Pengembangan perangkat pembelajaran penemuan terbimbing untuk meningkatkan kemampuan berpikir kritis dan komunikasi matematis

Suparsih Suparsih

doi:10.21831/pg.v13i2.21240

Pengembangan perangkat pembelajaran penemuan terbimbing untuk meningkatkan kemampuan berpikir kritis dan komunikasi matematis

Suparsih Suparsih, SMP Muhammadiyah 3 Yogyakarta, Indonesia

10.21831/pg.v13i2.21240

Abstract

Penelitian ini bertujuan menghasilkan perangkat pembelajaran matematika dengan pendekatan penemuan terbimbing untuk meningkatkan kemampuan berpikir kritis dan komunikasi matematis serta mendeskripsikan kualitas hasil pengembangan perangkat tersebut. Kualitas hasil pengembangan ditentukan berdasarkan pada kriteria dari Nieveen, yaitu valid, praktis, dan efektif. Penelitian ini merupakan penelitian pengembangan. Model pengembangan yang digunakan diadaptasi dari model Dick dan Carey. Adaptasi model Dick dan Carey menghasilkan 3 tahap pengembanan (define, design, dan develop). Subjek uji coba dalam penelitian ini adalah 60 siswa kelas 8 SMP Muhammadiyah 3 Yogyakarta. Instrumen yang digunakan antara lain lembar validasi, lembar penilaian dari guru dan siswa, lembar observasi keterlaksanaan pembelajaran, serta tes kemampuan berpikir kritis dan komunikasi matematis. Analisis data kevalidan dan analisis data kepraktisan masing-masing dilakukan dengan cara mengkonversi data kuantitatif berupa skor hasil penilaian menjadi data kualitatif berupa nilai standar skala lima. Analisis data keefektifan tes ketercapaian kompetensi dilakukan dengan cara menentukan persentase ketuntasan minimal, sedangkan analisis tes kemampuan berpikir kritis dan komunikasi matematis ditentukan peningkatannya. Hasil validasi ahli, penilaian dari guru dan siswa, observasi keterlaksanaan pembelajaran, dan hasil tes kemampuan berpikir kritis dan komunikasi matematis siswa memberikan bukti bahwa perangkat pembelajaran telah memenuhi kriteria valid, praktis, dan efektif.

Developing instructional kits using the guided discovery to increase creative thinking and mathematical communication skills

Abstract

This research is aimed to produced learning kits using guided discovery approach to increase the creative thinking and mathematical communication skills and to describe the quality of the result of the development. The quality of learning kits determined based on Nieveen’s criteria, those are valid, practical, and effective. This research is development research adapted from Dick, and Carey model. The modified of this model resulted 3 stages of development steps (define, design, and develop). The subjects of this study are 60 grade 8 students of Muhammadiyah Junior High School 3 of Yogyakarta. The research instruments were validation sheet, assessment sheets from teacher and students, learning observation sheet, and critical thinking and mathematical communication skills test. The validity and practicality data analysis were done by converting the actual score into qualitative data with standard scale of five. The effectiveness of data analysis was done by determining the percentage of minimum completeness, while the analysis of critical thinking skills and mathematical communication tests determined the improvement. The results of experts’ validation, assessments from teachers and students, learning observation, and critical thinking and mathematical communication skills test, provide the evidence that the learning kits are valid, practical and effective.

Keywords

pengembangan; perangkat pembelajaran; penemuan terbimbing; berpikir kritis; komunikasi matematis; development; learning media guided discovery; critical thinking; mathematical communication

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DOI: https://doi.org/10.21831/pg.v13i2.21240