Penerapan teknik faded examples untuk meningkatkan kemampuan pemecahan masalah materi pengayaan trigonometri SMA

 http://dx.doi.org/10.21831/jrpm.v5i1.12149

Hanifa Prahastami Pambayun(1), Endah Retnowati(2*),

(1) Program Studi Pendidikan Matematika, Program Pascasarjana, Universitas Negeri Yogyakarta
(2) Program Studi Pendidikan Matematika, Program Pascasarjana, Universitas Negeri Yogyakarta
(*) Corresponding Author

Abstract


Penelitian ini bertujuan untuk menghasilkan dan mendeskripsikan pengembangan bahan ajar pengayaan trigonometri SMA menggunakan teknik faded examples yang berkualitas untuk meningkatkan kemampuan pemecahan masalah siswa. Kualitas bahan ajar yang dikembangkan mencakup aspek kevalidan, keefektifan, dan kepraktisan. Penelitian ini merupakan penelitian pengembangan dengan model Plomp yang mencakup tiga tahapan. (1) penelitian awal mencakup analisis kebutuhan dan analisis konteks, (2) pengembangan yang mencakup desain produk dan pembuatan produk, dan (3) evaluasi yang meliputi proses validasi dan proses implementasi. Proses pengembangan melibatkan dua ahli, satu orang guru dan 50 siswa (siswa kelas X pengayaan 1 dan X pengayaan 2) SMA IPA di Mataram. Hasil dari penelitian ini adalah bahan ajar pengayaan berupa buku guru dan buku siswa yang dikembangkan dengan menerapkan teknik faded examples. Pada buku pengayaan terdapat paket faded examples dengan jenis backward dan forward fading dimana pada akhir paket, siswa diminta untuk membuat sendiri soal sesuai dengan materi yang sedang dipelajari. Teknik ini dikembangkan oleh teori desain pembelajaran bernama Cognitive Load Theory (CLT). Hasil penelitian menunjukkan bahwa bahan ajar ini layak digunakan karena dinilai sangat baik secara isi dan penyajian oleh dosen validator, praktis oleh guru matematika dan praktis digunakan oleh siswa. Hasil ketuntasan belajar adalah sebanyak  100% siswa mencapai nilai minimal kemampuan pemecahan masalah.

 

The application of faded examples techniques to improve student’s problem solving ability on trigonometry at high school level

 

Abstract

This study was aimed to produce and describe the quality of the developed Trigonometric Senior High School Science Program Enrichment’s Instructional Materials using Faded-Examples Techniques to Improve Problem Solving Ability. The quality of the developed teaching materials include all aspects of validity, effectiveness, and practicality. This was a developmental research used three phases Plomp’s model which consists of: (1) preliminary studies which involved the needs and context analysis, (2) product design development, and (3) the evaluation process of product validation and implementation. The development process involves two experts as validator, one teacher, and 50 students (X pengayaan 1 and X pengayaan 2). The study results the trigonometric enrichment’s teaching materials which consists of the teacher’s textbook and the student’s textbook that was developed using the faded-examples technique. This technique based on The Cognitive Load Theory (CLT) instructional design. The results of the study showed that the quality of the developed trigonometric enrichment’s teaching materials is “very good” according to lecturer validation and “practical” according to the evaluation from the teachers and students. The results of the learning showed that 100% of the students passed the minimum grade criteria of problem solving skills.



Keywords


bahan ajar; kemampuan pemecahan masalah; teaching materials; faded examples; cognitive load; problem solving ability

Full Text:

FULLTEXT PDF

Article Metrics

Abstract views : 65 | views : 13

References


Ahmad, H. (2015). Peningkatan kemampuan penalaran matematika materi trigonometri melalui penerapan model pembelajaran discovery learning dengan pendekatan saintifik pada kelas X SMA Negeri 11 Makasar. Jurnal Daya Matematis, 3(3), 299–307.

Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load. John Wiley & Sons.

Creswell, J. (2015). Education Research, Planing, conducting, and evaluating quantitative and qualitative. New York: Peason Education, Inc.

Departemen Pendidikan Nasional. (2008). Panduan penyelenggaraan pembelajaran pengayaan. Jakarta: Departemen Pendidikan Nasional.

Fennema, E., & Romberg, T. A. (1999). Mathematics classrooms that promote understanding. Marwah, NJ: Lawrence Erlbaum Associates Mahwah, NJ.

Kalyuga, S. (2008). Relative effectiveness of animated and static diagrams: An effect of learner prior knowledge. Computers in Human Behavior, 24(3), 852–861. https://doi.org/10.1016/J.CHB.2007.02.018

Khomsiatun, S., & Retnawati, H. (2015). Pengembangan perangkat pembelajaran dengan penemuan terbimbing untuk meningkatkan kemampuan pemecahan masalah. Jurnal Riset Pendidikan Matematika, 2(1), 92. https://doi.org/10.21831/jrpm.v2i1.7153

Majid, A. (2008). Perencanaan pembelajaran mengembangkan standar kompetensi guru. Bandung: PT Remaja Rosdakarya.

Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction. New York, N.Y.: John Wiley & Sons.

National Council of Teacher Mathematics. (2000). Prinsiples and standards for school mathematics. Reston, VA: NCTM.

Newby, T. J., Lehman, J., Russel, J., & Stepich, D. A. (2000). Instructional technology for teaching and learning : designing instruction, integrating computers, and using media. New Jersey: Merrill.

Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of students. New Jersey: Pearson/Allyn & Bacon.

Plomp, T. (2013). Educational design research: An introduction. In N. Nieveen & T. Plomp (Eds.), Educational design research - Part A: An introduction (pp. 10–51). Enschede: Netherlands Institute for Curriculum Development (SLO). Retrieved from http://international.slo.nl/publications/edr/

Plomp, T., & Nieveen, N. (2007). An introduction to educational design research. In Proceedings of the seminar conducted at the East China Normal University, Shanghai (PR China) (pp. 23–26).

Prastowo, A. (2011). Panduan kreatif membuat bahan ajar inovatif. Jogjakarta: DIVA Press.

Renkl, A., Atkinson, R. K., & Große, C. S. (2004). How fading worked solution steps works – A cognitive load perspective. Instructional Science, 32(1/2), 59–82. https://doi.org/10.1023/B:TRUC.0000021815.74806.f6

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, N.Y.: Springer.

Widodo, C. S., & Jasmadi, J. (2008). Panduan menyusun bahan ajar berbasis kompetensi. Jakarta: Elex Media Komputindo.

Widoyoko, S. E. P. (2013). Evaluasi program pembelajaran: panduan praktis bagi pendidik dan calon pendidik. Yogyakarta: Pustaka Pelajar. https://doi.org/2013




 http://dx.doi.org/10.21831/jrpm.v5i1.12149

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Jurnal Riset Pendidikan Matematika

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Riset Pendidikan Matematika indexed by:

Creative Commons License
Jurnal Riset Pendidikan Matematika by http://journal.uny.ac.id/index.php/jrpm/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

All rights reserved. p-ISSN 2356-2684 | e-ISSN 2477-1503

View My Stats