The 2013 curriculum emphasizes student activity in the learning process. Therefore, learning resources used are expected to support the curriculum. Learning resources used in schools are in the form of textbooks and worksheets which only contain a summary of material and assignments for students. This makes students demotivated to learn mathematics. This study aimed at developing a valid, effective and practical mathematics learning module based on Realistic Mathematics Education (RME). The learning module intended to make it easier for students to understand the set material. This study used the 4D method, namely define, design, develop, disseminate. The product developed was a mathematics learning module that links up students' daily experiences with mathematical concepts. The subjects involved in this study were experts including material and media experts and the students of class 7D of SMP Sapta Andika Denpasar represented by 10 students as research samples. Questionnaire on the practicality of the module used in the learning process was used as data collection techniques. Further, the data were analysed quantitatively and qualitatively. The results of the study showed that, in terms of the validity of the product developed, it was valid in the material aspect and highly valid based on the assessment of media experts. After completing the product tryout, the learning modules developed were effective and practical based on the test results and questionnaires conducted to teacher and students. Thus, the learning modules developed were ready to be used in the real learning process.
All of the students that have different learning style learn in listening class include the visuals students. This research investigates: how the visual students learn in listening class at the third-semester students of IAIN Madura (Previously STAIN Pamekasan) and what kind of difficulties faced by visual students in listening class and what factors that make the visual students difficult to comprehend the material in listening class. This is qualitative research. The researcher obtained the data through observation, interview and documentation. The results of this research are the visual students in listening class like doodle and some of them like movies. The difficulties faced by the visual students in listening class are: difficult to answer the question directly and difficult to concentrate when they listened the material. The most factor that makes the visual students difficult to comprehend the material because the situation is crowded. From this research, it is also found that not all of the visual students in listening class like watch movies have a problem or difficult with the verbal or oral instruction, they loss their concentration and can learn in the noise or crowded situation of listening class.
Penelitian ini membahas tentang Pengembangan buku saku digital berbasis STEM pada materi Perbandingan Siswa/i SMP. Penelitian ini bertujuan untuk mengetahui gambaran prosedur pengembangan buku saku digital berbasis STEM pada materi perbandingan serta mengetahui hasil pengembangan buku saku digital berbasis STEM memenuhi kriteria valid. Jenis penelitian ini adalah research and development (R&D). Untuk menghasilkan produk buku saku digital berbasis STEM, peneliti menggunakan model ADDIE dengan singkatan lima tahap pengembangan yaitu: (1) Tahap analisis (analyze), (2) Tahap perencanaan (design), (3) Tahap pengembangan (development), (4) Tahap implementasi (implementation), (5) Tahap evaluasi (evaluation). Penelitian ini dilakukan di SMP Negeri 5 Tanjungbalai dengan subjek penelitian siswa kelas VII. Untuk mengetahui kelayakan produk, peneliti menyebar angket kepada tiga validator yang terdiri dari Satu dosen matematika Politehnik Tanjungbalai dan satu Dosen Matematika UMSU dan satu guru mata pelajaran matematika di SMP Negeri 5 Tanjungbalai yang dimana inti dari angket validasi tersebut berisi tentang penilaian isi/materi, media dan desain. Hasil penelitian menunjukkan bahwa buku saku digital berbasis STEM pada materi perbandingan memenuhi kriteria valid untuk digunakan dalam pembelajaran matematika, dilihat dari hasil penilaian tiga validator ahli isi/ materi (90%) dengan kategori sangat valid dan ahli media dan design (91%) dengan kategori sangat valid.
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