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PENGEMBANGAN LEMBAR KEGIATAN PESERTA DIDIK (LKPD) BERBASIS MODELLING MATHEMATICS MENGGUNAKAN LOKASI GENTALA ARASY PADA MATERI BANGUN RUANG SISI DATAR KELAS VIII SMP Perayana, Perayana; Sofnidar, Sofnidar; Syafmen, Wardi
Jurnal Sains dan Matematika Vol. 6 No. 2 (2025): Jurnal Sains dan Matematika
Publisher : PMIPA FKIP UNJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.1234/sainmatika.v6i2.49608

Abstract

Penelitian ini bertujuan untuk menghasilkan produk lembar kegiatan peserta didik (LKPD) berbasis modelling mathematics dan mengetahui kelayakan (valid, praktis) lembar kegiatan peserta didik (LKPD) berbasis modelling mathematics menggunakan lokasi Gentala Arasy pada materi bangun ruang sisi datar kelas VIII SMP. Penelitian dilakukan di SMPN 7 Muaro Jambi pada Mei 2018. Instrumen penelitian ini adalah lembar penilaian ahli materi dan desain/media, angket penilaian guru dan angket respon peserta didik yang telah valid. Adapun lembar kegiatan peserta didik yang telah dibuat divalidasi oleh satu ahli materi, ahli desain/media kemudian direvisi sesuai kebutuhan. Selanjutnya dilakukan ujicoba produk. Uji coba perorangan dilakukan dengan meminta penilaian dari seorang guru bidang studi matematika dan selanjutnya uji coba kelompok kecil yaitu delapan orang peserta didik yang diberikan angket respon peserta didik setelah disimulasikan pembelajaran menggunakan LKPD yang dikembangkan. Hasil penelitian menunjukkan bahwa LKPD layak untuk digunakan bagi guru dan peserta didik. Kevalidan LKPD dilihat dari hasil penilaian validasi ahli materi dan desain/media dengan kategori “sangat baik”. Dan juga kepraktisan dari penilaian guru matematika dan respon peserta didik dengan kategori sangat positif.
Effect of Conceptual, Understanding, Procedural, and Problem-Based Learning Models Using a Contextual Approach on Students’ Conceptual Understanding Skills Fitriana, Tiara; Huda, Nizlel; Syafmen, Wardi
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.4433

Abstract

Mathematical conceptual understanding is one of the key competencies that students must possess in mathematics learning, as it enables them to connect concepts, explain procedures, and apply mathematical knowledge in various problem-solving situations. However, in classroom practice, students’ mathematical conceptual understanding remains relatively low, indicating the need for instructional models that can facilitate more meaningful learning. This study was motivated by the low level of mathematical conceptual understanding among seventh-grade students at SMP Negeri 7 Muaro Jambi. It aimed to determine whether the Conceptual Understanding Procedures (CUPs) learning model with a contextual approach and Problem-Based Learning (PBL) with a contextual approach influenced the mathematical conceptual understanding of seventh-grade students at SMP Negeri 7 Muaro Jambi in the 2025/2026 academic year. This study employed a quantitative approach with a quasi-experimental method using a pretest-posttest control group design. The population consisted of all seventh-grade students at SMP Negeri 7 Muaro Jambi during the 2025/2026 academic year, and the sample was selected through simple random sampling. The research instruments included a test of students’ mathematical conceptual understanding and an observation sheet used to assess the implementation of the learning process. The test was administered before and after the instructional treatment. Based on the N-gain analysis followed by a one-way ANOVA, the findings revealed a significant difference in the effects of the CUPs and PBL models with a contextual approach on students’ mathematical conceptual understanding. Further analysis showed that students taught using the CUPs and PBL models achieved significantly different mean scores in mathematical conceptual understanding compared with those taught using the Direct Instruction model.
Co-Authors Agung Tralisno Asih Nur Ismiatun, Asih Nur Azzahra, Miftahul Zannah Dewi Iriani Elisa, Edi Faradila, Oryza Vini Fitriana, Tiara Gusmanely Z Husni Sabil Ika Wati Ilham Falani Kamid, Kamid kholijah, gusmi Mardhotillah, Bunga Margareta, Angelina Mujahidawati, Mujahidawati Multahadah, Cut Nadhiya, Bayva Nizlel Huda novferma, novferma Perayana, Perayana rarasati, niken Rinaldi, Aulia Fadhilah Romundza, Febbry Samara Alifa Jazuli Simatupang, Gugun Manosor Sinaga, Ira Selvia Sofnidar - TRIANI, ELZA Trisnawati, Theodora Tantri Wulandari, Yunita Putri Yurinanda, Sherli