PENGEMBANGAN MODUL AJAR MATERI FPB BERBASIS PENDEKATAN KONTEKSTUAL UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA FASE C

• Main Author: Willy Resminawati, - (Author)
• Format: Book
• Published: 2023-08-01.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/99294/8/S_PGSD_1906213_Tittle.pdf; http://repository.upi.edu/99294/2/S_PGSD_1906213_Chapter1.pdf; http://repository.upi.edu/99294/3/S_PGSD_1906213_Chapter2.pdf; http://repository.upi.edu/99294/4/S_PGSD_1906213_Chapter3.pdf; http://repository.upi.edu/99294/5/S_PGSD_1906213_Chapter4.pdf; http://repository.upi.edu/99294/6/S_PGSD_1906213_Chapter5.pdf; http://repository.upi.edu/99294/7/S_PGSD_1906213_Appendix.pdf
• Keywords: L Education (General); LB Theory and practice of education; LB1501 Primary Education

Penelitian ini dilatar belakangi oleh ditemukannya siswa kelas V SDN X di Bandung yang belum memahami konsep FPB, belum mampu menentukan faktor persekutuan, belum mampu menentukan FPB dari dua bilangan dan tiga bilangan, serta belum mampu menyelesaikan masalah dalam kehidupan sehari-hari yang berkaitan dengan FPB. Penelitian ini bertujuan mengembangkan modul ajar berbasis pendekatan kontekstual pada materi FPB untuk meningkatkan pemahaman konsep matematis siswa fase C sekolah dasar. Metode penelitian yang digunakan adalah Design and Development (D&D) dengan model pengembangan ADDIE (analysis, design, development, implementation, and evaluation). Instrumen penelitian yang digunakan adalah wawancara, angket, dan soal evaluasi. Teknik analisis data yang digunakan pada penelitian ini menggunakan analisis data kualitatif dan kuantitatif. Subjek dari penelitian ini adalah siswa fase C sekolah dasar. Proses desain awal modul ajar diawali dengan membuat prototipe kemudian mengembangkan ilustrasi pendukung dengan bantuan aplikasi Ibis Paint X kemudian di desain menggunakan Canva. Hasil validasi modul ajar materi FPB berbasis pendekatan kontekstual dari para validator ahli memperoleh kategori sangat layak digunakan dengan masing-masing rata-rata yang diperoleh 91% dan 99%. Setelah dilaksanakan implementasi modul ajar materi FPB berbasis pendekatan kontekstual kepada kelas V sekolah dasar diperoleh pemahaman konsep matematis siswa dengan rata-rata skor pre-test 33,32 dan rata-rata skor post-test 82,41 dengan kategori baik. Simpulan dari penelitian ini adalah modul ajar materi FPB berbasis pendekatan kontekstual layak digunakan dan dapat meningkatkan pemahaman konsep matematis. The background of this research was the finding of fifth-grade students at SDN X in Bandung who did not understand the concept of FPB, was unable to determine the common factor, were unable to determine FPB from two numbers and three numbers, and were unable to solve problems in everyday life related to FPB. This study aims to develop teaching modules based on a contextual approach to FPB material to improve students' understanding of the mathematical concepts in Phase C of elementary schools. The research method used is Design and Development (D&D) with the ADDIE development model (analysis, design, development, implementation, and evaluation). The research instruments used were interviews, questionnaires, and evaluation questions. The data analysis technique used in this study uses qualitative and quantitative data analysis. The subjects of this study were elementary school students in phase C. The initial design process for the teaching module begins with making a prototype and then developing supporting illustrations with the help of the Ibis Paint X application and then designing it using Canva. The validation results of the FPB teaching module material based on a contextual approach from expert validators obtained the very decent category with an average of 91% and 99% respectively. After carrying out the implementation of the FPB teaching module material based on a contextual approach to grade V of elementary school students obtained an understanding of mathematical concepts with an average pre-test score of 33.32 and an average post-test score of 82.41 with a good category. The conclusion of this study is that the FPB material teaching module based on a contextual approach is feasible to use and can improve understanding of mathematical concepts.