Pengembangan Bahan Ajar dengan Pendekatan Induktif untuk Meningkatkan Kemampuan Representasi Matematis Siswa SMP

AbstrakKemampuan representasi matematis berkontribusi terhadap prestasi belajar matematika. Di lapangan kemampuan representasi matematis masih rendah. Penelitian ini dilakukan untuk mengembangkan bahan ajar berupa modul dengan pendekatan induktif pada materi persamaan linear satu variabel untuk siswa kelas VII SMP/MTs, mengetahui learning obstacle (hambatan belajar) pada materi persamaan linear satu variabel, mengetahui kevalidan dari modul dan pedoman pembelajaran guru, serta  apakah terdapat peningkatan sesudah menggunakan modul ini. Penelitian ini menggunakan model pengembangan ADDIE (Analysis, Design, Development, Implementation, and Evaluation), tetapi dibatasi hanya sampai tahap ADD dan diujicobakan secara terbatas pada kelas VII SMP Negeri 1 Tengahtani. Instrumennya adalah soal tes kemampuan representasi matematis, lembar pedoman wawancara, lembar validasi modul dan lembar validasi pedoman pembelajaran guru. Hasil penelitian menunjukkan bahwa terdapat learning obstacle saat dilakukan uji coba soal. Kemampuan representasi matematis siswa mengalami peningkatan dengan rata-rata sebesar 0,37 yang berarti nilai tersebut memiliki interpretasi sedang. Development of Teaching Materials with an Inductive Approach to Enhance the Capability of Mathematical Representation of Middle School StudentsAbstractThe ability of mathematical representation contributes to mathematics learning achievement. In the field, the ability of mathematical representation is still low. This research was conducted to develop teaching materials in the form of modules with an inductive approach to one variable linear equation material for class VII SMP / MTs students, to know the learning obstacle in one variable linear equation material, to know the validity of teacher learning modules and guidelines, and is there an increase after using this module. This study uses the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation), but is limited only to the ADD stage and is tested on a limited basis in class VII Tengahtani 1 Public Middle School. The instruments are test questions of mathematical representation abilities, interview guideline sheets, module validation sheets, and teacher learning guideline validation sheets. The results showed that there was a learning obstacle when testing the problem. The ability of mathematical representation of students has increased with an average of 0.37 which means that the value has a moderate interpretation.