Abstract
This research is a research and development that aims to determine the level of validity, practicality, and effectiveness of the results of the development of mathematics learning tools with a scaffolding-assisted problem-posing approach. The procedure for developing learning tools is done by adapting the 4-D model from (1) which consists of the steps of define, design, develop, and disseminate. The research subjects were 27 students of class VIII of SMP Negeri 1 Sindue in Donggala Regency. The results showed that the learning tools which included: lesson plans, student activity sheets, and learning outcome assessment instruments were in the very valid category, while the teacher's books and students' books were in the valid category; learning tools developed meet practical criteria because the ability of teachers to manage learning in both categories and the teacher's response to the use of learning tools is positive; learning tools are declared effective, because an increase in the character of students, student learning outcomes are completed classically; Student activities reach ideal criteria, and students respond positively to learning tools.
Highlights
Mathematics as one of the compulsory subjects is taught at all levels of education; it is necessary to inculcate more intensive concepts and attitude growth since primary education
The fact of the low mathematics learning achievement was revealed by the Head of the Research and Development Agency of the Ministry of Education and Culture (4) that for mathematics subjects the results of the UNBK SMP were always low each year if in 2016 the national average mathematics score was 61.33; in 2017 it dropped to 52.69, and in 2018 only reached the national average value of 31.38
This study aims to determine the level of validity, practicality, and effectiveness of mathematics learning tools with a scaffolding-assisted problem-posing approach for improving the character of students
Summary
Mathematics as one of the compulsory subjects is taught at all levels of education; it is necessary to inculcate more intensive concepts and attitude growth since primary education. Issues of morality among adolescents such as narcotics use, pornography, porno-action, student-student brawl, abortion, rape, deprivation, theft, murder, and immoral acts have become social problems which until now have not been completely resolved—coupled with the existence of dishonest behaviour in the world of education by students, for example cheating on exams or homework results, plagiarizing other people's work without including sources, and looking for reasons to run away from responsibility for school assignments given by the teacher (5) These cases are indicative of the weakness of the inculcation of character values in educational institutions, including in mathematics learning. Skills in designing and developing the tools that will be used in the learning process are needed
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