PENGEMBANGAN BAHAN AJAR MATERI GEOMETRI BERORIENTASI KEMAMPUAN i REPRESENTASI MATEMATIS

Hadi, Nugroho (2025) PENGEMBANGAN BAHAN AJAR MATERI GEOMETRI BERORIENTASI KEMAMPUAN i REPRESENTASI MATEMATIS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pembelajaran matematika di tingkat SMP/MTs, khususnya pada materi geometri bangun ruang, masih menghadapi berbagai permasalahan yang berdampak pada rendahnya hasil belajar peserta didik. Salah satu permasalahan utama adalah lemahnya kemampuan representasi matematis siswa dalam mengaitkan konsep-konsep abstrak ke dalam bentuk visual, simbolik, maupun verbal. Hal ini diperkuat oleh data hasil pra-penelitian dan laporan Ujian Nasional yang menunjukkan rendahnya pemahaman siswa terhadap materi geometri. Selain itu, bahan ajar yang digunakan di sekolah masih bersifat umum, kurang variatif, dan belum secara spesifik dirancang untuk mengembangkan kemampuan representasi matematis peserta didik. Penelitian ini merupakan jenis penelitian pengembangan (Research and Development) dengan menggunakan model ADDIE yang terdiri dari lima tahapan, yaitu Analysis, Design, Development, Implementation, dan Evaluation. Tahap analisis dilakukan untuk mengidentifikasi kebutuhan peserta didik dan karakteristik pembelajaran. Tahap desain meliputi perancangan isi materi, penyusunan tampilan visual, serta instrumen penelitian. Pada tahap pengembangan, modul yang telah dirancang divalidasi oleh ahli materi dan ahli media. Tahap implementasi dilakukan melalui uji coba terbatas di kelas VIII MTsS Ismaria Al-Qur’aniyyah Bandar Lampung. Instrumen pengumpulan data terdiri atas tes (pretest dan posttest) untuk mengukur peningkatan kemampuan representasi matematis dan angket untuk menilai tanggapan peserta didik terhadap kemenarikan modul. Data kuantitatif dianalisis menggunakan uji N-Gain, sedangkan data kualitatif diperoleh dari saran dan evaluasi validator maupun peserta didik. Hasil akhir penelitian ini menghasilkan bahan ajar materi geometri yang berorientasi kemampuan representasi matematis yang valid (V = 3,28),sangat menarik (M = 3,38), dan cukup efektif (kriteria: rata-rata posttest lebih tinggi dari rata-rata pretest, N-Gain = 0,66) untuk meningkatkan kemampuan representasi matematis peserta didik. Kata Kunci: ADDIE, Bahan ajar geometri, Kemampuan representasi matematis i ABSTRACT Mathematics learning at the junior high school level, particularly in solid geometry, continues to face various challenges that negatively affect students' learning outcomes. One of the main issues is the weak mathematical representation ability of students in connecting abstract concepts into visual, symbolic, and verbal forms. This is supported by pre-research data and national exam reports indicating low student comprehension in geometry topics. Furthermore, the teaching materials used in schools are still general, lack variety, and are not specifically designed to develop students' mathematical representation skills. This study is a type of Research and Development (R&D) using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The analysis stage was carried out to identify student needs and learning characteristics. The design stage involved the planning of content, visual layout, and research instruments. In the development stage, the module was validated by subject matter experts and media experts. The implementation stage was conducted through a limited trial in class VIII of MTsS Ismaria Al-Qur’aniyyah Bandar Lampung. Data collection instruments included tests (pretest and posttest) to measure improvements in students' mathematical representation abilities, and questionnaires to assess student responses to the module's attractiveness. Quantitative data were analyzed using the N-Gain test, while qualitative data were gathered from validator feedback and student evaluations. The final results of this research produced a geometry learning module oriented toward mathematical representation skills that is valid (V = 3.28), highly attractive (M = 3.38), and moderately effective (criteria: the average posttest score is higher than the average pretest score, N-Gain = 0.66) in improving students’ mathematical representation abilities. Keywords: ADDIE, Geometry teaching materials, Mathematical representation ability

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