Pengembangan Lembar Kerja Peserta Didik Berbasis Realistic Mathematics Education untuk Meningkatkan Kemampuan Argumentasi Peserta Didik

Zulainy, Fera; Rusdi, Rusdi; Marzal, Jefri

doi:10.31004/cendekia.v5i1.440

Cited by 4 publications

(4 citation statements)

References 9 publications

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“…Salah satu perangkat pembelajaran yang disusun oleh guru yaitu Lembar Kerja Peserta Didik (LKPD). LKPD pada dasarnya merupakan sekumpulan materi, contoh soal disertai pembahasan, rangkuman, dan latihan soal [1]- [2] . Beberapa penelitian menunjukkan bahwa LKPD dapat didesain menggunakan berbagai pendekatan, misalnya realistic matematik, etnosains, saintifik, kontekstual, maupun inkuiri [2]- [3]- [4]- [5]- [6]- [7].…”

Section: Pendahuluanunclassified

“…LKPD pada dasarnya merupakan sekumpulan materi, contoh soal disertai pembahasan, rangkuman, dan latihan soal [1]- [2] . Beberapa penelitian menunjukkan bahwa LKPD dapat didesain menggunakan berbagai pendekatan, misalnya realistic matematik, etnosains, saintifik, kontekstual, maupun inkuiri [2]- [3]- [4]- [5]- [6]- [7]. Hal ini menunjukkan bahwa LKPD dapat secara kreatif didesain oleh guru untuk menunjang pembelajaran yang menarik bagi siswa.…”

Section: Pendahuluanunclassified

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Penyusunan LKPD Interaktif Berbantuan Liveworksheets Bagi Guru SMP

Azmi,

Ummah

2024

JAPI

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Lembar Kerja Peserta Didik (LKPD) merupakan salah satu perangkat pembelajaran yang berperan penting dalam mentransfer pengetahuan. Selama pandemi, guru dituntut memiliki kreativitas dalam menyusun LKPD yang diakses siswa secara online. Namun, fakta di SMPN 18 Malang menunjukkan bahwa LKPD yang disusun guru berbentuk file Portable Document Format (PDF) yang dalam penggunaannya siswa harus mencetak dan mengisi secara manual. Melalui diskusi dengan Kepala SMPN 18 Malang, permasalahan pembelajaran di sekolah yaitu kurangnya pelatihan penyusunan LKPD secara online kepada guru sehingga siswa kurang antusias dan termotivasi dalam mengikuti pembelajaran online. Oleh karena itu, program pengabdian kepada masyarakat ini bertujuan untuk memberikan pelatihan dan pendampingan kepada 30 guru SMPN 18 Malang dalam menyusun LKPD interaktif menggunakan aplikasi liveworksheet. Pelaksanaan program pengabdian diawali dari sosialisasi, pelatihan, dan pendampingan secara blended dibantu oleh tim mahasiswa “Pengabdian kepada Masyarakat oleh Mahasiswa (PMM) Mitra Dosen”. Ketercapaian pelatihan dan pengabdian ini didasarkan pada tersusunnya LKPD pada aplikasi Liveworksheet. Hasil yang baik telah dicapai dalam pelaksanaan pengabdian ini dengan 70% guru menyelesaikan LKPD interaktif yang menarik menggunakan aplikasi Liveworksheet.

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Section: Pendahuluanunclassified

Penyusunan LKPD Interaktif Berbantuan Liveworksheets Bagi Guru SMP

Azmi,

Ummah

2024

JAPI

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“…Analysis of the learning documents, namely the lesson plan and LKPD made by the three high school teachers with different accreditation ratings, shows that the objectives and learning steps of the three lesson plans have not directed students in compiling claims, grounds, warrants, and backing, while the LKPD made tends to only train students to collect grunds only. Zulainy et al (2021) states that students have not been trained in their argumentation skills because the teacher has not implemented a learning model that can make students active in arguing. Teachers still use the lecture method accompanied by assignments which causes students to be unable to develop their abilities through learning experiences while at school.…”

Section: Factors Affecting Argumentation Abilitymentioning

confidence: 99%

Study of students' argumentation ability through scientific approach in high schools with different accreditation ratings

Hasnunidah,

Windayani,

Maulina

2023

JPBI

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This study aimed to determine differences in students' argumentation abilities on the subject matter of cell structure and function through a scientific approach in high schools with different accreditation ratings. The research design used is ex post facto. The sampling technique used was purposive sampling, with a total sample of 111 students consisting of high school students accredited A, namely Seputih State High School 1 Surabaya, high school students accredited B, namely Senior High School Bangun Cipta and high school students accredited C, namely Senior High School Miftahul Ulum. Research data in the form of test results describing argumentation skills were analyzed using the Anova and LSD tests at a significant level of 5%, student questionnaire data were analyzed descriptively in the form of percentages, data from teacher interviews and documentation studies were analyzed descriptively qualitatively using Miles and Huberman's model. The results showed that there was a significant difference in the ability to argue between high school students accredited A and B and C (sig. p<0.05). The argumentative abilities of senior high school students accredited B were not significantly different from senior high school students accredited C (sig. p> 0.05). The average argumentation ability of students from senior high school accredited A is higher than school accredited B and C, but most of the student scores from the senior high schools are still in the "very poor" category. Senior high school students accredited A, B and C are already able to make claims, but the grounds, warrants and backings given are not relevant to the claim. This is due to the application of learning that does not direct students to argue, the application of a scientific approach that is not optimal, and the characteristics of students’.

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“…The argumentation structure of the Toulmin model consists of data/evidence, claim, warrant, backing, qualifier, and rebuttal (Laamena et al, 2018;Mahdiyyah & Susanah, 2022). These components are the basis of an argumentation, if the argumentation contains all six components, the argumentation is certainly very good (Zulainy et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Investigating lower secondary school students’ geometric argumentation structure using Toulmin model

Ramandani,

Hartono,

Hiltrimartin

et al. 2024

J. Elemen

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Geometric argumentation has an important role in solving mathematical problems in geometric material, so students must have this ability. Each student has different thoughts, including when stating arguments. Each student's arguments will vary and be at different levels. This study aims to determine the levels of lower secondary school students' geometric argumentation. This research was conducted in a lower secondary school involving 20 ninth-grade students. Students participating in this study were asked to work on geometry problems related to proof. Through the proofs carried out, the argumentation structure owned by students is visible. The structures of argumentation given by the students were then analysed using Toulmin's model of argumentation. The components of the Toulmin model used consist of claim, data, warrant, and backing. The results of the analysis of the proof prepared by the students stated that some of the students have been able to reach a high level of geometric argumentation and can compile a series of proofs. But not a few of them also have difficulty compiling the proof, have difficulty providing the components of the Toulmin model, and make some mistakes. Errors made by students include symbol writing errors, calculation errors, and others.

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Pengembangan Lembar Kerja Peserta Didik Berbasis Realistic Mathematics Education untuk Meningkatkan Kemampuan Argumentasi Peserta Didik

Cited by 4 publications

References 9 publications

Penyusunan LKPD Interaktif Berbantuan Liveworksheets Bagi Guru SMP

Penyusunan LKPD Interaktif Berbantuan Liveworksheets Bagi Guru SMP

Study of students' argumentation ability through scientific approach in high schools with different accreditation ratings

Investigating lower secondary school students’ geometric argumentation structure using Toulmin model

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