Article Sidebar

Download
PDF
Statistic
Read Counter : 23 Download : 7

Main Article Content

Abstract

This study was intended to produce a learner worksheet in trigonometry material based on generative learning with  valid  and  practical,  and  to  determine  the  potential effects on  students conceptual understanding  in trigonometry material. It is Research and Development with Borg and Gall model. The subjects of this research were students of class XI MIPA 4 SMAN 11 Palembang as many as 34 students. Data collection techniques used are interviews, observations, and test. The result of data analysis could be concluded that this research procuded worksheet in trigonometry material based on generative learning valid and practical trigonometry material, and LKPD that had been developed had a potential effect on students conceptual understanding in trigonometri material. Therefore worksheet that had been developed can be used by the students.

Keywords

Development Student Worksheet Trigonometry Generative Learning

Article Details

License

Copyright (c) 2020 PDF

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, Creative Commons Attribution-ShareAlike (CC BY-NC-SA).

How to Cite
Nurdiyanto, T., Hartono, Y., & Hartono, I. (2020). Pengembangan LKPD Materi Trigonometri Berbasis Generative Learning di Kelas X. Jurnal Pendidikan Matematika, 14(1), 51–66. Retrieved from https://jpm.ejournal.unsri.ac.id/index.php/jpm/article/view/196
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Arieyantini, P., Putri, R.I.I., & Kesumawati, N., (2017). Desain pembelajaran menggunakan konteks perkembangbiakan hewan secara vegetatif pada materi bentuk peroangkatan di sekolah menengah atas. Jurnal Elemen, 3(1), 68-86. http://dx.doi.org/10.29408/jel.v3i1.339.
  2. Agninditya, F., Sunandar, & Purwanti, H. (2014). Analisis kesalahan dan kesulitan peserta didik dalam menyelesaikan soal uraian pokok bahasan trigonometri kelas X. Prosiding Mathematics and Sciences Forum. (pp. 795-798).
  3. Agustina, R. (2015). Kesalahan peserta didik SMK dalam menyelesaikan masalah aplikasi trigonometri ditinjau dari tipe kepribadian phlegmatis. Prosiding Seminar Nasional Pendidikan MIPA Universitas Lampung. (pp. 515-523).
  4. Balka, H., & Miles, H. (2012). What is Conceptual Understanding? (Online), (http://www.mathleadership.com/sitebuildercontent/sitebuilderfiles/conceptualUnderstanding.p df), diakses 28 Desember 2016.
  5. Ekaputri, Y.N. (2016). Pengaruh model pembelajaran generatif terhadap pemahaman konsep peserta didik kelas VIII MTsN di Kabupaten Pesisir Selatan. Jurnal Kepemimpinan dan Pengurusan Sekolah, 1(1), 57-64.
  6. Elianti, Maulina, R., & Milizar. (2014). Penerapan model pembelajaran generative learning pada materi trigonometri di kelas X SMAN 4 Banda Aceh. Prosiding Seminar Nasional Pendidikan. (pp. 193-199).
  7. Kemendikbud. (2017). Silabus Mata Pelajaran Matematika SMA/MA/SMK/MAK. Jakarta: Kemendikbud.
  8. Khotimah, K., Yuwono, I., & Rahardjo, S. (2016). Kesulitan peserta didik dalam menyelesaikan soal perbandingan trigonometri. Prosiding Seminar Nasional Pendidikan Matematika Universitas Kanjuruan Malang, 1. (pp. 46-52).
  9. Lestari, K.A., & Yudhanegara, M.R. (2015). Penelitian Pendidikan Matematika. Bandung: Refika Aditama.
  10. Lusiana. (2011). Lembar kerja peserta didik dengan menggunakan MPG (model pembelajaran generatif). Prosiding Seminar Nasional Pendidikan. (pp. 714-725).
  11. Maharani, L., Hartono, Y., & Hiltrimartin, C. (2013). Kemampuan pemahaman konsep peserta didik pada pembelajaran matematika menggunakan model generative learning di kelas VIII SMPN 6 palembang. Jurnal Pendidikan Matematika, 7(2), 1-16. https://doi.org/10.22342/jpm.7.2.4650.1-16.
  12. Miksalmina. (2013). Penguasaan siswa pada materi trigonometri di SMAN Darussalam Aceh besar. Jurnal Visipena, 4(2), 101-110.
  13. Nabie, M.J., Akayuure, P., Ibrahim-Bariham, U.S.I., & Sofo, S. (2018). Trigonometric concepts; pre- service teacher’s perceptions and knowledge. Journal on Mathematics Education, 9(2), 169- 182. https://doi.org/10.22342/jme.9.2.5261.169-182.
  14. Nasaruddin. (2013). Pembelajaran trigonometri berorientasi filosofi konstruktivistik. Al-Khwarizmi- Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, 1(1), 1-16. https://doi.org/10.24256/jpmipa.v1i1.50.
  15. Nurdiyanto, T. (2019). Trigonometri Mengupas Konsep Dasar dan Pembelajarannya. Yogyakarta: Matematika Graha Ilmu.
  16. Nurdiyanto, T., Hartono, Y., & Indaryanti. (2017). Kemampuan pemahaman konsep matematis peserta didik menggunakan model generative learning pada materi trigonometri kelas X SMAN 11 Palembang. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika Universitas Sriwijaya. (pp. 141-151).
  17. Rahayu, R., Masrukhan, & Sugianto. (2019). Mathematics teaching using generative model with character building contents aided by interactive learning media. Unnes Journal of Mathematics Education Research, 8(1), 35-48.
  18. Shoimin, A. (2014). 68 Model Pembelajaran Inovatif dalam Kurikulum 2013. Yogyakarta: r-Ruzz Media.
  19. Syafmen, W. (2014). Identifikasi kesalahan peserta didik dalam menyelesaikan soal matematika di SMA (Studi Kasus SMAN 11 Kota Jambi). Jurnal Kreatif Tadulako, 17(3), 73-77.
  20. Sugiantara, I. G., Sandra I. W., & Suparta, I. N. (2013). Pengembangan Perangkat Pembelajaran Matematika Realistik dengan Peta Konsep pada Materi Trigonometri Kelas XI. e-Journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi Matematika, 2, 1-11.
  21. Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.
  22. Tessmer, M. (1993). Planning and conducting formative evaluation: Improving the quality of education and training. London: Kogan Page.
  23. Trianto. (2017). Mendesain Model Pembelajaran Inovatif, Progresif, dan Kontekstual. Jakarta: Kencana Prenada Media Group.
  24. Tuna, A. (2013). A conceptual analysis of the knowledge of prospective mathematics teachers about degree and radian. World Journal of Education, 3(4), 1-9.
  25. Wena, M. (2016). Strategi Pembelajaran Inovatif Kontemporer Suatu Tinjauan Konseptual Operasional. Jakarta: Bumi Aksara.
  26. Winarni, S. (2016). Pembelajaran rumus-rumus trigonometri menggunakan lembar kerja peserta didik menurut prinsip konstruktivisme pada peserta didik kelas XI. Edumatica: Jurnal Pendidikan Matematika, 6(1), 9-14. https://doi.org/10.22437/edumatica.v6i01.2995.
  27. Wulandari, I.G., & Puspitadewi, K.R. (2015). Meningkatkan analisis kesalahan peserta didik dalam mengkontruksi konsep trigonometri. Jurnal Santiaji Pendidikan (JSP), 5(1), 18-25.
  28. Zulkardi. (2006). Formative Evaluation: What, Why, When, and How. (online), (http://www.reocities.com/zulkardi/books.html), diakses 28 Desember 2018.

Similar Articles

1 2 3 4 5 6 7 8 9 > >> 

You may also start an advanced similarity search for this article.