Article Sidebar

Download
PDF
Statistic
Read Counter : 1340 Download : 864

Downloads

Download data is not yet available.

Main Article Content

Abstract

The purpose of this study was to find out the process of developing teaching materials for the E-Module Mathematics and to find out the increase in students' mathematical reasoning abilities using the E-Module Mathematics. This type of research is research and development of the Borg and Gall model. A total of 21 fifth grade students became subjects in this study. Data collection techniques in the form of test guidelines, interviews, and questionnaires. The data analysis technique used is descriptive statistics in the form of assessments from material experts and media experts, assessment of teacher responses and student responses, validity tests, reliability tests, normality tests, and inferential statistics, namely the T-test. The contribution of this paper is to describe the process of developing appropriate and effective teaching materials to improve the mathematical reasoning abilities of elementary school students. The results of the study are as follows: 1) the teaching materials for the Mathematics E-Module are developed from gathering information to field tests, 2) the teaching materials developed are declared fit for use with good criteria, indicated by the material expert's assessment with a percentage score of 78% and the media expert's assessment with percentage score of 82%. 3) Mathematics E-Module teaching materials are effectively used in learning, as indicated by the results of the calculation of the Paired Sample T-test obtained a significance value (2-tailed) of 0.000 (p <0.05), 4) Students' mathematical reasoning abilities increased as indicated by the average acquisition -the average pretest score is 66.95 and the average posttest score after using teaching materials is 81.57.

Keywords

Development of Teaching Materials Elementary School Mathematics Mathematics E-Module

Article Details

References

  1. Afrianti, R. E. N., & Qohar, A. (2019). Pengembangan E-Modul Berbasis Kontekstual pada Materi Program Linear Kelas XI. Jurnal Edukasi Matematika Dan Sains, 7(1), 22–29. https://doi.org/10.25273/jems.v7i1.5288
  2. Borg, W. R., & Gall, M. D. (1983). Educational Research: An Introduction (5th ed.). Longman Inc.
  3. Efendi, A., & Maskar, S. (2020). Studi Pendahuluan: Pengaruh Model Pembelajaran Flipped Classroom Terhadap Hasil Belajar Matematika Siswa Smk Islam Adiluwih. Jurnal Ilmiah Matematika Realistik (JI-MR, 3(1), 50–53.
  4. Elvarita, A., Iriani, T., & Handoyo, S. S. (2020). Pengembangan Bahan Ajar Mekanika Tanah Berbasis E-Modul Pada Program Studi Pendidikan Teknik Bangunan Universitas Negeri Jakarta. Jurnal PenSil, 9(1), 1–7. https://doi.org/10.21009/jpensil.v9i1.11987
  5. Feriyanti, N. (2019). Pengembangan E-modul Matematika Untuk Siswa SD. Teknologi Pendidikan Dan Pembelajaran, 6(1), 1–12. https://jurnal.untirta.ac.id/index.php/JTPPm/article/view/7406
  6. Haryonik, Y., & Bhakti, Y. B. (2018). Pengembangan Bahan Ajar Lembar Kerja Siswa Dengan Pendekatan Matematika Realistik. MaPan, 6(1), 40–55. https://doi.org/10.24252/mapan.2018v6n1a5
  7. Hendi, A., Caswita, C., & Haenilah, E. Y. (2020). Pengembangan Media Pembelajaran Interaktif Berbasis Strategi Metakognitif untuk Meningkatkan Kemampuan Berpikir Kritis Siswa. Jurnal Cendekia : Jurnal Pendidikan Matematika, 4(2), 823–834. https://doi.org/10.31004/cendekia.v4i2.310
  8. Irawati, A. E., & Setyadi, D. (2021). Pengembangan E-Modul Matematika pada Materi Perbandingan Berbasis Android. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(3), 3148–3159. https://doi.org/10.33603/jnpm.v5i2.4938
  9. Magdalena, M., Zagoto, & Dakhi, O. (2018). Pengembangan Perangkat Pembelajaran Matematika Peminatan Berbasis Pendekatan Saintifik Untuk Siswa Kelas Xi Sekolah Menengah Atas. Jurnal Review Pendidikan Dan Pengajaran, 1(1), 157–170. https://doi.org/10.31004/jrpp.v1i1.884
  10. Mariyam, M., Wahyuni, R., & Setiawan, M. A. (2019). Penerapan Model Pembelajaran Visualization, Auditory, Kinesthetic Terhadap Kemampuan Penalaran Matematis Siswa SMP. Jurnal Derivat: Jurnal Matematika Dan Pendidikan Matematika, 6(2), 85–94. https://doi.org/10.31316/j.derivat.v6i2.505
  11. Masduki, L. R., & Prayitno, E. (2017). Prototipe Media Webquest dengan Model Flipped Classroom di Universitas Terbuka. PRISMA, Prosiding Seminar Nasional …, 274–280. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/21601
  12. Prihatin, I., Firdaus, M., Oktaviana, D., & Susiaty, U. D. (2022). Peningkatan Kemampuan Penalaran Matematis Siswa Dengan E-Modul Logika Matematika Berbasis Phet Simulation. SAP (Susunan Artikel Pendidikan), 7(2), 252–259.
  13. Ramadhani, R., & Fitri, Y. (2020). Pengembangan E-Modul Matematika Berbasis Model Flipped-Blended Learning. Genta Mulia, 11(2), 150–163.
  14. Savitri, O., & Meilana, S. F. (2022). Pengaruh Model Pembelajaran Flipped Classroom terhadap Pemahaman Konsep IPA Siswa Sekolah Dasar. Jurnal Basicedu, 6(4), 7242–7249. https://doi.org/10.31004/basicedu.v6i4.3457
  15. Sinatrya, P., & Aji, S. U. (2020). Efektivias Model Pembelajaran Flipped Classroom Daring Menggunakan Media Sosial Instagram di Kelas X SMK. Primatika : Jurnal Pendidikan Matematika, 9(2), 81–90. https://doi.org/10.30872/primatika.v9i2.368
  16. Sulistyawati, N., Budi, E., & Siswoyo. (2019). Pengembangan E-Modul Fisika Tegas (Tegangan, Regangan, Dan Modulus Young) Berbasis Android Dengan Pendekatan Inquiry Based Learning Pada Materi Elastisitas Untuk Siswa Sekolah Menengah Atas. Prosiding Seminar Nasional Fisika (E-Journal) SNF 2019, 8, 151–158. https://doi.org/10.21009/10.21009/03.snf2019.01.pe.19
  17. Supriatna, U. (2021). Flipped Classroom: Metode Pembelajaran Tatap Muka Terbatas pada Masa Pandemi Covid-19. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 7(3), 57–62. https://doi.org/10.32884/ideas.v7i3.408
  18. Turnip, R. F., Rufi’i, & Karyono, H. (2021). Pengembangan E-modul Matematika Dalam Meningkatkan Keterampilan Berpikir Kritis. Jurnal Edukasi Matematika Dan Sains), 9(2), 485–498. https://doi.org/10.25273/jems.v9i2.11057
  19. Utami, R. E., Nugroho, A. A., Dwijayanti, I., & Sukarno, A. (2018). Pengembangan E-Modul Berbasis Etnomatematika Untuk Meningkatkan Kemampuan Pemecahan Masalah. JNPM (Jurnal Nasional Pendidikan Matematika), 2(2), 268–283. https://doi.org/10.33603/jnpm.v2i2.1458
  20. Wahyuni, V. (2022). Validitas dan Reliabilitas Instrumen Tes Kemampuan Komunikasi. Sustainable, 5(1), 89–99. https://doi.org/https://doi.org/10.32923/kjmp.v5i1.2232
  21. Wahyuni, Z., Roza, Y., & Maimunah. (2019). Analisis Kemampuan Penalaran Matematika Siswa Kelas X Pada Materi Dimensi Tiga. Jurnal Ilmiah Pendidikan Matematika Al Qalasadi, 3(1), 81–92. https://doi.org/10.32505/qalasadi.v3i1.920
  22. Widodo, L. S., Prayitno, H. J., & Widyasari, C. (2021). Kemandirian Belajar Matematika Siswa Sekolah Dasar melalui Daring dengan Model Pembelajaran Flipped Classroom. Jurnal Basicedu, 5(5), 3902–3911. https://doi.org/https://doi.org/10.31004/basicedu.v5i5.1404