MODEL BAHAN AJAR CONTEXTUAL-FLIPPED CLASSROOM UNTUK PENCAPAIAN LITERASI MATEMATIS DAN KEMANDIRIAN BELAJAR SISWA SMP

Gida Kadarisma, - (2024) MODEL BAHAN AJAR CONTEXTUAL-FLIPPED CLASSROOM UNTUK PENCAPAIAN LITERASI MATEMATIS DAN KEMANDIRIAN BELAJAR SISWA SMP. S3 thesis, Universitas Pendidikan Indonesia.

Abstract

Literasi matematis merupakan salah satu literasi dasar yang harus dimiliki oleh siswa, dengan literasi matematis yang baik dapat menggunakan konsep matematika untuk pemecahan masalah sehari-hari. Namun pada kenyataannya literasi matematis siswa masih rendah, hal ini dikarenakan pembelajaran yang dilakukan belum sepenuhnya kontekstual sehingga belum mendukung capaian literasi matematis baik pada aspek bahan ajar maupun model pembelajarannya. Waktu pembelajaran di kelas didominasi oleh penjelasan materi dari guru, sehingga waktu di kelas tidak mencukupi untuk diskusi dan tanya jawab. Karena terlalu banyak porsi guru dalam menjelaskan materi, hal ini berpengaruh kepada kemandirian belajar siswa, atas permasalahan tersebut maka tujuan dari penelitian ini adalah untuk mengembangkan bahan ajar yang valid, praktis dan efektif dalam pencapaian literasi matematis dan kemandirian belajar siswa SMP. Metode dalam penelitian ini adalah metode penelitian dan pengembangan (R&D) dengan model Plomp yang terdiri dari 3 fase yaitu preliminary research, prototyping phase dan assessment phase. Subjek penelitian ini sebanyak 96 siswa SMPN 5 Cimahi pada kelas VIII. Instrumen yang digunakan dalam penelitian ini adalah tes literasi matematis, angket kemandirian belajar, pedoman wawancara, lembar observasi, lembar validasi dan lembar praktikalitas bahan ajar. Hasil penelitian menunjukkan bahwa model bahan ajar contextual flipped classroom memenuhi kriteria valid, praktis dan efektif dalam pencapaian literasi matematis dan kemandirian belajar siswa SMP. Model bahan ajar valid digunakan berdasarkan hasil penilaian validator ahli, praktis dari hasil analisis angket praktikalitas dan efektif berdasarkan hasil analisis tes literasi matematis serta angket kemandirian belajar siswa. Diharapkan model bahan ajar yang dikembangkan ini dapat menjadi alternatif bahan ajar blended learning untuk pencapaian literasi matematis dan kemandirian belajar. Mathematical literacy skills are one of the basic literacies that students must have. Students with good mathematical literacy can use mathematical concepts for everyday problem solving. However, in reality students' mathematical literacy is still low, this is because the learning carried out is not fully contextual so it does not support mathematical literacy both in aspects of teaching materials and learning models, besides that, learning time in class is consumed by the teacher's explanation of the material so that class time is not sufficient to discussion and question and answer. Because there are too many teachers explaining the material, this affects students' Self-regulated learning. Based on these problems, the aim of this research is to develop teaching materials that are valid, practical and effective in achieving mathematical literacy and self regulated learning for junior high school students. The method in this research is the research and development (R&D) method with a Plomp model which consists of 3 phases, namely preliminary research, prototyping phase and assessment phase. The subjects of this research were 96 students at SMPN 5 Cimahi in class VIII. The instruments used in this research were a mathematical literacy test, self-regulated learning questionnaire, interview guide, observation sheet, validation sheet and practicality sheet of teaching materials. The research results show that the teaching materials for the contextual flipped classroom model meet the criteria of being valid, practical and effective in achieving mathematical literacy and learning independence for junior high school students. Valid teaching material models are used based on the results of expert validator assessments, practical from the results of practicality questionnaire analysis and effective based on the results of mathematical literacy test analysis and student learning independence questionnaires. It is hoped that the teaching material model developed can be an alternative blended learning teaching material for achieving mathematical literacy and self-regulated learning

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Official URL: https://repository.upi.edu/
Item Type: Thesis (S3)
Additional Information: https://scholar.google.com/citations?user=VA2P9gMAAAAJ&hl=id&oi=ao ID SINTA Dosen Pembimbing Darhim : 6166301 Dadang Juandi : 6042761
Uncontrolled Keywords: Pendekatan Kontekstual, Model Flipped Classroom, Literasi Matematis, Kemandirian Belajar. Contextual Approach, Flipped Classroom Model, Mathematics Literacy, Self-Regulated Learning
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Q Science > QA Mathematics
Divisions: Sekolah Pasca Sarjana > Pendidikan Matematika S-3
Depositing User: Gida
Date Deposited: 04 Sep 2024 01:35
Last Modified: 04 Sep 2024 01:35
URI: http://repository.upi.edu/id/eprint/121930

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