Abstract
LKPD used in school had not been optimal in helping students to improve the mathematical representation ability. It happened because the used LKPD was giving a less opportunity to the students to solve the mathematical representation problems. One of the solutions to do about that problem is to develop LKPD-Modeling Eliciting Activities (MEAs) based approach. The purpose of this study is to produce a valid, practical and effective LKPD-MEAs based approach to improve the students’ mathematical representation. This study is a development research using Plomp model which consists of Preliminary Research, Development or Prototyping and Assessment Phase. The subjects of this study were X grade students of SMAN 3 Padang. The instruments used were LKPD validation sheets, teacher’s response questionnaires, students’ response questionnaires and test. The result of this study is a valid, practical and effective LKPD-MEAs based approach with an average of each is 0,728, 85,39 and 82,41.
Highlights
Mathematics is one of the important science in education development
Based on observations and interviews with mathematics teachers indicated that the need of students are new learning approaches apart from conventional learning commonly used in schools which are more capable to optimize the students’ mathematical representation ability
To achieve an "indicator explains the meaning of relations formally" students are faced in observing car parking costs in the airport area with the purpose is that the students can explain the relationship of time spent and the parking cost is a relation
Summary
Mathematics is one of the important science in education development. Those developments include all aspects of human life, start from agriculture, trade, industry, population even in political science. Since mathemathics is very importance, this subject is become taught in all levels of education ranging from elementary school to university with the total hours of the lessons more than the other subjects. This is done in order to equip the students with mathematical thinking skills such as mathematical problem solving, mathematical reasoning, mathematical representation, mathematical connections, and mathematical communication NCTM (2000). One of the purposes of mathematics learning through the Regulation of National Minister of Education Number 21 in 2016 as stipulated in the Education Content Standard of Elementary Schools to Senior High Schools is to determine the proficient ability or the proficiency to communicate the ideas or mathematics’ ideas by using symbols, tables, graphs or diagrams to clarify the situation or mathematics’ problems.
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