Pengembangan Perangkat Pembelajaran Matematika dengan Model Discovery Learning Sebagai Upaya Meningkatkan Kemampuan Pemecahan Masalah Matematis Peserta Didik SMP Kabupaten Kampar

Abdi, Muhammad; Murni, Atma; Saragih, Sehatta

doi:10.31004/cendekia.v5i3.407

Cited by 4 publications

(4 citation statements)

References 8 publications

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“…Therefore, it can be said that the LKPD is good and can be used to the next step. This is the opinion of Abdi, Murni & Saragih (2021) when viewed based on the total validation results of the developed LKPD reaching 93% in the "very valid" category, this means that the developed LKPD definitely a good LKPD. After carried out the validation process, the next stage is a oneto-one evaluation which aims to observe the problems contained in discovery learning-based worksheets assisted by QR codes.…”

Section: Prototype Development Stagementioning

confidence: 78%

Improving problem-solving skills with worksheets using the discovery learning model-assisted quick response code

Himmah

Musdi

2022

Int.J.Trends.Math.Edu.Research

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Good teaching materials have an impact on the quality of mathematics learning and can help students become more engaged in their learning and develop their problem-solving skills. It is necessary to develop LKPD utilizing a discovery learning paradigm helped by QR codes in order to boost problem-solving abilities. This study uses a reliable and useful discovery learning paradigm with the use of a QR code to identify the characteristics of LKPD. The Plomp model, which has three steps total—the preparatory stage, the development stage, and the assessment—is used in this particular sort of study, which is called development research. For class VIII of junior high school, LKPD employs a discovery learning methodology with the use of a QR code. The tools employed are validation sheets, observation sheets, questionnaires, interviews, and final exams. The findings demonstrated the validity, applicability, and efficacy of the LKPD for class VIII junior high school students using the discovery learning approach. LKPD practicality was 87%, while LKPD validity was 89%. The average student score on tests measuring their ability to solve mathematical problems was 92%, which indicates the success of the program.

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Section: Prototype Development Stagementioning

confidence: 78%

Improving problem-solving skills with worksheets using the discovery learning model-assisted quick response code

Himmah

Musdi

2022

Int.J.Trends.Math.Edu.Research

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“…They will also get problem-solving training, with the difficulties that are given during the learning process mirroring actual problems encountered in daily life. Then the research results by Lutfi (2019), Nurdiana (2019), andAbdi (2021) show that the application of discovery learning with groups effectively develops students' problem-solving abilities. Students who get discovery learning have a higher outcome value than those who get conventional education.…”

Section: Discussionmentioning

confidence: 99%

Utilization of Problem-based Learning and Discovery Learning: The Effect of Problem-Solving Ability Based on Self-Efficacy Elementary School Students

Windiyani

Sofyan

Iasha

et al. 2023

AIJP

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Students today must have 21st-century skills to succeed in the workplace. Unfortunately, some pupils lack 21st-century skills due to an inefficient educational system. The study's overarching goal was to compare and contrast the problem-solving abilities of students exposed to Problem-Based Learning and those exposed to Discovery Learning, focusing on the relationship between the two in terms of students' self-efficacy. The research design used a quasi-experimental non-equivalent control group design. The population in this study was fourth-grade elementary school students in the Citapen area, Bogor Regency, and the sampling technique was simple random sampling at a state elementary school in Bogor Regency. The research sample was 96 students consisting of 2 experimental and one control class. The research instrument is a problem-solving ability test and a self-efficacy questionnaire. The restudy's results were tested using two-way ANOVA, showing differences in students' problem-solving abilities with high, medium, and low self-efficacy taught by Problem-Based Learning and Discovery Learning. It is hoped that the results of this study can provide a reference as a learning alternative that could improve students' problem-solving abilities.

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“…Implementasi pendidikan karakter dalam konteks pembelajaran melibatkan strategi yang dipakai oleh pendidikan dalam meperkuat karakter siswa. Salah satu pendekatan yang dapat diadopsi oleh para guru adalah melalui penerapan dimensi-dimensi yang terdapat dalam profil pelajar Pancasila, sebagai tindakan konkret dalam mengembangkan pendidikan karakter siswa selama proses pembelajaran (Abdi et al, 2021). Profil pelajar Pancasila merujuk pada gambaran ideal seorang pelajar Indonesia yang senantiasa mengembangkan diri melalui pembelajaran sepanjang hayat, memiliki kompetensi yang dapat diterapkan secara global, dan berperilaku sesuai dengan nilai-nilai Pancasila yang menjadi landasan negara.…”

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Strategi Penguatan Profil Pelajar Pancasila Dimensi Berkebhinekaan Global Di Sekolah Dasar

Shofia Rohmah,

Markhamah,

Sabar Narimo

et al. 2023

JEE

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The Pancasila Student Profile has six dimensions: faith and devotion to God, diversity in the world, independence, mutual cooperation, critical thinking, and creativity. Global diversity is an appreciation of diversity that comes from the awareness that Indonesia is a big nation with various ethnicities, traditions and cultures that accompany it. The purpose of this study is to explain how SDIT Nur Hidayah Surakarta has strengthened the global diversity aspect of the Pancasila Student Profile. The phenomenological research method is used in the qualitative research methodology. The results of research conducted at SDIT Nur Hidayah Surakarta regarding the strategy of strengthening the profile of Pancasila students with the dimensions of global performance diversity that the strategy is implemented by integrating it into learning activities such as intra-curricular activities and then packaging it into project activities to strengthen student profiles such as introducing Pancasila Teachers using habituation exercises to help students develop a stronger appreciation of cultural diversity around the world. The teachers set an example by not picking friends at school, getting along with everyone in the school community regardless of skin color, religion, or other characteristics, setting an example of tolerance, and carrying out the flag ceremony every Monday, and respecting differences of opinion, can be seen as strengthening the profile of Pancasila students with global diversity dimensions at SDIT Nur Hidayah Surakarta Keywords: Elementary school ; Global Diversity ; Pancasila Student Profile

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Pengembangan Perangkat Pembelajaran Matematika dengan Model Discovery Learning Sebagai Upaya Meningkatkan Kemampuan Pemecahan Masalah Matematis Peserta Didik SMP Kabupaten Kampar

Cited by 4 publications

References 8 publications

Improving problem-solving skills with worksheets using the discovery learning model-assisted quick response code

Improving problem-solving skills with worksheets using the discovery learning model-assisted quick response code

Utilization of Problem-based Learning and Discovery Learning: The Effect of Problem-Solving Ability Based on Self-Efficacy Elementary School Students

Strategi Penguatan Profil Pelajar Pancasila Dimensi Berkebhinekaan Global Di Sekolah Dasar

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