The development of mathematics learning tools through the bridge games based on lesson study for learning community and its relationship with the higherorder thinking skills in probability theory

Abstract

This research purposes to develop a mathematical learning tool through the Bridge games based Lesson Study for Learning Community and find out its relationship with the process of high-level thinking on opportunity material. This study uses a mixed method that combines developmental research and when testing the development process is used experimental research to find the relationship between learning devices and the high-level thinking process of students. The research subjects were students of the eleventh grade of the high school. The sample consisted of two classes taken randomly. Class selection was done by using the cluster random sampling method. This sampling technique is used to determine the sample if the object under study is quite large. The class given treatment is called the experimental class and the untreated class is called the control class. The next stage, both experimental and control classes are taught by the same teacher but with different treatments. In the experimental class, the researchers used a bridge games based on Lesson Study for Learning Community and a control class using conventional learning. Data obtained from pre-test and post-test to solve the problem sheet and also from the results of interviews. In the homogeneity test, the Levene’s test shows the results of the sig value. 0.671 in pre-test and 0.450 in post-test so that it can be concluded that the assumption of homogeneity of variance is fulfilled. Based on the results of validity, effectiveness, and practicality tests, the researcher has concluded that the learning platform through a bridge game and LSLC is a valid, effective and practical device. At the time of the field trial experimental research was also conducted. From the results of the test of differences in the increase in high-level thinking skills in both classes using the Mann Whitney Test showed the sig value. 0,000 (p <0.05), so it was concluded that there was a difference in the increase in high-level thinking skills between control classes that used conventional Instruction and experimental classes that used learning through LSLC-based bridge games with results that showed a significant high-level thinking skills of students so that when compared with conventional methods these devices get higher results than students using conventional methods.