Pythagoras Jurnal pendidikan Matematika最新文献

{"title":"Drought-prone areas mapping using fuzzy c-means method in Gunungkidul district","authors":"Kismiantini Kismiantini, Fajra Husniyah, O. Montesinos-López","doi":"10.21831/pythagoras.v16i2.43780","DOIUrl":"https://doi.org/10.21831/pythagoras.v16i2.43780","url":null,"abstract":"Gunungkidul district is one of the districts in the Special Region of Yogyakarta that is frequently affected by drought disasters. The purpose of this study is to map drought-prone areas in Gunungkidul district using the fuzzy c-means method, making it easier for the government to allocate water-dropping assistance to drought-affected areas. The research variables include rainfall, soil type, infiltration, slope, and land use. The type of variables is an ordinal scale, so they must be transformed using the successive interval method before being analyzed using the fuzzy c-means method. The cluster validity indexes of the Xie and Beni index, partition coefficient, and modification partition coefficient were used to find the optimal k. The results of fuzzy c-means clustering revealed three clusters with a low level of vulnerability consisting of 7 sub-districts, a moderate level of vulnerability consisting of 8 sub-districts, and a high level of vulnerability consisting of 3 sub-districts. Rainfall, land use, soil type, infiltration, and slope were the drought hazard factors with the greatest to least effect in this study.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87446986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Penggunaan contoh dalam pembelajaran matematika sekolah menengah dalam persepsi guru","authors":"F. Maharani, Pujiyanti Fauziah, Muhamad Ikhsan Sahal Guntur","doi":"10.21831/pythagoras.v16i2.37279","DOIUrl":"https://doi.org/10.21831/pythagoras.v16i2.37279","url":null,"abstract":"Pemberian contoh dalam pembelajaran matematika adalah sesuatu hal yang wajar dilakukan oleh guru di dalam kelas, tetapi yang menjadi perhatian menarik adalah bagaimana persepsi guru yang mengunakan contoh dalam pembelajaran matematika ditengah semangat kontruksivisme yang dituntut dalam kurikulum 2013 di Indonesia. Penelitian ini bertujuan menggambarkan pertimbangan apa saja yang digunakan guru dalam pemilihan contoh dan kendala apa yang dialami guru ketika memilih contoh tersebut. Metode penelitian yang digunakan adalah metode penelitian kualitatif studi kasus. Data kemudian dianalisis untuk menentukan tema dan melihat keterkaitan antar tema. Subyek penelitian ini adalah 22 guru yang menggunakan contoh soal dalam pembelajaran di kelas. Hasil penelitian menunjukkan: (1) pemberian contoh soal penting dikarenakan dapat memfasilitasi guru untuk menanamkan konsep untuk materi baru dan mempertajam pemahaman konsep yang telah didapat peserta didik; (2) ada hubungan yang jelas antara Pedagogical Content Knowledge (PCK) guru dan penggunaan contoh yang diberikan oleh guru kepada peserta didik; (3) kendala yang dialami guru dalam menentukan contoh soal yang baik yaitu menentukan contoh yang dapat memfasilitasi perbedaan kemampuan peserta didik antara peserta didik yang cerdas berbakat dan peserta didik yang slow learner dengan konteks serta prosedur yang sesuai dan bagaimana memprediksi kesalahan yang mungkin bisa dilakukan oleh peserta didik dalam pembelajaran di kelas. The use of example in learning mathematics at secondary level: teachers’ perceptions AbstractGiving examples in mathematics teaching is something that is naturally done by the teacher in the classroom, but an interesting concern is the perception of the teacher who uses the example in mathematics teaching in the spirit of constructivism demanded in Curriculum 2013 in Indonesia. This research aims to identify what the teacher uses in selecting examples and what obstacles the teacher experiences when choosing the example. The research method used is the case study qualitative research method. The data were analyzed to determine the themes and to see the interrelationships among the themes. The subjects of this study are 22 teachers who used examples of questions in teaching in class. The results of the study show that: (1) giving examples is important because it can facilitate teachers to instill concepts for new materials and to sharpen the students’ understanding of concepts that they have obtained; (2) there is a clear relationship between teacher pedagogical content knowledge (PCK) and the use of examples provided by teachers to students; and (3) the constraints experienced by the teacher in determining the example of a good problem are determining the example that can facilitate gifted intelligent students and slow learner students with appropriate contexts and procedures and how to predict possible mistakes students can make in learning in the classroom.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"51 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72548867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analisis kemampuan berpikir kreatif matematis siswa Sekolah Menengah Atas dalam materi Aljabar","authors":"Iyam Maryati, Nurkayati Nurkayati","doi":"10.21831/pythagoras.v16i2.40007","DOIUrl":"https://doi.org/10.21831/pythagoras.v16i2.40007","url":null,"abstract":"Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kreatif matematis siswa Sekolah Menengah Atas pada materi Sistem Persamaan Linier Dua Variabel  secara keseluruhan kemampuan siswa, berdasarkan kategori kemampuan, dan berdasarkan kemampuan setiap indikator kemampuan berpikir kreatif matematis. Subjek penelitian adalah siswa dari kelas X sebanyak 30 siswa pada salah satu Sekolah Menengah Atas di kota Garut, Jawa Barat-Indonesia. Penelitian ini merupakan penelitian deskriptif kualitatif dengan menggunakan teknik purposive sampling. Instrumen penelitian menggunakan tes kemampuan berpikir kreatif dan wawancara. Indikator kemampuan berpikir kreatif yang diukur meliputi: fluency (berpikir lancar); flexibility (berpikir luwes); originality (keaslian); elaboration (berpikir elaborasi). Hasil penelitian menunjukkan: (1) secara keseluruhan kemampuan berpikir kreatif sebesar 60,65% termasuk kategori cukup; (2) berdasarkan kategori kemampuan berpikir kreatif matematis menunjukkan bahwa 86,25% siswa berkemampuan sangat baik, 73,92% kategori baik, 53,31% kategori cukup, dan 35,00% kategori kurang; (3) kemampuan berpikir kreatif berdasarkan indikator a) Fluency siswa  sebesar 56,67% (kategori cukup), b) Flexibility siswa 26,67% (kategori kurang), c) Originality siswa sebesar 40,00% (kategori cukup), dan d) Elaboration siswa sebesar 46,67% (kategori cukup). Hal ini menunjukkan bahwa kemampuan berpikir kreatif matematis siswa masih belum optimal dan memerlukan perhatian bagi pendidikan dan pemangku kebijakan pendidikan. Analyzing mathematical creative thinking skills of senior high school students in Algebra AbstractThis study aims to analyze the mathematical creative thinking skills of senior high school students in solving two-variable linear equation systems problems generally, based on the ability category, and on the ability of each indicator of the mathematical creative thinking ability. The research subjects are 30 grade X students of one of the high schools in the city of Garut, West Java-Indonesia. This research is a qualitative descriptive study employed the purposive sampling technique. The research instrument includes a creative thinking skills test and interview guide. The indicators of creative thinking abilities that are measured include fluency, flexibility, originality, elaboration. The results show: (1) the ability to think creatively has a percentage of 60.65% (sufficient category); (2) the mathematical creative thinking ability: 86.25% in very good category, 73.92% in good category, 53.31% in moderate category (53.31%), and 35.00% in an insufficient category; (3) the ability to think creatively based on indicators shows a) fluency has a percentage of 56.67% (sufficient category, b) flexibility has a percentage of 26.67% (poor category), c) originality has a percentage of 40.00 % (sufficient category), and d) elaboration has a percentage of 46.67% (sufficient category). This implies that teachers and policymakers need to pay attent","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77448047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online tutoring in pandemic: An investigation on students’ mathematics anxiety and learning motivation","authors":"S. Ulfah, Khoirunnisa Khoirunnisa, Collins Bekoe","doi":"10.21831/PG.V16I1.42044","DOIUrl":"https://doi.org/10.21831/PG.V16I1.42044","url":null,"abstract":"Learning activities should be shifted from offline to online mode as a consequence of the COVID-19 pandemic. Several previous studies have stated that this situation affects the psychology of students. This study aimed to examine mathematics anxiety and learning motivation of junior high school students based on the availability of online tutoring support during the COVID-19 pandemic. We employed a survey method by distributing a Google Form link containing a questionnaire to a public junior high school in East Jakarta, Indonesia. The questionnaire consisted of 22 items of mathematics anxiety and 23 items of learning motivation with a 5-point Likert scale. A total of 365 eighth-grade students were involved in this study. Data analysis used descriptive analysis, Mann-Whitney test, and correlation analysis. Our study revealed a significant difference between students who took and did not take online tutoring. Furthermore, the study also found a negative relationship between mathematics anxiety and learning motivation. The students who took online tutoring had a low level of mathematics anxiety and a very high level of learning motivation.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82026712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analysis of students’ thinking process in solving arithmetic sequence based on adversity quotient types","authors":"M. Sabirin, Saidah Arafah, M. Paris, Muh. Fajaruddin Atsnan, Maisea Ledua Nareki","doi":"10.21831/PG.V16I1.39151","DOIUrl":"https://doi.org/10.21831/PG.V16I1.39151","url":null,"abstract":"This descriptive qualitative study aimed at describing students’ thinking process in solving arithmetic sequence problems based on students’ adversity quotient (AQ). Two students who have camper type of AQ and two students who have transition from camper to climber type of AQ were involved in this study. We employed a questionnaire to identify the type of AQ that students have, a test to collect data on students’ problem-solving process, and an interview guideline to clarify students’ thinking process in problem-solving. The collected data were analyzed by following a process consisting of data reduction, data presentation, and drawing conclusions or verification. The results revealed that the students who have camper type of AQ demonstrated an assimilation thinking process on the stage of understanding problem and devising a problem-solving plan, an accommodation-assimilation thinking process on the stage of devising a problem-solving plan, and an accommodation thinking process on the stage of looking back. As for students who have transition from camper to climber type of AQ, they have similar thinking process with that of the students who have camper type of AQ on the stage of understanding problem, devising a problem-solving plan, and executing the problem-solving plan, but these students demonstrated different thinking process on the stage of looking back. In the stage of looking back, the students who have transition from camper to climber type of AQ presented an accommodation-assimilation thinking process that can be found from their responses to the test and interview.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78287509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"YouTube vlog channels in basic mathematics as e-learning during the COVID-19 pandemic","authors":"V. D. Susanti, I. Krisdiana, W. Murtafiah, R. K. Setyansah, T. Masfingatin","doi":"10.21831/PG.V16I1.40932","DOIUrl":"https://doi.org/10.21831/PG.V16I1.40932","url":null,"abstract":"This research aimed to produce YouTube vlog channels that are valid, practical, and effective to be used in facilitating e-learning in a basic mathematics course. The method used in this research is Research and Development (RD), which consists of four stages, namely define, design, develop, and disseminate. The subjects in this study were 62 third-semester students of the Mathematics Education Study Program at PGRI University of Madiun, Indonesia, where 50 students were field test subjects and 12 students were limited test subjects. The instruments used in this research were a validation sheet, a student response questionnaire, and a student learning outcomes test. This research produced YouTube vlog channels. Based on the validation results on teaching materials, an average score of 77% was obtained which was declared valid. Based on the student response questionnaire at the field test stage, it was obtained an average value of 75.46% which was stated to be practical. While at the limited test stage obtained a score of 81.94% which is also declared practical. Based on the learning outcomes test in the field test, the percentage of completeness was 81.82% which stated that the YouTube vlog channel was effective. Meanwhile, in the limited test stage, the completeness percentage was 82% which was also declared effective. Therefore, the produced YouTube vlog channel is feasible for use in e-learning environment.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"293 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78509987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PROFIL BERPIKIR INTUTIF SISWA DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI KEMAMPUAN BERPIKIR LOGIS SISWA","authors":"Nanda Sintia Rosa Indah, Mu’jizatin Fadiana","doi":"10.33373/pythagoras.v10i2.3533","DOIUrl":"https://doi.org/10.33373/pythagoras.v10i2.3533","url":null,"abstract":"Berpikir intuitif merupakan suatu proses kognitif yang memunculkan ide secara spontan yang bersifat segera (immediate) atau tiba-tiba (sudently). Sebagai strategi untuk menemukan cara terbaik untuk menemukan solusi yang akan digunakan dalam menyelesaikan permasalahan matematika. Siswa dalam menyelesaikan masalah matematika diperlukan kemampuan berpikir intuitif sebagai “jembatan berpikir” ketika siswa mengalami kesulitan dalam menyelesaikannya. Bukan hanya kemampuan berpikir intuitif yang harus dimiliki siswa melainkan kemampuan berpikir logis juga diperlukan oleh setiap siswa, saat melakukan pemecahan masalah. Dimana dalam berpikir intuitif juga dibutuhkan kemampuan berpikir logis untuk mengasilkan pemecahan masalah yang baik dan benar. Penelitian ini bertujuan untuk mendeskripsikan karakteristik berpikir intuitif siswa dalam pemecahan masalah matematika ditinjau dari kemampuan berpikir logis siswa. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Instrumen penelitiannya berupa tes kemampuan berpikir logis, tes berpikir intuitif dan wawancara. Penelitian ini melibatkan 25 siswa yang terdiri dari 3 siswa laki-laki dan 22 siswa perempuan. Pemgambilan subjek menggunakan Tes Kemampuan Berpikir Logis (TKBL) yang diadaptasi dari GALT (The Group Assesment of Logical Thinking). Hasil penelitian menunjukkan bahwa subjek tahap operasional konkret menyelesaikan tes berpikir intuitif melibatkan beberapa sifat intuisinya diantaranya: Extrapolativiness, Implicitness dan Self-evident serta melibatkan karakteristik berpikir intuitif Power Of Synthesis , sedangkan subjek tahap transisional dalam menyelesaikan tes berpikir intuitif melibatkan beberapa intuisinya diantaranya: Extrapolativiness dan Self-evident serta menggunakan karakter berpikir intuitif Catalyc Inference. Sedangkan subjek tahap operasional formal dalam menyelesaikan tes berpikir intuitif melibatkan beberapa intuisinya diantaranya: extrapolativiness dan self-evident serta melibatkan karakter berpikir intuitif common sense","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88639012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENERAPAN STRATEGI KONFLIK KOGNITIF DENGAN TEKNIK THINK-PAIR-SHARE UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA","authors":"H. E. Putri, Yosi Adiputra","doi":"10.33373/pythagoras.v10i2.3507","DOIUrl":"https://doi.org/10.33373/pythagoras.v10i2.3507","url":null,"abstract":"Abstrak \u0000Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah matematis pada materi geometri di Sekolah Menengah Atas. Tujuan dari penelitian ini adalah untuk mengetahui perbedaan peningkatan kemampuan pemecahan masalah matematis siswa SMA yang pembelajarannya menggunakan strategi konflik kognitif dengan teknik think-pair-share dibandingkan dengan pembelajaran konvensional. Penelitian ini merupakan penelitian kuasi eksperimen. Desain penelitian yang digunakan yaitu Nonequivalent Pre-test Post-test Control Group Design dan teknik pengambilan sampelnya adalah Purposive Sampling. Populasi dalam penelitian ini adalah siswa kelas XII SMA Binaul Ummah Kuningan tahun pelajaran 2021/2022. Sampel penelitian ini terdiri atas 2 kelompok yaitu kelompok Eksperimen berjumlah 28 siswa dan kelompok kontrol berjumlah 23 siswa. Instrumen yang digunakan berupa tes kemampuan pemecahan masalah matematis. Analisis data dilakukan secara kuantitatif dengan menggunakan uji Mann-Whitney. Hasil penelitian menunjukkan bahwa peningkatan kemampuan pemecahan masalah matematis siswa yang pembelajarannya menggunakan strategi konflik kognitif dengan teknik think-pair-share lebih baik dibandingkan dengan siswa yang mendapatkan pembelajaran konvensional. \u0000Kata Kunci : Konflik Kognitif, think-pair-share, pemecahan masalah","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87092713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA MELALUI PEMBELAJARAN KOOPERATIF BERBASIS EDUCATION FOR SUSTAINABLE DEVELOPMENT","authors":"J. Putra, Didi Suardi, Dadang Juandi","doi":"10.33373/pythagoras.v10i2.3130","DOIUrl":"https://doi.org/10.33373/pythagoras.v10i2.3130","url":null,"abstract":"Kemampuan pemahaman konsep matematis merupakan salah satu kemampuan yang penting bagi siswa dalam mencapai ketuntasan belajar matematika. Pemahaman yang baik akan suatu konsep sangat diperlukan dalam menyelesaikan suatu permasalahan matematika. Pentingnya pemahaman konsep matematis ini belum tercermin dari capaian hasil belajar matematika siswa. Berdasarkan data hasil tes yang diberikan masih banyak siswa yang kemampuan pemahaman konsep matematisnya rendah. Salah satu faktor penyebab masih rendahnya kemampaun pemahaman konsep matematis siswa adalah penerapan model pembelajaran yang tidak tepat. Disamping itu hal ini juga disebabkan kurangnya kebermaknaan dalam belajar yang dirasakan oleh siswa. Oleh karena itu sebagai solusi agar permasalahan tersebut dapat diatasi, diperlukan model pembelajaran yang dapat membuat pembelajaran lebih bermakna sehingga dapat meningkatkan pemahaman konsep matematis siswa. Pada penelitian ini dipilih pembelajaran kooperatif tipe jigsaw berbasis education for sustainable development. Penelitian ini bertujuan untuk menelaah perbedaan peningkatan pemahaman konsep matematis antara siswa yang memperoleh pembelajaran kooperatif tipe jigsaw berbasis education for sustainable development dan siswa yang memperoleh pembelajaran konvensional. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain non-equivalent control group design. Populasi pada penelitian ini adalah siswa kelas XI pada salah satu SMA Negeri di Kecamatan Harau Provinsi Sumatera Barat. Sampel terdiri dari dua kelas yang dipilih secara purposive sampling. Instrumen yang digunakan tes kemampuan pemahaman konsep matematis. Berdasarkan analisis data disimpulkan bahwa bahwa peningkatan pemahaman konsep matematis siswa yang memperoleh pembelajaran kooperatif tipe jigsaw berbasis education for sustainable development lebih baik dibandingkan siswa yang memperoleh pembelajaran konvensional.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91083612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK BERBASISDISCOVERY LEARNING UNTUK MENINGKATKAN KEMAMPUANKOMUNIKASIMATEMATIS PESERTA DIDIK KELAS VII SMP/MTs","authors":"S. Nasution, Citra Ayu, Febryna Yenti","doi":"10.33373/pythagoras.v10i2.2737","DOIUrl":"https://doi.org/10.33373/pythagoras.v10i2.2737","url":null,"abstract":"Salah satu upaya untuk mengatasi permasalahan yang sering terjadi pada dunia pendidikan khususnya pada pembelajaran matematika yaitu dengan menyediakan perangkat pembelajaran yang baik. Perangkat pembelajaran yang baik yaitu yang valid dan praktis. Perangkat pembelajaran merupakan keseluruhan kebutuhan yang digunakan sebelum dan setelahh pembelajaran. Perangkat pembelajaran mencakup  rancangan pembelajarn yang akan dilakukan (RPP), bahan ajar yang digunakan mendukung RPP, dan penilaian untuk mengukur kompetensi peserta didik.Proses pembelajaran membutuhkan suatu metode pembelajaran yang mampu meningkatkan kemampuan mengaitkan materi dengan kehidupan sehari-hari yaitu metode Discovery Learning, dengan metode ini diharapkan peserta didik mampu meningkatkan kemampuan menghubungkan materi dengan kehidupan sehari-hari, maka peserta didik tidak akan merasa sulit dalam pembelajran matematika. Metode pembelajaran inilah yang dipadukan dalam bahan ajar yaitu LKPD matematika berbasis Discovery Learning.LKPD matematika berbasis Discovery Learning untuk materi Bilangan dan Himpuan pada kelas VII telah dilakukan evaluasi satu-satu (one to one) dan evaluasi kelompok kecil (small group evaluation). Dari hasil evaluasi diperoleh bahwa LKPD matematika yang dikembangkan praktis digunakan dalam pembelajaran. Berikut uraian masing-masing aspek.Hasil LKPD sesuai dengan tahapan-tahapan Discovery Learning                                                       Gambar 1 :  Contoh Kegiatan Mengamati                         Gambar 2:  Contoh Kegiatan Komunikasi                                                                         Gambar 3:Contoh Kegiatan Mengumpulkan informasi  Gambar 4: Contoh Kegiatan Pembuktian                      Gambar 5 :Contoh  Menarik kesimpulan 1.    Validasi LKPD matematika berbasis Discovery LearningValidasi  LKPD dilihat dari 4 aspek, meliputi aspek kelayakan isi, penyajian LKPD, bahasa dan keterbacaan, kegrafikan. Dari segi kelayakan isi diperoleh nilai validitas 83,33% dengan kriteria sangat valid. Hal ini menunjukkkan bahwa LKPD matematika berbasis Discovery Learning yang dikembangkan sudah sesuai dengan kurikulum 2013 meliputi kesesuaian dengan KI, KD, Indikator Pencapaian Kompetensi, dan Tujuan Pembelajaran.Dilihat dari aspek penyajian, LKPD matematika berbasis Discovery Learning memiliki nilai validitas 79,17% dengan kriteria valid. Hai ini menunjukkan bahwa penyajian LKPD telah memiliki kelengkapan penyajian. Selain itu urutan penyajian materi telah mendukung tujuan pembelajaran yang akan dicapaiDilihat dari aspek bahasa dan keterbacaan, LKPD matematika berbasis Discovery Learning memiliki nilai validitas 77,08% dengan kriteria valid. Hal ini menunjukkan bahwa bahasa dan keterbacaan LKPD telah sesuai dengan pedoman umum ejaan bahasa Indonesia (PUEBI). Pengunaan bahasa yang baik akan membantu peserta didik mudah memahami LKPD.Dilihat dari aspek kegrafikan, LKPD matematika berbasis Discovery Learning memiliki nilai validitas 81,25% denga","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81987041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}