Development of Learning Cycle 5E-Based Teaching Tools to Facilitate Students' Conceptual Changes in Mathematics Learning

Abstract

English

This article describes the results of developing Learning Cycle 5E teaching tools that are valid, practical, and effective to facilitate students' conceptual changes in Statistics and Data Presentation material. The Four-D model was used to develop this research. The quality of the product is measured through the validity, practicality, and effectiveness of teaching tools. The device's validity is measured by its relevance and consistency using expert judgment. The device's practicality was measured using a practicality assessment questionnaire, distributed to 5 Mathematics teachers and 20 eighth-grader. Effectiveness was measured through a small group trial involving 1 Mathematics teacher and 28 eighth-grader students. The results showed that the teaching tools developed met the validity, practicality, and effectiveness criteria. Learning tools are declared valid, with the validity score for lesson plans being 0.89, student worksheets being 0.86, teacher book being 0.78, and student book being 0.80. Learning tools are declared practical with a practicality score where the teacher's response is 80.31% in the practical category, and the student's response is 79.19% in the practical category. Furthermore, teaching tools were declared effective with the criteria; the classical average of student learning outcomes reached 83.71, the Learning Completeness Criteria reached 82.14%, the level of teacher learning management was at a Good level, and student activity reached 72.5%.

Indonesian

Artikel ini bertujuan mendeskripsikan hasil pengembangan perangkat pembelajaran berbasis Learning Cycle 5E pada kriteria valid, praktis, dan efektif untuk memfasilitasi perubahan konseptual siswa pada materi Statistik dan Penyajian Data. Model Four-D digunakan sebagai pendekatan pengembangan penelitian ini. Kualitas produk diukur melalui validitas, kepraktisan, dan efektivitas perangkat pembelajaran. Validitas perangkat diukur dari relevansi dan konsistensinya menggunakan expert judgement. Praktikalitas perangkat diukur menggunakan kuesioner penilaian praktikalitas kepada 5 orang guru Matematika dan 20 orang siswa kelas VIII. Efektifitas diukur melalui ujicoba kelompok kecil dengan melibatkan 1 orang guru Matematika dan 28 orang siswa kelas VIII. Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan memenuhi kriteria validitas, praktikalitas, dan efektivitas. Perangkat pembelajaran dinyatakan valid dengan skor validitas untuk RPP adalah 0.89, lembar aktivitas siswa 0.86, buku guru 0.78, dan buku siswa 0.80. Perangkat pembelajaran dinyatakan praktis dengan skor praktikalitas dimana respons guru adalah 80.31% dengan kategori praktis, dan respons siswa adalah 79.19% dengan kategori praktis. Selanjutnya, perangkat pembelajaran dinyatakan efektif dengan kriteria; rata-rata klasikal hasil belajar siswa mencapai 83.71, tingkat ketuntasan belajar mencapai 82.14%, tingkat pengelolaan pembelajaran guru pada taraf baik, dan keaktifan siswa mencapai 72.5%.

Keywords

• conceptual change
• learning cycle
• conceptual understanding
• learning cycle 5E
• pemahaman konsep
• perubahan konseptual