The Development of Research-Based Learning Materials with Problem Solving and Problem Posing Oriented of Mathematics Statistics

Abstract

This study aims to describe the feasibility of research-based learning materials with problem solving and problem posing oriented of Mathematics Statistics. This research is a development research refers to the instructional development cycle by Fenrich (1997). Data collection techniques by observation, tests, and closed questionnaires. Data analysis techniques used qualitative and quantitative descriptive analysis (mixing method). The results: (1) a valid Semester Learning Plan (RPS) both in content and construct, Student Activity Sheet (LKM) based on research and a Learning Result Test (THB) assessment sheet with good and very good assessment from the validator that can be used with few revision, (2) positive response from students to teaching materials amounted to 88.67%, (3) effectiveness of teaching materials was seen based on student learning completeness of 78.20%and better compared to classes that are not taught to use research-based learning teaching materials developed. The development of research-based learning materials with problem solving and problem posing oriented are valid, practic and effective that suitable for use in Statistics Mathematics learning process.

E-Learning Based on Video Presentations to Enhances Attitudes, Skills, and Pedagogical Knowledge of Prospective Teacher Students During the Covid-19 Pandemic

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Concept Understanding and Mathematic Problem Solving Skills in Algebraic Materials: the Effect Of Dragonbox Game Assisted DMR Of Covid-19

“…One of the skills or expertise in understanding and explaining an action or atmosphere of a class that has general characteristics known in mathematics is called conceptual understanding (Fahrudin et al, 2018). Mathematical problem-solving skills are the skills to understand problems, compile a solution plan, carry out a solution plan, and check back on a given mathematic problem (Ariani et al, 2017;Krisdiana et al, 2018). Mathematics concept understanding is essential because students with good understanding can solve problems and apply the learning to the real world.…”

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“…In addition, in the video, practical assignments aim to hone students' thinking so that learning activities are more interesting than before, which only used the lecture method. Previous findings also state that problem-solving activities carried out by students can develop students' thinking skills (Iskandar, 2014;Krisdiana et al, 2018;Marzuki & Basariah, 2015). After students watch the video at the end of the session, students are given an evaluation task by the teacher to measure students' abilities after participating in learning activities.…”