: activities and strategies for an inclusive classroom. San Francisco: Jossey-Bass.

Depdiknas. (2005). Undang-Undang RI No. 14 Tahun 2005 tentang Guru dan Dosen.

Gay, L.R. (1981). Educational research: competencies for analysis & application (2nd ed.). Columbus: Charles E. Merrill Publishing Co.

Huitt, W. (2003). Classroom instruction. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Diakses pada tanggal 10 Oktober 2014 dari http://www.ed-psycinteractive.org/topics/instruct.

Kementerian Pendidikan dan Kebudayaan. (2013). Materi pelatihan guru: implementasi kurikulum 2013 SMP/MTs matematika. Jakarta: Badan Pengembangan SDM Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan.

Kementerian Pendidikan dan Kebudayaan. (2014). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 58 Tahun 2014 tentang Kurikulum 2013 SMP/MTs Bagian Pedoman Mata Pelajaran (PMP) Matematika.

Kementerian Pendidikan dan Kebudayaan. (2014). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 103 Tahun 2014 tentang Pembelajaran pada Pendidikan Dasar dan Pendidikan Menengah.

Kennedy, L.M, et al. (2008). Guiding children's learning of mathematics. Belmont: Thomson Higher Education.

Muslich, M. (2007). KTSP: dasar pemahaman dan pengembangan. Jakarta: Bumi Aksara.

Nwike, M, & Catherine, O. (2013). Effects of use of instructional materials on students cognitive achievement in agricultural science. Journal of Educational and Social Research, 3(5), 103-107.

Ormrod, J.E. (2003). Educational psychology: developing learners. Ohio: Merrill Prentice Hall.

Rusindrayanti. (2015). Implementasi Pendekatan Saintifik Dalam Mata Pelajaran Matematika Kelas VII Tahun Pelajaran 2013/2014 pada Kurikulum 2013 di Daerah Istimewa Yogyakarta. E-jurnal Program Pascasarjana Universitas Negeri Yogyakarta Program Studi Pendidikan Matematika. Diakses pada tanggal 4 Agustus 2015 dari www.pps.uny.ac.id.

Schunk, D.H. (2012). Learning theories an educational perspective. Boston: Pearson Education, Inc.

Slavin, R. E. (2006). Educational psychology theory and practice (8th ed.). Boston: Pearson Education, Inc

Sukmadinata, N.S. (2006). Metode penelitian pendidikan. Bandung: PT Remaja Rosdakarya.

Thiagarajan, et al. (1974). Instructional development for training teachers of exceptional children. Bloomington Indiana: Center of Innovation in Teaching the Handicapped.

Uno, H.B. (2014). Perencanaan pembelajaran. Jakarta: PT Bumi Aksara.

Widoyoko, E.P. (2014). Evaluasi program pembelajaran: panduan praktis bagi pendidik dan calon pendidik. Yogyakarta: Pustaka Pelajar.

Download

Share

COinS