DEVELOPMENT OF PROBLEM-BASED LEARNING DEVICES ON MATHEMATICS AND TRIANGLE MATERIALS FOR JUNIOR HIGH SCHOOL STUDENTS CLASS VII AT JUNIOR HIGH SCHOOL 5 PAGUYAMAN

Abstract

The purpose of this research is to produce problem-based learning tools that are included with valid, practical, and effective mathematical problem solving steps. This study develops problem-based mathematics learning tools and learning support devices for even semester VII SMP students. Learning tools consist of syntax, social system, reaction principle, support system, and instructional impact and accompaniment. The learning tools consist of learning implementation plans (RPP), Student Activity Sheets (LKPD), Media, Modules and Learning Outcomes Tests (THB). This development starts from several stages, namely: (a) the preliminary study stage, (b) the prototyping stage which includes the design stage, evaluation and revision stage, and (c) the assessment stage which includes the trial stage to determine the assessment of the practicality and effectiveness of the learning-based device. developed problem. The quality aspect of product development refers to the quality of product development according to Nieveen which consists of 3 aspects, namely valid, practical, and effective. The subjects of the research trial consisted of 25 students of SMP Negeri 5 Paguyaman. The instruments in this study consisted of; (1) a validity instrument consisting of an assessment sheet on the validity of the Problem-Based Mathematics Learning Tool Components and Learning Support Tools; (2) practicality instruments consisting of practicality assessment sheets from teachers and from students; and (3) effectiveness instruments consisting of learning outcomes tests, and student appreciation questionnaires for problem-based mathematics learning. Based on the results of research that includes syntax, social system, reaction principle, and instructional impact and accompaniment, it is feasible to use the very valid category. The results of the trial show that the level of practicality of the teacher's assessment in all meetings on average meets the very practical criteria. In addition, the level of practicality based on the assessment of students was also shown that the problem-based mathematics learning tools had met the very practical criteria. The effectiveness of problem-based learning tools based on the results of the THB has met the effective criteria with the percentage of classical completeness achieved by 76% and based on the student appreciation questionnaire, the students have met the effective criteria.