PENGEMBANGAN BAHAN AJAR LKS (LEMBAR KERJA SISWA) BERBASIS KONTEKSTUAL UNTUK MENINGKATKAN PEMAHAMAN SISWA DALAM OPERASI HITUNG PERKALIAN BILANGAN PECAHAN KELAS VSD
DOI:
https://doi.org/10.24114/jgk.v6i4.38735Keywords:
Bahan Ajar, LKS Kontekstual, Perkalian Bilangan PecahanAbstract
The results showed that the product (LKS) was contextually based with the operating material of calculating fractional numbers for elementary school V grade students using the research and development research type with the Borg and Gall Version with a research procedure using seven steps of work resulting in a contextual-based LKS teaching material development design that can improve the understanding of the operation of calculating fractional number multiplication of SDN class V students The accuracy and validation results from material experts, media and teachers show a fairly high interpretation. Obtained percentage and eligibility criteria for content 87% (very feasible), eligibility for presentation 75% (feasible), contextual assessment 81% (feasible), feasibility of graphing 79% (feasible), and language assessment 85% (worthy). Contextual-based LKS affected cognitive learning outcomes indicated by a t test significance value of 0.000 < 0.05. Gain test of 0.37 with medium criteria, percentage of student and teacher response after use of contextually based LKS is classically 90.9% with very positive criteria, student response percentage is classically 81.15% with positive criteria. The conclusion of this research is a contextual-based LKS developed for the operating material of calculating fractional numbers for elementary school V grade students in class V students is feasible and effective to use as an alternative teaching material in schools.
References
Aqib, Zainal. (2014). Model-model, Media, dan Strategi Pembelajaran Kontekstual (Inovatif). Bandung: Yrama widya.
Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik.Jakarta : Bina Aksara.
Awalluddin, dkk. 2008. Statistika Pendidikan. Jakarta: Dirjen Dikti Depdiknas.
Depdiknas. (2006). Pedoman Penyusunan Kurikulum Tingkat Satuan Pendidikan di Sekolah Dasar. Jakarta: Badan Standar Nasional Pendidikan
Depdiknas, Panduan Pengembangan Bahan Ajar, Jakarta: Departemen Pendidikan Nasional, 2008
Depdiknas, Pembelajaran Operasi Hitung Perkalian dan Pembagian Pecahan di SD, Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan (PPPPTK) Matematika, 2009.
Gall, J.P.& Borg, W.R. (2003), Education Research. New York : Allyn and Bacon
Hadi, S. (2017). Pendidikan Matematika Realistik: Teori, Pengembangan dan Implementasinya. Jakarta: Rajawali Pers.
Hawa, S. (2008). Pengembangan Pembelajaran Matematika SD. Jakarta: Dirjen Dikti Depdiknas
Heruman. (2007). Model Pembelajaran Matematika di Sekolah Dasar. Bandung: PT Remaja Rosdakarya.
Johnson, E.B. (2014). Contextual Teaching and Learning. Menjadikan Kegiatan Belajar Mengajar Mengasyikan dan Bermakna Bandung: Kaifa Learning
Kemdiknas. 2008. Sosialisasi KTSP: Pengembangan Bahan Ajar. Jakarta: Kemdiknas
Komalasari, Kokom. (2014). Pembelajaran Kontekstual. Bandung: PT Refika Aditama.
Muhsetyo, Gatot. 2008. Pembelajaran Matematika SD. Jakarta: Universitas Terbuka
Priyatno, Duwi. 2010. Paham Analisa Statistik Data dengan SPSS. Yogyakarta: MediaKom.
Rusman. (2014). Model-model Pembelajaran. Jakarta: Raja Grafindo Persada
Sanjaya, Wina. (2011). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana.
Shoimin, Aris. (2014). Model Pembelajaran Inovatif dalam Kurikulum 2013. Yogyakarta: Ar-Ruzz Media.
Sri Subarinah. (2006). Inovasi Pembelajaran Matematika SD. Jakarta: Depdiknas.
Sudiyono, A.(1995). Pengantar Evaluasi Pendidikan, Jakarta: PT. Raja Grafindo
Sudjana, N. (1995). Penilaian Hasil proses Belajar Mengajar, Bandung: Remaja Rosdakarya
Sudjana. 2005. Metoda Statistika. Bandung: PT. Tarsito Bandung.
Sugiono, (2011), Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta.
Trianto. (2009). Mendesaian Model Pembelajaran Inovatif-Progresif: Konsep, Landasan, dan Implementasinya Pada Kurikulum Tingkat Satuan Pendidikan. Jakarta: Kencana 201
Downloads
Published
Issue
Section
License
Authors published with the JGK (Jurnal Guru Kita) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
