PENGEMBANGAN ASESMEN OTENTIK MATEMATIKA DALAM PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN PEMAHAMAN KONSEP MATEMATIKA SISWA DI SMP SWASTA CERDAS BANGSA NAMORAMBE

Sari, Kartika (2017) PENGEMBANGAN ASESMEN OTENTIK MATEMATIKA DALAM PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN PEMAHAMAN KONSEP MATEMATIKA SISWA DI SMP SWASTA CERDAS BANGSA NAMORAMBE. Masters thesis, UNIMED.

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Abstract

Akar masalah dalam penelitian ini adalah kenyataan penguasaan konsep matematika siswa kurang memuaskan, dan orientasi pembelajaran matematika yang terjadi selama ini kurang menekankan pada usaha memampukan siswa mengonstruksi pengetahuan, sehingga siswa kurang memahami konsep dan tidak mampu memecahkan masalah. Untuk mengatasi masalah tersebut, pada penelitian ini dikembangkan suatu perangkat pembelajaran berdasarkan masalah yang dapat memampukan siswa mengonstruksi pengetahuan matematika. Jenis penelitian ini adalah penelitian pengembangan dengan tujuan untuk menghasilkan perangkat pembelajaran berdasarkan masalah yang valid dan efektif, beserta seluruh instrumen penelitian yang terkait dengan penerapan perangkat tersebut dalam pembelajaran matematika pada pokok bahasan perbandingan dan skala untuk siswa kelas VII SMP. Penelitian ini dilakukan melalui dua tahap, yakni tahap pertama pengembangan perangkat pembelajaran berorientasi model pembelajaran berdasarkan masalah dengan mengacu model pengembangan Four-D, dan tahap kedua mengujicobakan perangkat pembelajaran pada 34 siswa SMP Swasta Cerdas Bangsa Namorambe dengan empat kali pertemuan. Rancangan dalam ujicoba menggunakan one group pretest-posttest design. Temuan hasil penelitian yakni: 1) perangkat pembelajaran yang dihasilkan, berupa: rencana pembelajaran, buku ajar siswa, buku petunjuk guru, lembar aktivitas siswa, tes pemahaman konsep, dan instrumen asesmen otentik telah memenuhi kriteria baik/valid; 2) keefektifan perangkat pembelajaran disimpulkan berdasarkan pada:(i) persentase banyak siswa yang memahami konsep minimal sedang adalah 95,32% dari 34 siswa yang mengikuti tes. (ii) ketercapaian prosentase waktu ideal untuk setiap kategori aktivitas siswa adalah 18,05% kategori membaca, 35,00% kategori menyelesaikan masalah, 25,25% kategori berdiskusi dan bertanya, 10,44% kategori menarik kesimpulan, (iii) rata-rata nilai kategori kemampuan guru mengelola pembelajaran adalah 2,54, termasuk kategori baik, (iv) respons siswa dan guru terhadap komponen dan kegiatan pembelajaran adalah positif.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorAsmin, 195708041985031002
Thesis advisorSinaga, Bornok196509101991021001
Call Number: 510.071 2 Sar p
Keywords: pengembangan, penilaian otentik, pembelajaran berbasis masalah, matematika
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice)
Q Science > QA Mathematics
Divisions: Program Pasca Sarjana > Pendidikan Matematika
Depositing User: Mr Maknun
Date Deposited: 03 Jul 2018 06:40
URI: http://digilib.unimed.ac.id/id/eprint/30697

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