Penelitian ini bertujuan untuk menghasilkan bahan ajar matematika berdasarkan teori belajar Ausubel untuk siswa SMP berupa lembar kegiatan siswa (LKS), namun terlebih dahulu dikembangkan rencana pelaksanaan pembelajaran (RPP) dan tes prestasi belajar (TPB) dimana RPP dan LKS memenuhi kriteria valid, praktis, dan efektif serta TPB memenuhi kriteria valid, praktis, dan reliabel. Penelitian ini merupakan penelitian pengembangan yang diadaptasi dari model Borg & Gall yang terdiri dari tiga langkah utama yaitu studi pendahuluan, desain produk, dan pengembangan dan evaluasi. Kevalidan produk dilihat dari hasil validasi ahli dan mencapai kriteria valid untuk LKS dan sangat valid untuk RPP dan TPB. Kepraktisan produk mencapai kategori sangat praktis ditinjau dari lembar kepraktisan guru dan siswa serta observasi keterlaksanaan pembelajaran. Keefektifan produk ditinjau dari sikap, pengetahuan, dan keterampilan. Hasil uji coba lapangan menunjukkan lebih dari 70% siswa mencapai Kriteria Ketuntasan Minimum untuk pengetahuan dan keterampilan, serta mencapai kriteria baik dan sangat baik untuk ranah sikap.Kata kunci: pengembangan, bahan ajar, teori belajar ausubel Development of mathematics teaching material for junior high school students based on ausubel learning theory AbstractThis research is aimed to produce teaching material of mathematics based on Ausubel learning theory for Junior High School students in the form of student’s activity sheet, but at first the lesson plan is developed and the completeness of learning achievement test, that is the lesson plan and student activity sheet to meet the criteria for a valid, practical, and effective devices and the learning achievement test to meet the criteria for a valid, practical, and reliable devices. This research is the development of a model adapted from Borg & Gall which consists of three main steps such as the preliminary study stage, the stage of product design, and the development and evaluation stages. The validity of the products seen from the results of the validation experts stating that the products reach the valid criteria for student activity sheet and very valid for lesson plan and learning achievement test. The practicality of products seen from the practicality teachers sheet and practicality students sheet and study observation sheet. The effectiveness of the products obtained from attitudes, knowledge, and skills. The results of field trials showed more than 70 % of students achieving mastery Minimum Criteria for knowledge and skills , as well as achieving good and excellent criterion for the attitude sphere .Keywords: development, instructional materials, Ausubel learning theory
Abstrak: Definisi pembelajaran matematika yang bermakna mempunyai cakupan yang luas karena kecenderungannya masih umum dan belum terukur. Dalam kajian ini, parameter pembelajaran matematika bermakna terdiri atas belajar matematika bermakna tidak sekadar hafalan (menghafal) berdasarkan teori Ausubel dan belajar matematika bermakna melalui kegiatan atau aktivitas yang menyenangkan. Jika seorang siswa berkeinginan untuk mengingat sesuatu tanpa mengaitkan dengan hal yang lain maka baik proses maupun hasil pembelajarannya dapat dinyatakan sebagai hafalan dan tidak akan bermakna baginya.
Pada konteks penilaian berskala internasional seperti PISA, kompetensi pemecahan masalah dalam bidang matematika dan sains terkait permasalahan nyata merupakan fokus pengembangan kompetensi representasi dan literasi matematis siswa. Mengingat pentingnya pemecahan masalah, kemampuan representasi dan literasi matematis, maka penelitian ini bertujuan untuk mengetahui pengaruh pendekatan problem solving terhadap kemampuan representasi dan literasi matematis siswa SMP. Metode yang digunakan pada penelitian ini adalah metode eksperimen kuasi (quasi experimental), dengan desain penelitian yang digunakan adalah Randomized Posttest-Only Control Group Design, yakni dua kelas yang telah dipilih secara acak, selanjutnya diberikan perlakukan yang diakhiri dengan tes kemampuan representasi dan literasi matematis pada kedua kelas tersebut. Berdasarkan hasil kajian dan analisis data dengan bantuan SPSS 24, maka dapat disimpulkan bahwa pembelajaran matematika dengan pendekatan problem solving berpengaruh terhadap kemampuan representasi dan literasi matematis siswa SMP, khususnya di kelas VIII SMP Negeri Banjarmasin. Terlihat jelas perbedaan cara menyelesaikan masalah yang diujikan kepada siswa kelas eksperimen dan kelas kontrol. Melalui pendekatan problem solving, terbukti dapat menjadikan siswa terbiasa ketika menjumpai soal-soal pemecahan masalah selevel PISA atau TIMSS.The effect of problem solving approach to the ability mathematic representation and literature students AbstractIn the context of international scale assessment such as PISA, problem-solving competence in the field of mathematics and science related to real problems is the focus of developing students' mathematical representation competence and literacy. Given the importance of problem solving, the ability of representation and mathematical literacy, this study aims to determine the effect of problem solving approach on the ability of representation and mathematical literacy of junior high school students. The method used in this research is quasi experimental method, with the research design used is Randomized Posttest-Only Control Group Design, ie two classes that have been chosen randomly, then given treatment which ends with the test of representation ability and mathematical literacy in both classes. Based on the results of study and data analysis with the help of SPSS 24, it can be concluded that mathematics learning with problem solving approach affects the ability of representation and mathematical literacy of junior high school students, especially in class VIII SMP Negeri Banjarmasin. There is a clear difference in how to solve the problems tested to the experiment class and control class students. Through the problem solving approach, it is proven to make the students accustomed when encountering problem solving problems at PISA or TIMSS level.
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