Implementation Of Learning Materials Research Articles

The analysis of learning materials implementation using inquiry based learning method to enhance student’s critical thinking skills in solving two dimensional problem

Learning materials are the important thing that will support teaching and learning process at school. The existence of a good learning materials will help the students to understand the given subject matter. Mathematics is a subject matter which has a higher level of difficulty than other subjects. So teacher needs the right learning materials when delivering the material. a method that can be used to improve student’s understanding related to mathematics learning material, especially the subject of two dimensional is inquiry-based learning. This method emphasize the active participation of students to understand the material provided. Implementing this method in learning materials are expected to develop student’s critical thinking skills. Type of this research is mixed method research which combining qualitative and quantitative method. Quantitative methods are used to analyze the types of interval data on student learning outcomes while qualitative methods are used to analyze ordinal data types of student’s critical thinking skills. Respondents of this research consisted of one control class and one experimental class consisting of 30 students at 4th grade class in Sawaran Kulon 02 Lumajang Elementary School. Based on the experiment result, control class was obtained 65% of interpretation, 65% of analysis, 59% of evaluation and 52% of inference. Meanwhile, the experimental class was obtained 75% of interpretation, 75% of analysis, 69% of evaluation and 82% of inference. The t-test result of independent sample shows that there is a significant difference between control class and experimental class with a sig (2-tailed) value of 0.00 (p = <0.05). It can be concluded that the implementation of learning materials using inquiry-based learning method can improve the critical thinking of elementary school students.

Development of Learning Materials with Realistic Mathematics Education Approach to Improve Students’ Mathematic Reasoning Ability and Self-Concept

This study aimed to describe; 1) The validity, effectiveness, and practicality of learning materials with Realistic Mathematics Education; 2) Improvement of students’ mathematics reasoning ability and student self-concept. This research is development research using the development model of Thiagarajan 4-D model. Learning materials that have met valid criteria according to experts, were tested in class VIII of SMP Muhammadiyah-22 Kisaran. From the results of trial I, trial II and disseminate stage were obtained : 1) the validity of learning materials that have met valid criteria according to experts; the effectiveness criteria are reviewed from: a) completeness of learning classical students; b) ideal time; c) positive responses of students to learning materials developed; and the practicality criteria based on the results of observations on the implementation of learning materials are included in the good category. 2) improvement of mathematical reasoning ability and self-concept of students using learning tools developed in terms of : a) The N-Gain score of the test of students' mathematical reasoning ability has increased, namely in the trial I was 75.78 increased to 86.91 in trial II and increased to 88.28 in the disseminate stage; b) Results of the average self-concept questionnaire in the trial I was 73.63, increasing to 78.2 in the trial II and increased to 80.07 in the disseminate stage. Keywords: RME, mathematic reasoning ability, self-concept DOI : 10.7176/JEP/10-23-10 Publication date : August 31 st 2019

The Development and Implementation of Learning Material on Exposition Text to Improve Students’ Achievement on Bahasa Indonesia

The development and implementation of learning material on exposition text with a process for Senior High School (SHS) students on the teaching of Bahasa Indonesia is reported. The study is aimed to develop a learning material on exposition text with a process to be used as a learning media on the teaching of writing in Bahasa Indonesia. The study is carried out at state senior high school (Sekolah Menengah Atas, SMA) Medan, Indonesia at academic year 2017/2018. The learning material is developed by enriching the topics with exposition text to meet the competence required by national curriculum in Indonesia. The learning material has been used as a media the teaching and learning activities in the experimental class and compared with ordinary book that has been used in control class on the teaching of Bahasa Indonesia. An excellent learning material has been obtained. Implementation of the learning material in the class has change students learning style moving from teacher centred to students centred learning. The developed material was found very effective as a learning media in the teaching and learning process and be able to improve students&amp;rsquo; achievement in Bahasa Indonesia. Students&amp;rsquo; achievements in experimental class (M=89.63&amp;plusmn;5.32) was higher than that obtained in control class (M=77.25&amp;plusmn;5.06). The students&amp;rsquo; writing skills are improved. Students performance in experimental class (M=86.04&amp;plusmn;6.89) was higher than that in control class (M=78.60&amp;plusmn;5.42). The learning facilities provided in the learning material are found to be effective to guide the students to improve their learning ability to write texts on exposition text with a process in Bahasa Indonesia.

DESIGN OF LEARNING MATERIALS ON LIMIT FUNCTION BASED MATHEMATICAL UNDERSTANDING

In learning process, students are currently cannot be separated from learning difficulties, including the study material algebra limit function. It because the level of students' mathematical understanding regarding the material is still quite low. This study aimed to analyze the barriers to student learning, designing learning materials based on the material mathematics understanding algebra limit function is valid, determine teacher intervention during the implementation of learning materials and to analyze barriers to student learning after the implementation of learning materials. This research is a qualitative research study design using the form Didactical Design Research. Stages of research conducted: 1) analysis of the situation didactic before learning, 2) analysis of metapedadidatik and 3) the retrospective analysis. Data collection techniques used were tests, interviews, questionnaires, and documentation. The instrument used was a matter TKPM (Comprehension Mathematical Ability Test), interview, validation sheet materials, and documentation guidelines. Research results obtained are students experiencing obstacle to learning the material limit algebra functions. These obstacles are 1) students' difficulties in relating the material prerequisites to limit problems. 2) students can not write properly limit symbol, 3) students can not apply a limit theorem, 4) students are not able to determine the limit value at one point, and 5) students cannot determine the value of the limit at infinity. Learning materials that have been made have validation level of with very valid criteria. The response was given when the student intervention, generally in accordance with response prediction so that interventions carried out in accordance with the design that has been made. After learning materials student learning obstacles implemented reduced/minimized.

DESIGN OF LEARNING MATERIALS ON LIMIT FUNCTION BASED MATHEMATICAL UNDERSTANDING

In learning process, students are currently cannot be separated from learning difficulties, including the study material algebra limit function. It because the level of students' mathematical understanding regarding the material is still quite low. This study aimed to analyze the barriers to student learning, designing learning materials based on the material mathematics understanding algebra limit function is valid, determine teacher intervention during the implementation of learning materials and to analyze barriers to student learning after the implementation of learning materials. This research is a qualitative research study design using the form Didactical Design Research. Stages of research conducted: 1) analysis of the situation didactic before learning, 2) analysis of metapedadidatik and 3) the retrospective analysis. Data collection techniques used were tests, interviews, questionnaires, and documentation. The instrument used was a matter TKPM (Comprehension Mathematical Ability Test), interview, validation sheet materials, and documentation guidelines. Research results obtained are students experiencing obstacle to learning the material limit algebra functions. These obstacles are 1) students' difficulties in relating the material prerequisites to limit problems. 2) students can not write properly limit symbol, 3) students can not apply a limit theorem, 4) students are not able to determine the limit value at one point, and 5) students cannot determine the value of the limit at infinity. Learning materials that have been made have validation level of with very valid criteria. The response was given when the student intervention, generally in accordance with response prediction so that interventions carried out in accordance with the design that has been made. After learning materials student learning obstacles implemented reduced/minimized.

Developing Learning Materials in Addition and Subtraction of Fractions with Realistic Mathematics Approach for Students Grade 4

This study aims to describe the development process of learning materials that consists of lesson plan, student activity sheet, and fraction card. The study focuses on teaching addition and subtraction of fractions through realistic mathematics education. The development process used the Four-D model which consists of four steps: define, design, develop, and disseminate. In the first step (define), the teacher established the terms of learning by determining fundamental problem, analyzing students, and specifying instructional objectives. In the second step (design), the prototype of learning materials was constructed as a test standard, choosing the proper media and selecting the format. On the third step (develop), the learning materials were validated by the experts and then revised. Once the learning materials were ready they were tested in classroom. The teacher then collected data to measure the quality of the learning materials. The last step, dissemination, was the implementation of learning materials on a broad scale. From this step, the teacher collected data to measure the effectiveness of the learning. This study generated good learningmaterials and supported students Grade 4 to learn about addition and subtraction of fractions. While the results are providing some promising directions, a much larger study would be needed to determine if the results are due to the approach or due to the teachers’ enthusiasm or what is known as the Hawthorne Effect.

The Development of Probability Material using Edmodo

This research is aimed to describe the process and to get product development of learning material using Edmodo. Learning material is developed in the form of interactive learning material using Edmodo. This research belongs to Research and Development (R&D). The procedure includes the steps of Borg and Gall such as conducting research, collecting information, planning and developing preliminary form product, preliminary field testing and main product revision, main field testing and operational product revision, operational field testing and final product revision, dissemination and implementation. Expert judgment conducts data validity with the average score of media expert 3.57 and 3.67 from the material expert with a maximum score of 4 on a Likert scale. Practicability is obtained by the implementation of learning materials in each meeting which has exceeded 75%. The effectiveness of the response questionnaire of the student has achieved 80%. The students have received instructional materials well. The result of focus group discussion (FGD) can be concluded that learning material can be used in the teaching-learning process in curriculum 2013.