Pengembangan Perangkat Pembelajaran Melalui Model Problem Based Learning Berorientasi Kemampuan Pemecahan Masalah Matematis pada Materi Fungsi Kelas X SMA

Abstract

Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berupa RPP dan LKS berbasis Problem Based Learning pada materi fungsi untuk siswa SMA yang berorientasi pada kemampuan pemecahan masalah. Kualitas produk yang dikembangkan dinilai berdasarkan aspek kevalidan, keefektifan, dan respons siswa terhadap LKS. Prosedur pengembangan perangkat pembelajaran mengacu pada model pengembangan 4-D, yaitu Define (Pendefinisian), Design (Perancangan), Develop (Pengembangan), dan Disseminate (Penyebaran). Penulis memiliki keterbatasan waktu dan tenaga, sehingga penulisan dilakukan hingga tahap develop. Subjek penelitian ini adalah siswa kelas X MIPA 1 sebanyak 36 siswa di SMA Negeri 1 Karangwareng. Instrumen yang digunakan untuk mengukur kualitas perangkat pembelajaran yang dikembangkan adalah lembar penilaian RPP dan LKS untuk mengukur kevalidan, tes kemampuan pemecahan masalah untuk mengukur keefektifan, dan angket respon siswa terhadap LKS. Kualitas kevalidan perangkat pembelajaran memenuhi kriteria valid berdasarkan skor rata-rata RPP dari lima validator yaitu 91% dengan kriteria sangat baik dan skor rata-rata LKS dari lima validator yaitu 92% dengan kriteria sangat baik. Kualitas keefektifan perangkat pembelajaran memenuhi kriteria efektif berdasarkan hasil pretest dan post-test dengan peningkatan persentase ketuntasan dari 2,8% menjadi 72%. Respons siswa sebesar 76% menunjukkan respons yang positif terhadap perangkat pembelajaran berupa LKS. Kata kunci: model Problem Based Learning, kemampuan pemecahan masalah matematis.   ABSTRACT This study aims to develop learning tools in the form of RPP and LKS based on Problem Based Learning in the function material for high school students which is oriented to problem solving abilities. The quality of the product being developed is assessed based on the validity, effectiveness, and response of students to the LKS. The learning tool development procedure refers to the 4-D development model, namely Define, Design, Develop, and Disseminate (Distribution). Because of the limitations of the author, the writing is done up to the develop stage. The subjects of this study were 36 students of class X MIPA 1 as many as 36 students in SMAN 1 Karangwareng. The instruments used to measure the quality of learning tools developed are lesson plan assessment sheets and student worksheets to measure validity, test problem solving abilities to measure effectiveness, and questionnaires to students' responses to worksheets. Validity quality of learning devices meets valid criteria based on average RPP scores from five validators, namely 91% with very good criteria and an average score of LKS from five validators, namely 92% with very good criteria. The quality of the effectiveness of learning devices meets the effective criteria based on the results of pretest and post-test with an increase in completeness percentage from 2.8% to 72%. Student responses of 76% showed a positive response to learning equipment in the form of LKS. Keywords: Problem Based Learning, mathematical problem solving ability.