AbstrakPenelitian ini bertujuan untuk menghasilkan buku siswa materi jarak pada ruang dimensi tiga berbasis Science, Technology, Engineering, and Mathematics (STEM) ProblemBased Learning yang valid dan praktis serta untuk mengetahui efek potensial dari buku siswa tersebut. Penelitian ini merupakan jenis penelitian kualitatif dengan metode Desain Research. Subjek penelitian yaitu siswa kelas X MIA 4 SMA Negeri 19 Palembang yang berjumlah 44 orang. Tahapan penelitian yang dilakukan meliputi tahap persiapan, tahap formative evaluation terdiri dari self evaluation, pengembangan, dan field test. Teknik pengumpulan data yang digunakan adalah walktrough, dokumen, observasi, dan tes tulis. Berdasarkan hasil penelitian, diperoleh hasil buku siswa materi jarak pada ruang dimensi tiga berbasis STEM Problem-Based Learning yang valid berdasarkan konten, konstruk, dan bahasa setelah melalui tahap pengembangan berupa expert review dan one-to-one. Kepraktisan buku siswa dilihat pada tahap pengembangan small group. Efek potensial dari buku siswa yang dikembangkan dilihat dari hasil tes tulis setelah proses pembelajaran, dari 41 orang siswa diperoleh sebanyak siswa yang sudah mencapai KKM. Hal ini menunjukkan bahwa buku siswa berbasis STEM Problem-based Learning dapat digunakan dalam pembelajaran jarak pada ruang dimensi tiga.Kata kunci: Jarak, Ruang Dimensi Tiga, Pengembangan Bahan Ajar, Science, Technology, Engineering, and Mathematics (STEM) Problem-Based Learning Abstract This aim of this research is to produce a valid and practical teaching material on the matter 3-dimensional-space based Science, Technology, Engineering, and Mathematics (STEM) Problem-Based Learning and to know the potential effect from it. This research is qualitative with Design Research method. The subject in this research is 44 students form X MIA 4 SMA Negeri 19 Palembang. The stage of this research is preparation, formative evaluation consist of self evaluation, development, and field test. The data collection techniques are walktrough, documen, observation, and test. Based on this result, it has gained a valid teaching material on the matter 3-dimensional-space based Science, Technology, Engineering, and Mathematics (STEM) Problem-Based Learning in its content, construct, and language after passing the expert review and one-to-one stage. The practicabillity of this teaching material is looked from small group development stage. The potential effect from this teaching material is looked from the test result after learning process. The result of the test percentage is at 54% have reached the Minimal Complete Criteria. It shows that students's book based STEM Problem-based Learning can be used in learning of distance in 3-Dimensional-Space lesson.

Solving mathematics contextual problems is one way that can be used to enable students to have the skills needed to live in the 21st century. Completion contextual problem requires a series of steps in order to properly answer the questions that are asked. The purpose of this study was to determine the steps performed students in solving contextual mathematics problem. The results showed that 75% students can not solve contextual mathematics problems precisely (unfinished). Students stop and feel that it was completed when they are able to solve problems mathematically, but mathematal solution has not answered the requested context. Keyword: Mathematics Problem, Contextual, 21st Century, Unfinished.Abstrak Menyelesaikan soal matematika yang menggunakan konteks merupakan salah satu cara yang dapat digunakan agar siswa agar memiliki kemampuan yang dibutuhkan untuk hidup pada abad 21. Penyelesaian soal kontekstual membutuhkan serangkaian langkah agar dapat menjawab dengan tepat soal yang diminta. Tujuan dari penelitian ini adalah untuk mengetahui langkahlangkah dilakukan siswa dalam menyelesaian soal-soal kontekstual. Hasil yang didapat menunjukkan bahwa 75% siswa tidak bisa menyelesaikan soal matematika kontekstual dengan maksimal (unfinished). Siswa hanya berhenti dan merasa selesai ketika mereka dapat menyelesaikan soal secara matematis, padahal penyelesaian matematis belum menjawab situasi permasalahan konteks yang diminta.

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This study aims to produce a learning trajectory that assist student to understand in the study of proportion. The learning approach used Pendidikan Matematika Realistik Indonesia (PMRI). This research used design research that are three phases, preparing for the experiment, the design experiment, and the retrospective analysis. Musi tour context used in the series of learning activities to developing Hypothetical Learning Trajectory (HLT). Then, HLT has been designed compared with actual learning during the teaching experiment. Theoretical development implemented through an interactive process on three phases of design research that aims to giving contribution about Local Instruction Theory (LIT) for assist student studying proportion. Interviews, video recordings, photograph and giving pretest and posttest are undertaken to collect the data. The result of the retrospective analysis is Musi tour context as a learning model can assist student understand in the study of proportion.