Pengembangan perangkat pembelajaran matematika SMP berbasis konstruktivisme

Gunawan Gunawan, Jurusan Pendidikan Matematika, Universitas PGRI Yogyakarta, Indonesia

 10.21831/pg.v12i1.14054

Abstract


Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika SMP berbasis konstruktivisme yang valid, praktis, dan efektif. Penelitian ini merupakan penelitian pengembangan dengan mengacu pada langkah yang dikembangkan oleh Thiagarajan. Prosedur pengembangan terdiri atas 4 tahap yang meliputi: (a) pendefinisian (define), (b) perancangan (design), (c) pengembangan (develop), dan (d) penyebaran (dissemination). Hasil penelitian menunjukkan perangkat pembelajaran yang dikembangkan yakni Rencana Pelaksanaan Pembelajaran (RPP), Buku Guru (BG), Buku Sisa (BS), Lembar Kegiatan Siswa (LKS), dan Tes Hasil Belajar (THB) layak digunakan dengan kategori valid. Dari uji coba menunjukkan perangkat yang dikembangkan telah memenuhi kriteria kepraktisan dan keefektifan. Tingkat kepraktisan pada setiap pembelajaran sebagai berikut; (1) kepraktisan menurut  guru berkategori sangat praktis, (2) kepraktisan menurut siswa berkategori praktis, (3) hasil observasi kemampuan guru menunjukkan kategori baik, (4) aktivitas siswa berkategori sangat baik. Keefektifan perangkat pembelajaran ditunjukkan oleh: (1) tes hasil belajar siswa dengan tingkat kelulusan kategori sangat efektif, (2) respon siswa terhadap pembelajaran menunjukkan kategori sangat baik, (3) respon guru berkategori sangat baik.

Kata Kunci: perangkat pembelajaran,konstruktivisme

 

Developing Mathematics Learning Device Based on Constructivisme for Elementary School

 

Abstract

This research aimed to producing mathematics learning device for elementary school based on constructivism teaching and learning approach that was valid, practical, and effective. This research & development refered to the step developed by Thiagarajan, that included (a) define, (b) design, (c) develop, and (d) disseminate phase. The results showed that the developed learning device consisting of lesson plans, teacher’s guidebook, student’s book, student’s worksheet, and learning achievement test were qualified with valid category. The results of tryout showed that the developed learning device gain the criteria for practicality and effectiveness, with degrees of practicality as follows (1) teacher’s evaluation sheets of practicality was very practical; (2) student’s evaluation sheet of practicality showed the learning device in a good category. (3) The result of observation sheet showed teachers’ competence in a good category. (4) The students’ activities were very good category. The effectiveness is indicated by: (1) the students passing the learning achievement test; (2) the students’ responses are in a very good category; and (3) the teachers’ responses are in a very good category.

Keywords: Learning device, constructivism


Keywords


perangkat pembelajaran; konstruktivisme

Full Text:

FULLTEXT PDF

References


Allen, M.J & Yen, W.M (1979). Introduction to measurement theory. California: Brooks/ Cole Publishing Company.

Arends, R. I. (2009). Learning to teach (9th ed.). New York: McGraw-Hill.

Arends, R. I. & Kilcher, A.(2010). Teaching for student learning: Becoming an accomplished teacher. New York, NY: Routledge Taylor & Francis Group.

Azni, T.N. (2015). Pengembangan perangkat pembelajaran trigonometri berbasis strategi pembelajaran inkuiri melalui model pembelajaran kooperatif tipe STAD. Jurnal Riset Pendidikan Matematika, 2 (2), 285.

Badrun, & Hartono. (2013) Keefektifan metode pembelajaran kooperatif model STAD ditinjau dari prestasi dan motivasi belajar siswa di kelas VII SMP. Pythagoras, 8(2), 120-134.

Ebel (1979). Essentials of educational measurement 3thedition. New Jersey: Prentice Hall.

Glasersfeld. (2003). Radical constructivism: a way of knowing and learning. studies in mathematics education. New York, NY: The Falmer Press.

Hudojo, H. (1998). Pembelajaran matematika menurut pandangan konstruktivistik. Makalah disajikan dalam Seminar Nasional Upaya Meningkatkan Peran Pendidikan Matematika dalam Menghadapi Globalisasi di PPs IKIP Malang.

Marsigit. (2007). Mathematics teachers professional development through lesson study in Indonesia: Eurasia Journal of Mathematics, Science & Technology Education, 3(2).

Marsigit. (2010). Developing teacher training textbooks for lesson study in Indonesia. APEC-Tsukuba International Conference: Innovation of Mathematics Teaching and Learning through Lesson Study-Connection between Assessment and Subject Matter di Tokyo, Jepang.

Muijs, D., & Reynold, D. (2011). Effective teaching: Evidence and practice (3rd ed.). London: SAGE.

Nikou, Anthony, J. & Brookhart, S. (2007). Educational assessment of students. Upper Saddle River: Pearson Prentince Hall.

Nitko, A J & Brookhart, S. (2007). Educational assessment of students. Upper Saddle River, NJ: Pearson Prentice Hall.

Rostika. D (2008). Pembelajaran volume bangun ruang melalui pendekatan konstruktivisme untuk siswa sekolah dasar. Jurnal Pendidikan Dasar, 9(1).

Shininger, K. A. (2006), The benefits of using STAD in a middle school mathematics classroom. Clinton: Defiance College.

Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Boston: Alllyn and Bacon.

Suparno. (1997). Filsafat konstruktivisme dalam pendidikan. Yogyakarta: Kanisius.




DOI: https://doi.org/10.21831/pg.v12i1.14054

Refbacks

  • There are currently no refbacks.


PYTHAGORAS: Jurnal Matematika dan Pendidikan Matematika indexed by:

Creative Commons License Pythagoras is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at http://journal.uny.ac.id/index.php/pythagoras.

All rights reserved p-ISSN: 1978-4538 | e-ISSN: 2527-421X

Visitor Number:

View Pythagoras Stats