Validity of RPP and LKPD based on M-APOS model in clas X senior high school

Abstract

RPP and LKPD were an important component an the process of learning, nevertheles in the learning of mathematics. The availablity of RPP and LKPD will help teacher to create interactive, inspiring and fun ways to learn. The M-APOS model was one of the learning model which can trigger students to construct their own knowledge, review on their own and also able to connect all of the knowledge with the subject before. From the case to be underlying to do development RPP and LKPD on M-APOS model. This research is a development research by using Ploomp model that consist of preliminary research, development phase and assesment phase. The purpose of this research is to know the characteristic of RPP dan LKPD with the base of M-APOS model is valid’s criteria. The result of research is RPP and LKPD base of M-APOS model with the average of validity are 0,790 and 0,757.

Keywords

M-APOS, RPP, LKPD, validity.

References

Arnawa, M. (2006). Meningkatkan Kemampuan Pembuktian Mahasiswa dalam Aljabar Abstrak Melalui Pembelajaran Berdasarkan Teori APOS. Disertasi pada Universitas Pendidikan Indonesia: tidak diterbitkan.

Asiala, M et al. (1997). “A Framework for Research and Curriculum Development In Undergraduate Mathematics Education”. Journal of Mathematical Behavior, (online), (http://www.math.wisc.edu/~wilson/Courses/Math903/APOS-Overview.pdf)

Asiala, M et al. (2001). “The Development of Students’ Graphical Understanding of The Derivative”, (online), (http://www.math.kent.edu/~edd/SlopeStudy.pdf)

Dubinsky, E. And M. McDonald. APOS: A Constructivist Theory of Learning, In Undergraduates Mathematics Education Research, In Holton, D. (Eds), 2000. The Teaching and Learning of Mathematics at University Level, Kluwer Academic Publisher, Dordreeth

Evans, JR. (1994). Berpikir Kreatif: Dalam Pengambilan Keputusan dan Manajemen. Jakarta: Bumi Aksara.

Lestarianingsih, Yunika dkk. (2015). “Pengembangan Lembar Aktivitas Mahasiswa Topik Turunan Berdasarkan Teori APOS”, 3 (1) : 12-13

Nurina, Happy dan Djamilah Bondan Widjajanti. (2014). Keefektifan PBL Ditinjau dari Kemampuan Berfikir Kritis dan Kreatif Matematis, Serta SELF-ESTEEM Siswa SMP, 1 (1): 10-12

Nurlaelah, E. (2009). “Kajian Hasil-Hasil Penelitian Yang Berkaitan dengan Teori APOS dan Kreatifitas Matematika. Universitas Pendidikan Indonesia”: tidak diterbitkan.

Permendikbud Nomor 103 Tahun 2014 Tanggal 8 Oktober 2014 Tentang Pembelajaran Pada Pendidikan Dasar dan Pendidikan Menengah.

Permendikbud Nomor 022 Tahun 2016 Tanggal 28 Juni 2016 tentang Standar Proses Pendidikan Dasar dan Menengah.

Plomp, T. dan N. Nieveen. 2013. Educational Design Research. Enschede: Netherland Institute for Curriculum Development (SLO).

Shadiq, Fadjar. (2014). Pembelajaran Matematika : Cara Meningkatkan Kemampuan Berfikir Siswa. Yogyakarta: Graha Ilmu

Suryadi, D. (2010). Membangun Budaya Baru dalam Berfikir Matematika. Bandung: Jica.

Talajan, Guntur. 2012. Menumbuhkan Kreatifitas & Prestasi Guru.Yogyakarta: LaksBang PRESSindo.

Weyer, Sarah R. (2010). APOS Theory as a Conceptualization for Understanding Mathematical Learning. Jurnal Pendidikan Matematika (online).

Yerizon. (2011). Meningkatkan Kemampuan Pembuktian Matematis Melalui Pendekatan Modifikasi APOS Pada Mahasiswa. Disertasi pada Universitas Pendidikan Indonesia: tidak diterbitkan.

DOI : https://doi.org/10.29210/2018198