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Development of STEAM-Based Mathematics Teaching Materials on Direct and Inverse Proportion to Improve Mathematical Problem-Solving Ability and Self Regulated Learning

Unnes Journal of Mathematics Education · Vol. 12 No. 1 (2023) · hlm. 51–59

DOI
10.15294/ujme.v12i1.68735
ISSN
2460-5840, 2252-6927
Terbit
2023-05-16
Penerbit
Department of Mathematics, Universitas Negeri Semarang
Bahasa
eng

Abstrak

This research was research and development whose product was in the form of teaching materials based on STEAM (Science, Technology, Engineering, Art, and Mathematics). This research and development aims to analyze the feasibility and readability, as well as test the effectiveness of teaching materials in improving problem-solving abilities and Self Regulated Learning (SRL). The development stages include potentials and problems; data collection; product design; design validation and revision; product trials (readability tests) and revisions; trial implementation and revision; and then the final product. Furthermore, this study used a one-group pretest and posttest design, carried out at MTs Al-Utsmani with 37 class VIID students in the 2022/2023 academic year as respondents. The results of this study indicate that the developed STEAM-based teaching materials have a feasibility level of 92.82% with very feasible criteria; legibility level of 63.22% with easy-to-understand criteria; as well as effectively improve problem-solving abilities and SRL. This effectiveness is indicated by the average mathematical problem-solving abilities of students after using teaching materials is more than or equal to the Minimum Completeness Criteria, the mathematical problem-solving ability of students who achieve Minimum Completeness Criteria after using complete teaching materials in a classical manner with a proportion of at least 75%, Improvement of students' mathematical problem-solving abilities after using teaching materials is in the moderate minimal category, average SRL after using teaching materials are in the minimal moderate SRL categories, SRL that is in the minimal moderate SRL category while after using teaching materials complete in a classical manner with a proportion of at least 75%, improvement of SRL after using teaching materials is in the moderate minimal category.

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  • State University of Semarang
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Rekan penulisOrganisasiArtikel bersama
Hardi SuyitnoState University of Semarang1
Mustofa ArifinState University of Semarang1
Riza ArifudinState University of Semarang1
Adi Nur CahyonoState University of Semarang1
Tri Sri Noor AsihState University of Semarang1
Rozak Ilham AdityaState University of Semarang1
Bagus Surya MaulanaState University of Semarang1
Muhammad Andi NugrohoState University of Semarang1
Widaswara Agustin HanisyahState University of Semarang1
Ardhi PrabowoState University of Semarang1
Scolastika MarianiState University of Semarang1
Eka AnjarwatiState University of Semarang1
Iwan JunaediState University of Semarang1
Fitrania AinurrachmaniState University of Semarang1
Wuryanto WuryantoState University of Semarang1
Ika Deavy MartyaningrumState University of Semarang1
Sunarmi SunarmiState University of Semarang1
Arum DiyastantiState University of Semarang1
Krisna OktafianaState University of Semarang1
Endah LusiatriState University of Semarang1
Nurul Afifatul UlaState University of Semarang1
Safarina Yasrieva PratiwiState University of Semarang1
Iwan JunaediState University of Semarang1
Fatkhiya An-Nisa RaharaniState University of Semarang1
Sabrina ApriliaState University of Semarang1
Elisa Mutiara FatmadewiState University of Semarang1
Ahmad Taufik HidayatState University of Semarang1
Nafa Nur RakhimaState University of Semarang1
Indah MaulidyaState University of Semarang1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ujme/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Development of STEAM-Based Mathematics Teaching Materials on Direct and Inverse Proportion to Improve Mathematical Problem-Solving Ability and Self Regulated Learning</dc:title>
	<dc:creator>Izzati, Nanda Nur</dc:creator>
	<dc:creator>Dewi, Nuriana Rachmani</dc:creator>
	<dc:description xml:lang="en-US">This research was research and development whose product was in the form of teaching materials based on STEAM (Science, Technology, Engineering, Art, and Mathematics). This research and development aims to analyze the feasibility and readability, as well as test the effectiveness of teaching materials in improving problem-solving abilities and Self Regulated Learning (SRL). The development stages include potentials and problems; data collection; product design; design validation and revision; product trials (readability tests) and revisions; trial implementation and revision; and then the final product. Furthermore, this study used a one-group pretest and posttest design, carried out at MTs Al-Utsmani with 37 class VIID students in the 2022/2023 academic year as respondents. The results of this study indicate that the developed STEAM-based teaching materials have a feasibility level of 92.82% with very feasible criteria; legibility level of 63.22% with easy-to-understand criteria; as well as effectively improve problem-solving abilities and SRL. This effectiveness is indicated by the average mathematical problem-solving abilities of students after using teaching materials is more than or equal to the Minimum Completeness Criteria, the mathematical problem-solving ability of students who achieve Minimum Completeness Criteria after using complete teaching materials in a classical manner with a proportion of at least 75%, Improvement of students' mathematical problem-solving abilities after using teaching materials is in the moderate minimal category, average SRL after using teaching materials are in the minimal moderate SRL categories, SRL that is in the minimal moderate SRL category while after using teaching materials complete in a classical manner with a proportion of at least 75%, improvement of SRL after using teaching materials is in the moderate minimal category.</dc:description>
	<dc:publisher xml:lang="en-US">Department of Mathematics, Universitas Negeri Semarang</dc:publisher>
	<dc:date>2023-05-16</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/ujme/article/view/68735</dc:identifier>
	<dc:identifier>10.15294/ujme.v12i1.68735</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Journal of Mathematics Education; Vol 12 No 1 (2023): Unnes Journal of Mathematics Education; 51-59</dc:source>
	<dc:source>2460-5840</dc:source>
	<dc:source>2252-6927</dc:source>
	<dc:source>10.15294/ujme.v12i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ujme/article/view/68735/24291</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Unnes Journal of Mathematics Education</dc:rights>
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