STRATEGI PEMBELAJARAN AKTIF MODELLING THE WAY BERBASIS TEORI BRUNER PADA PEMBELAJARAN MATEMATIKA

Abstrak

Latar belakang penelitian ini adalah refleksi pada pelaksanaan pembelajaran mata kuliah Pembelajaran Matematika SD 1 yang belum memberikan kesempatan melatih keterampilannya dalam peer teaching. Faktor lain adalah belum tersedianya bahan ajar, silabus, dan media pembelajaran. Berdasarkan masalah tersebut, peneliti melaksanakan penelitian pengembangan perangkat pembelajaran strategi aktif modelling the way berbasis teori Bruner pada kompetensi dasar pecahan, perbandingan dan pengukuran. Tujuan penelitian ini adalah: 1) menentukan proses pengembangan perangkat pembelajaran, 2) Memperoleh perangkat pembelajaran yang valid, 3) Mengetahui keefektifan implementasi perangkat pembelajaran dan 4) Mengetahui kepraktisan perangkat pembelajaran. Jenis penelitian adalah pengembangan dengan model pengembangan 4-D (Four D Model) dari Thiagarajan. Tahap yang dilaksanakan sampai 3 tahap yaitu pendefinisian (define), perancangan (design) dan sampai pada tahap pengembangan (develop).. Perangkat pembelajaran yang dikembangkan adalah 1) Silabus, 2) SAP, 3) Bahan Ajar, 4) LK Peer Teaching, 5) Media presentasi, dan 6) Tes Hasil Belajar. Instrumen pengumpul data 1) penilaian kinerja peer teaching, 2) Tes Hasil Belajar, dan 3) Lembar pengamatan. Rata-rata skor pengembangan perangkat 4.24 (sangat baik) sehingga perangkat valid. Keefektifan penggunaan perangkat pembelajaran: 1) Ketuntasan klasikal dengan KKM = 71 mencapai 100%, 2) Hasil belajar kelas eksperimen (88.1) lebih tinggi dari kelas kontrol (75.3) The background of this research is a reflection on the implementation of learning of Mathematics in Elementary School 2. In fact, they were not given an opportunity to train their skills in peer teaching. Another factor is the unavailability of teaching materials, syllabus, and media of learning. Based on these problems, the researcher conducted a research of development of the active learning strategy modelling which is based on Bruner's theory on the competence of fractions, ratios, and measurement. The objectives of this study were: 1) to determine the process of development of learning tools, 2) to obtain valid learning tools, 3) to know the effectiveness of the implementation of learning tools, and 4) to know the practicality of learning tools. This type of research is a development one by selecting the Four D Model from Thiagarajan. It is implemented through 3 stages, e.g. define, design and develop. The learning tools which were developed are 1) syllabus, 2) lesson plan, 3) teaching materials, 4) Worksheet of Peer Teaching, 5) Instructional presentation media, and 6) Achievement Test. Data collection instruments in this study are: 1) peer teaching performance assessment, 2) Achievement Test, and 3) the lesson observation sheet. The average score of learning tool development was 4.24(very good) so that the device was valid. The effectiveness of the use of learning tools is determined by: 1) Classical achievement mastery or minimum mastery criteria = 71 reached 100%, and 2) The achievement the experimental class reached average of 88.1; better than control class (75.3).