Pengembangan bahan ajar matematika berbasis kontekstual yang terintegrasi nilai-nilai keislaman pada materi relasi dan fungsi - Muh Fajaruddin Atsnan; Maisea Ledua Nareki; Rahmita Yuliana Gazali (Teacher in Educational Research, 2022)
Tujuan penelitian ini untuk mendeskripsikan pengembangan bahan ajar matematika berupa modul berbasis pendekatan kontekstual yang terintegrasi nilai-nilai keislaman pada materi relasi dan fungsi, serta mengetahui kualitas modul yang dikembangkan. Modul yang dikembangkan memuat masalah kontekstual dan terintegrasi dengan nilai-nilai keislaman, seperti sholat, sedekah, sifat baik Rasulullah, serta kebiasaan baik yang dituntunkan oleh agama. Model pengembangan mengacu pada prosedur ADDIE yaitu terdiri atas Analysis (Analisis), Design (Perencanaan), Development (Pengembangan), Implementation (Implementasi) dan Evaluation (Evaluasi). Hasil penelitian tentang kualitas modul menunjukkan bahwa (1) kevalidan bahan ajar berupa modul menunjukkan kriteria Ã¢â‚¬Å“BaikÃ¢â‚¬Â berdasarkan hasil penilaian bahan ajar oleh 2 dosen ahli, yaitu ahli materi dan ahli media, (2) kepraktisan bahan ajar berupa modul menunjukkan kriteria Ã¢â‚¬Å“BaikÃ¢â‚¬Â , dimana 50 siswa dari 57 siswa atau 87,72% menjawab sangat setuju jika modul yang dikembangkan, mudah dipahami secara materi dan isinya berkaitan dengan nilai-nilai keislaman, (3) keefektifan bahan ajar ditentukan berdasarkan tes hasil belajar yang menunjukkan bahwa dari 57 siswa, sebanyak 52 siswa telah mencapai kriteria kemampuan minimal (KKM) yang ditetapkan sekolah untuk mata pelajaran matematika yaitu 68, dengan persentase ketuntasan mencapai 91,23 %, dengan nilai rata-rata 81,04.Ã‚Â Ã‚Â Abstract: The aims of this study is to describe the development of mathematics teaching materials in the form of modules based on a contextual approach that integrates Islamic values in relation to and function materials and to determine the quality of the modules developed. The developed module contains contextual issues and is integrated with Islamic values, such as prayer, alms, the good nature of the Prophet, and good habits guided by religion. The development model refers to the ADDIE procedure, which consists of Analysis (Analysis), Design (Planning), Development (Development), Implementation (Implementation) and Evaluation (Evaluation). The results of the research on the quality of the module indicate that (1) the validity of the teaching materials in the form of modules shows the criteria of "Good" based on the results of the assessment of teaching materials by two expert lecturers, namely material experts and media experts, (2) the practicality of teaching materials in the form of modules shows the criteria of "Good", where 50 students from 57 students or 87.72% answered strongly agree if the module developed is easy to understand materially and its content is related to Islamic values, (3) the effectiveness of teaching materials is determined based on the learning outcomes test which shows that of 57 students, 52 students have achieved the minimum ability criteria (KKM) set by the school for mathematics, namely 68, with a percentage of completeness reaching 91.23%, with an average score of 81.04.