Pengembangan perangkat pembelajaran contextual guded inquiry untuk meningkatkan motivasi dan prestasi belajar matematika

Authors

Maria Noor Cahaya Budhi, SMP IT Abu Bakar Yogyakarta, Indonesia

Keywords

pengembangan, perangkat pembelajaran, contextual guided inquiry

Document Type

Article

Abstract

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika SMP dengan pendekatan contextual guided inquiry pada materi bangun ruang untuk meningkatkan motivasi dan prestasi belajar matematika siswa, yang valid, praktis dan efektif. Produk yang dikembangkan berupa RPP yang memuat langkah-langkah pendekatan contextual guided inquiry dan LKS yang memuat materi kontekstual dan langkah-langkah penemuan. Jenis penelitian ini adalah penelitian pengembangan yang mengadaptasi model pengembangan Dick & Carey. Model pengembangan Dick & Carey dimodifikasi sehingga menghasilkan 5 tahap pengembangan yaitu analisis kebutuhan dan perumusan tujuan; desain/pengembangan produk; uji coba produk; revisi produk serta produk akhir. Subjek dalam penelitian ini adalah 73 siswa kelas IX SMP IT Abu Bakar Yogyakarta. Instrumen yang digunakan dalam penelitian ini antara lain lembar validasi RPP dan LKS, lembar penilaian guru dan lembar tanggapan siswa, lembar observasi keterlaksanaan pembelajran, tes prestasi belajar serta angket motivasi siswa. Analisis data dilakukan dengan mengkonversi total skor aktual yang diperoleh menjadi data kualitatif skala lima. Dari hasil validasi ahli, skor penilaian guru, tanggapan siswa, observasi pembelajaran, angket motivasi dan tes prestasi belajar menunjukkan bahwa perangkat pembelajaran adalah valid, praktis, dan efektif. Dengan demikian, secara keseluruhan penelitian yang dilakukan menunjukkan bahwa produk yang dikembangkan layak untuk digunakan ditinjau dari aspek kevalidan, kepraktisan dan keefektifan.

Developing Instructional Kits by Using the Contextual Guided Inquiry Approach to Increase Motivation and Learning Achievement of Mathematics

Abstract

This research aimed to produce mathematics instructional kits of junior high school by using contextual guided inquiry (CGI) on the topic of space building which is valid, practical and effective for increasing the motivation and mathematics learning achievement. The developed products are lesson plan which contained with the steps of CGI approach and worksheet which contained the material developed and measures contextual discovery. This study was research and development adapted from Dick and Carey development methodology. The modified of this model resulted 5 stages of development steps, i.e. the needed analysis and the formulation of the goals; design/development of the product;test of the product; revision of the product as well as the final product. The subjects of this study are 73 grade 9 students of Abu Bakar Islamic private junior high school Yogyakarta. The instrument used in this research include validation sheet, teacher and students response sheets, observation sheet, achievement test and motivation questionnaire. The data analysis was done by converting the actual score into qualitative data with standard scale of five. Based on the results of validation experts, teacher's appraisal, students' response, learning observation, motivation questionnaires and achievement test the developed products are valid, practical and effective. In general, this study has shown that the developed products are reliable to be used as they fulfill the valid, practical and effectiveness aspects.

Page Range

10-20

Issue

1

Volume

13

Digital Object Identifier (DOI)

10.21831/pg.v13i1.13512

Source

https://journal.uny.ac.id/index.php/pythagoras/article/view/13512

Recommended Citation

Budhi, M. N. (2018). Pengembangan perangkat pembelajaran contextual guded inquiry untuk meningkatkan motivasi dan prestasi belajar matematika. PYTHAGORAS : Jurnal Matematika dan Pendidikan Matematika, 13(1), 10-20. https://doi.org/10.21831/pg.v13i1.13512

References

Amri, M., & Abadi, A. (2013). Pengaruh PMR dengan TGT terhadap motivasi, sikap, dan kemampuan pemecahan masalah geometri kelas VII SMP. Pythagoras: Jurnal Pendidikan Matematika, 8(1), 55-68. doi:http://dx.doi.org/10.21831/pg.v8i1.8494

Arroio, A. (2010). Context-based learning: A role for cinema in science education. Science Education International, 21(3), 131-143

Burden, P. R.,& Byrd, D. M. (2013). Methods for effective teaching. Washington DC: Pearson.

Dick, W., Carey, L.,& Carey, J. O. (2001). The systematic design of instruction, 6thedition. Florida: Pearson

Gerald, L. F. (2011). The twin purposes of guided inquiry: Guiding student inquiry and evidence based practice. Scan’s, 30(1), 26-41.

Ginanjar, A. (2015). Pengaruh metode inkuiri terhadap motivasi belajar siswa SMP. Jurnal Riset Pendidikan Matematika, 45(2), 123-129. Retrieved from http://journal.uny.ac.id/index.php/jk/article/view/7489

Gowri, M & Missiriya, M. A. S. (2015). Context based learning: Introducing newer learning approach in nursing. International Journal of Pharma and Bio Sciences, 6(4), 72-76.

Hadi, S., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. F. (2018). The difficulties of high school students in solving higher-order thinking skills problems. Problems of Education in the 21st Century, 76(4), 520–532.

Joyce,B.,&Weil,M.(1996).Modelofteaching5thedition.Boston, MA: Pearson Education, inc.

Kuhlthau,C. C., Maniotes, L. K.,&Caspari, A. K. (2007). Guided inquiry : Learning in the 21stcentury school.New York, NY:Libraries Unlimited.

NCTM. (2000). Principles and standards for school mathematics. Reston, VA: The National Council of Teachers of Mathematics, Inc.

Nieveen, N. (1999). Prototyping to reach product quality. London: Kluwer Academic Publisher.

Nworgu, L. N., & Otum, V. V. (2013). Effect of guided inquiry with analogy instructional strategy on students acquisition of science process skills. Journal of Education and Practice, 4(27), 35-41.

Obomanu, B. J., Nwanekzie, A. U., & Dorathy, R. E. (2014). Relative effect of two forms of pedagogy on secondary school students performance in ecology concepts in rivers state. International Journal of Education and Research, 2(10), 237-250.

Prince, M. J & Felder, R. M. (2006). Inductive teaching and learning methods: definition, comparisons and research bases.Journal Engr. Education, 95(2), 123-138.

Republik Indonesia. (2007). Peraturan Menteri Pendidikan Nasional Nomor 16, tentang standar kualifikasi akademik dan kompetensi guru.

Republik Indonesia. (2013). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 68, tentang kompetensi inti dan kompetensi dasar matematika SMP/MTs.

Republik Indonesia. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 22, tentang standar proses.Reynolds, C. R. (2010). Measurement and assessment in education, second edition. New Jersey, NJ: Pearson.

Satriani, I., Emilia, E.,&Gunawan, M. H. (2012). Contextual teaching and learning approach to teaching writing. Indonesian Journal of Applied Linguistics, 2(1), 10-12.

Trimmer, W., Laracy, K.,&Love-Gray, M. (2009). Seeing the bigger through context-based learning. Wellington, New Zealand:Good Practice Publication Grants, Ako Aotearoa National Centre for Tertiary Teaching Excellence.

Tural, G. (2013). The functioning of context-based physics instruction in higher education. HKIEd APFSLT, 14(1), 1-23.