Praktikalitas dan Efektivitas Modul Logika Matematika Berbasis Problem Based Learning (PBL)

Abstract

Tujuan penelitian ini adalah untuk mengembangkan modul logika matematika berbasis problem based learning yang praktis dan efektif. Metode penelitian yang digunakan yaitu metode pengembangan (R&D).model pengembangan yang digunakan adalah model 4-D yang terdiri dari 4 tahap, yaitu tahap pendefinisian (define), tahap perancangan (design), tahap pengembangan (develop), dan tahap pendiseminasian (disseminate). Pada penelitian ini hanya dilakukan 3 tahap, yaitu tahap pendefinisian, tahap perancangan, dan tahap pengembangan.Subjek penelitian adalah 21 orang mahasiswa Program Studi Pendidikan Matematika di Universitas Riau Kepulauan.Instrument yang digunakan yaitu berupa angket respon mahasiswa untuk memperoleh data praktikalitas modul dan tes uraian untuk memperoleh data efektivitas modul.Data hasil angket dihitung rata-rata per aspek dan dihitung rata-rata skor total dan dibandingkan dengan kriteria yang telah ditetapkan.Sedangkan data hasil belajar dihitung persentase mahasiswa yang memperoleh nilai lebih dari 68. Hasil analisis data angket respon mahasiswa diperoleh rata-rata skor total untuk semua aspek yaitu 3,40 yang termasuk kategori baik. Sedangkan analisis data tes hasil belajar diperoleh sebesar 71,42% mahasiswa mendapatkan nilai lebih dari 68 dan rata-rata tes hasil belajar sebesar 76,9. Berdasarkan analisis dapat disimpulkan bahwa modul yang dikembangkan praktis digunakan dalam perkuliahan logika matematika dan efektif dalam menunjang kompetensi mahasiswa.Kata Kunci: modul, logika matematika, problem based learning
 
 The purpose of this study was to develop a mathematical logic module based on problem-based learning that is practical and effective. The research method used is the development method (R & D). The development model used is a 4-D model consisting of 4 Stage, namely define, design, develop phase, and disseminate stage. In this study, only three phase was carried out, namely define, design and develop. Research subjects were 21 people student of Mathematics Education Study Program at the University of Riau Kepulauan. The instrument used in the form of student response questionnaires to obtain practical data modules and tests description to obtain module effectiveness data. Questionnaire result data is calculated on average per aspect and the average total score is calculated and compared to the predetermined criteria. Whereas data Learning outcomes are calculated by the percentage of students who scored more than 68. Results of data analysis student response questionnaires obtained an average total score for all aspects, namely 3.40 included the good category. While the analysis of the data on the learning outcomes test was received at 71.42% of students, get a score of more than 68 and the average learning outcome test is 76.9. Based on the analysis it was concluded that the modules were developed practically were used in mathematical logic lectures and effective in supporting student competenceKeywords: module, mathematical logic, problem based learning

Development of PBL-Based Mathematics Teaching Modules to Improve The Mathematical Critical Thinking Skills of Elementary School Students

“…Based on previous research, several studies have been conducted in module development, namely Ikashaum (2016) regarding the development of mathematics modules to improve critical thinking skills, Angraini & Masykur (2018), Arumsari & Sesanti (2021), Halik et al (2019), Novitasari & Yuberta (2022), Nurliza (2022), Setyadi & Saefudin (2019), Ulang et al (2022), Wati (2018) regarding the development of mathematics modules based on problem-based learning models, Turnip et al (2021) regarding the development of mathematics e-modules in improving critical thinking skills. However, there has been no research that applies the problem-based learning model in mathematics teaching modules according to the independent curriculum to improve students' mathematical critical thinking skills.…”