Pengembangan Perangkat Pembelajaran Geometri SMP dengan Strategi Pembelajaran Kolaboratif - Mira Marlina (Pythagoras: Jurnal Matematika dan Pendidikan Matematika, 2013)
Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran geometri SMP dengan pembelajaran kolaboratif yang valid, praktis, dan efektif. Model pengembangan diadaptasi dari model pengembangan Dick Carey. Tahap-tahap pengembangan perangkat pembelajaran meliputi analisis kebutuhan dan perumusan tujuan, rancangan/pengembangan produk, uji coba, revisi dan kajian produk akhir. Produk berupa perangkat pembelajaran yang meliputi silabus, rencana pelaksanaan pembelajaran (RPP), lembar kegiatan siswa (LKS), dan tes hasil belajar (THB) telah memenuhi kriteria valid, praktis, dan efektif. Kevalidan produk ditunjukkan dari hasil validasi ahli yang menunjukkan produk telah memenuhi kriteria sangat valid. Kepraktisan produk terlihat dari hasil penilaian guru yang menunjukkan bahwa produk memenuhi kriteria sangat baik, penilaian siswa menunjukkan produk mencapai kriteria minimal baik, dan rata-rata keterlaksanaan pembelajaran telah memenuhi kriteria baik sebesar 89,4%. Kefektifan produk dilihat dari minimal 75% siswa telah mencapai nilai ketuntasan minimal 75 (82,4%), hasil angket komunikasi interpersonal siswa mencapai kriteria minimal baik (82,3%), dan hasil penilaian aktivitas kolaborasi mencapai kriteria minimal baik (76,5%).Kata kunci: pengembangan, perangkat pembelajaran, pembelajaran kolaboratif, geometri. Developing Geometry Learning Kits for Junior High Schools with Collaborative Learning Strategies AbstractThis study aimed to develop geometry learning kits for junior high schools with collaborative learning which is valid, practical, and effective. The development model was adapted from Dick Carey Model. The steps to get valid, practical and effective learning kits were need assessment and the formulation of purpose, product design, try-out, revision, and final product review. This study produces geometry learning kits consisting of the syllabus, lesson plan, worksheets, and learning outcome test. The result of this study shows that the products are valid, practical, and effective. The validity of the product can be seen from the result of expert’s validation that the product is valid. The practicality of the product can be seen from: the teachers’ assessment sheet which shows that the product is in a good category; students’ assessment sheet which shows that the product is in a good category; and the teacher’s observation sheet which shows that the average learning activity is in a good category. The effectiveness of the product can be seen from minimally 75% students attain KKM score of 75 (82.4%); the students’ interpersonal communication questionnaire result is good and very good (82.3%); and the collaborative activity assesement result is good and very good (76.5 %).Keywords: development, learning kits, collaborative learning, geometry