PENGEMBANGAN MODUL AJAR BERORIENTASI MODEL CREATIVE PROBLEM SOLVING MATERI PEMBAGIAN UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK FASE B

• Main Author: Intania Azwa Lestari, - (Author)
• Format: Book
• Published: 2023-08-01.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/99302/1/S_PGSD_1903467_Title.pdf; http://repository.upi.edu/99302/2/S_PGSD_1903467_Chapter1.pdf; http://repository.upi.edu/99302/3/S_PGSD_1903467_Chapter2.pdf; http://repository.upi.edu/99302/4/S_PGSD_1903467_Chapter3.pdf; http://repository.upi.edu/99302/5/S_PGSD_1903467_Chapter3.pdf; http://repository.upi.edu/99302/6/S_PGSD_1903467_Chapter4.pdf; http://repository.upi.edu/99302/7/S_PGSD_1903467_Chapter5.pdf; http://repository.upi.edu/99302/8/S_PGSD_1903467_Appendix.pdf
• Keywords: L Education (General); LB Theory and practice of education; LB1501 Primary Education

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalahan peserta didik. Peserta didik kesulitan dalam menyelesaikan dan menganalisis soal cerita berbasis permasalahan dalam materi pembagian karena pembelajaran yang berfokus pada hafalan dan hanya bersumber dari guru serta buku sumber. Berdasarkan hal tersebut, penelitian ini bertujuan untuk mengambangkan modul ajar berorientasi model Creative Problem Solving (CPS) materi pembagian untuk meningkatkan kemampuan pemecahan masalah peserta didik Fase B. Metode penelitian yang digunakan dalam penelitian ini adalah metode Design and Development (D&D) yang dikemukakan oleh Richey dan Klein dengan prosedur Planning, Production, Evaluation (PPE). Modul ajar divalidasi kelayakannya oleh tiga ahli, yaitu ahli materi, ahli desain, dan ahli bahasa. Hasil validasi dari ahli materi mendapatkan presentase kelayakan 91,4%, dari ahli desain 92,3%, dan dari ahli bahasa 78%. Dengan hasil presentase rata-rata perolehan skor dari semua ahli sebesar 87,23% dengan kategori sangat baik. Selain itu dilakukan uji coba terbatas kepada 10 orang peserta didik kelas 4 Sekolah Dasar. Uji coba terbatas dilakukan untuk uji kemampuan pemecahan masalah melalui pre-test dan post-test. Hasil uji coba modul ajar ini menunjukan peningkatan hasil pre�test dan post-test dari rata-rata 52 menjadi 85,5. Selain itu, peneliti melakukan uji N-gain dari pretest dan posttest yang sudah dikerjakan peserta didik, hasil perhitungan rata-rata menunjukan nilai 76,5% dengan kategori efektif. Dengan hal tersebut, dapat dikatakan bahwa pengembangan modul ajar berorientasi model Creative Problem Solving (CPS) materi pembagian ini layak digunakan dan dapat meningkatkan kemampuan pemecahan masalah peserta didik kelas IV fase B. This research is motivated by the low problem solving skills of students. The students have difficulty in solving and analyzing problem-based story problems in division material because learning focuses on memorizing and only comes from teachers and source books. Based on this, this research aims to develop teaching modules oriented to the Creative Problem Solving (CPS) model of division material to improve the problem solving skills of Phase B students. The research method used in this research is the Design and Development (D&D) method proposed by Richey and Klein with Planning, Production, Evaluation (PPE) procedures. The teaching module was validated by three experts, namely material experts, design experts, and linguists. The validation results from material experts get a feasibility percentage of 91.4%, from design experts 92.3%, and from linguists 78%. With the results of the average percentage of scores from all experts of 87.23% with a very good category. In addition, a limited trial was conducted on 10 students in grade 4 elementary school. Limited trials were conducted to test problem solving skills through pre-test and post-test. The results of this teaching module trial showed an increase in pre-test and post-test results from an average of 52 to 85.5. In addition, researchers conducted the Ngain test from the pretest and posttest that had been done by students, the average calculation results showed a value of 76.5% with an effective category. With this, it can be said that the development of teaching modules oriented to the Creative Problem Solving (CPS) model of division material is feasible to use and can improve the problem solving ability of phase IV B students.