Development of E-LKPD oriented minimum competency assessment (MCA) on 6C’s ability of high school students

Learning in the 21st century is currently required to be able to improve 6C’s skills (collaboration, communication, creative thinking, critical thinking, computing, and affection). This study aims to produce MCA-oriented E-LKPD products on 6C’s's abilities of high school students that are valid, practical and effective. The Research and Development research development method follows the four-D Model which consists of 4 stages of development, namely: define, design, develop, and disseminate. The research subjects were ten students of class XII at SMA Wachid Hasyim 2 Taman. Data collection techniques using questionnaires and post-tests. The data analysis used in this research is descriptive quantitative and qualitative analysis. The results of this study obtained the validity of the MCA-oriented E-LKPD on 6C’s abilities from validation data filled in by material experts, media experts and practitioner experts with a score of 3.3; 3.5; and 3.5. In addition, the practicality of the MCA-oriented E-LKPD on 6C’s abilities from the assessment of expert practitioners, namely teachers as users, gives a score of 3.5. While the effectiveness of the MCA-oriented E-LKPD on 6C’s abilities from the results of trials on small groups of ten students obtained an average of 81.13% with a very effective interpretation. Based on the results of this study, the developed E-LKPD media met the expected validity, practicality and effectiveness criteria. So that it can be said that the MCA-oriented E-LKPD products on the 6C’s abilities of high school students are valid, practical, and effective for use in learnin

LEARNING TRIGONOMETRIC FUNCTIONS WITH GEOMETER'S SKETCHPAD FOR IMPROVING LEARNING RESULTS STUDENT MATHEMATICS IN CLASS X SMA/MA

This research is motivated by the low learning outcomes of students' mathematics, especially the material on trigonometric functions due to abstract mathematics and teachers who must have skills in the field of technology because they can help explain the learning material in totality. The aims of this study are (1) to determine student learning outcomes using the application of Geometer's Sketchpad software in learning material on trigonometric functions and (2) to determine the comparison of student learning outcomes with the help of Geometer's Sketchpad software can be better than student learning outcomes without Geometer's Sketchpad in class. X SMA/MA. This research is a quantitative research with a pretest-posttest control design. Sampling in this study was taken by total sampling.learning trigonometric functions in class with the help of Geometer's Sketchpad. The teacher uses infocus and guides students in the process of drawing graphs and students are also able to explain the amplitude, period, maximum value and minimum value and are able to write equations that match the graph. It is stated that the application of Geometer's Sketchpad software in learning trigonometric function material is better than learning trigonometric functions by not using software. It is proven by the posttest value which is significantly increased from the pretest value of the experimental class(2) The results of the experimental and control class posttest data that have been carried out and obtained> that is 5.87 > 1.68. Then it can be concluded that it is rejected and thus accepted, so that the learning outcomes of trigonometric function material with the help of Geometer's Sketchpad can be better than student learning outcomes without Geometer's Sketchpad in class X SMA/MA

Development of TPS type cooperative learning tools integrated with huyula values in terms of the affective aspect

This research aimed to produce a hight-quality cooperative learning tool with the Think Pair Share (TPS) model integrated with Huyula values, focusing on the affective aspect. This type of research falls under the Research and Development category, utilizing the ADDIE  model. The research results indicated that: 1) the developed tool is valid and suitable, as evidenced by expert validation: 2) the developed tool is practical, demonstrated by successful implementation over three sessions with an average percentage of 96.30%, and a majority of students 96.28% responding positively.In conclusion, the cooperative learning tool using the Think Pair Share (TPS) model integrated with Huyula values, focusing on the affective aspect, meets the criteria for being valid and practical. So that, suitable for use

The Development of Learning Applications on Linear Equations Using A Contextual Approach

This research is motivated by limited learning media development to support students' learning processes. This research uses a contextual approach to test the validity and practicality of learning applications on linear equation material. The research method used is Research and Development (R&D), especially the 4D development model. To collect data, researchers used validation questionnaires distributed to experts in material, media, and language, as well as practicality instruments given to educators and students. The validation results show that the learning application on linear equation material using a contextual approach is very valid. The media expert assessment was 93.33%, the material expert assessment was 93.33%, and the language expert assessment was 92%. Then, the results of the practicality percentage obtained practical information with an assessment of the practicality of educators of 81.80% and an assessment of the practicality of students of 83.15%. Based on the overall data analysis results, the learning application developed is feasible and can be implemented in the learning process

Development of Student Worksheets (LKPD) Multiplications to Overcome Operational Difficulties Calculate Multiplications Story Road

The aim of this research is to describe the development stages of the multiplication student worksheet (LKPD) to overcome the difficulties of calculating multiplication operations and to find out whether the multiplication student worksheet (LKPD) can meet the criteria of validity, practicality, and effectiveness. This research uses a type of development research or Research and Development (R&D) and uses the ADDIE development model, which includes Analysis (analyzing), Design (designing), Development (developing), Implementation (applying), and Evaluation (evaluating). Data collection instruments used were material expert validation sheets, media validation sheets, student response questionnaires, and test sheets. The data collection techniques used by researchers in this research were interviews, validation sheets, learning outcomes tests, and student response questionnaires. In this research, the data obtained was analyzed qualitatively and quantitatively. Qualitative analysis is used to describe the product development process. Quantitative analysis is used to describe product quality assessments, response questionnaires, and learning outcomes tests. The results of data analysis are used to improve products. This research was conducted in MIS Madinatussalam. The population in this study were students in class III-6 MIS Madinatussalam, totaling 30 students. Meanwhile, sampling in this research used a total sampling technique or used the entire population as the research sample. Using purposive random sampling, the research subjects were grade III elementary schools. The results of the research showed that the average total validity value obtained from material experts was 92.8% and media experts were 86.6%, which means that the LKPD for the multiplication of stacked roads that was developed had met the valid criteria. The results of the analysis of the practicality of the LKPD learning media for multiplication of stacked paths show that the average total practicality value of student responses is 88.21%, which is in the value range (81% - 100%). In the trial test of learning outcomes on effectiveness, an average N-gain value of 0.44 was obtained and met the range 0.3 ≤ n-gain ≤ 0.7

Implications of understanding by design in developing problem-based learning models with a teaching at the right level (TaRL) approach on the subject of arithmetic rows

This research attempts to develop innovative learning models that address students' concerns in the classroom. The development process employs the Understanding by Design (UbD) method with the following steps: 1) identify problems in learning, 2) determine assessment evidence, 3) plan learning.  The results of this development research are: 1. Problem Based Learning Model with Teaching at the Right Level (TaRL) Approach on the subject of arithmetic rows, 2. Assessment results; Assessment for learning and assessment as learning.  The syntax of the Problem-Based Learning (PBL) Model with the Teaching At The Right Level (TaRL) Approach on arithmetic row material is: 1) Preliminary Activities; Orientation, perception, providing simpler questions, providing meaningful comprehension, providing motivation, orienting learners to problems ( Syntax 1 PBL); 2) Core Activities; Organizing learners to learn (Syntax 2 PBL),Guiding students both individually and in groups (Syntax 3 PBL), Assisting students develop and present work (Syntax 4 PBL), Helping students to analyse and evaluate the problem-solving process (Syntax 5 PBL); 3) Concluding Activities; Help learners analyse and evaluate the problem-solving process (Syntax 5 PBL). The results of the assessment provide an overview that all learning objectives are generally achieved, while the results obtained from assessment as learning in the form of reflection on the learning process and self-reflection of students show a positive response, this can be seen from the answers written by students on the reflection sheet. In general, the students are pleased with the learning model applied

Developing Digital Modules Based On Audio PPT Equation Tangent Circle Using Geogebra Application

The study aimed to develop GeoGebra-based interactive GeoGebra-based course modules and validate them using expert assessment. The research method used in this study is a research and development method using a 4-D approach. This approach includes four stages, namely Define, Design, Develop, and Disseminate. This research was conducted at MTs PKP and the development research time was carried out from January to March 2023. The results of this study show excellent module quality in aspects of content feasibility, learning quality, display quality, visual clarity, material presentation, language, use of GeoGebra, and visual skills. Trials for teachers and students also produced positive responses, with a very good percentage of success

Learning Videos and Geogebra: Do They Really Help Students Solve Their Answers?

Multimedia is a combination of various media elements, such as text, images, audio, video, and animation used by teachers to deliver teaching materials effectively and innovatively. There are various types of interactive multimedia that can be used, one of which is that teachers often involve videos and GeoGebra to help students learn mathematics. In practice, this assistance often makes students take a longer path to achieve learning goals. This study provides another perspective to determine the implications of learning videos and GeoGebra in completing answers that help students. With a descriptive method, this study took students as its subjects whose results were analyzed qualitatively using data descriptions, data reduction and presentation of conclusions. It turns out that videos are less able to help students complete their answers and GeoGebra can make students less than optimal in improving their thinking skills. However, the use of learning videos can be used by students to remember continuously to be used as independent learning materials and the use of GeoGebra can be used to correct answers that have been obtained using manual methods

Course Review Horay-Based Bamboo Dancing in 21st Century Learning: How Can We Assess Students' Mathematical Creative Thinking?

Education in the 21st-century era can provide students with learning experiences that influence individual growth. This study aimed to determine the effect of integrating the Bamboo Dance learning model and Course Review Horay on students' mathematical creative thinking. The design of this study was quasi-experimental. Data collection instruments were open-ended test questions of mathematical creative thinking. The normality test and the homogeneity test were used as the analysis techniques. The hypothetical testing was performed using one-way ANOVA and Scheffe's method. The results of the analysis showed that the data were normally distributed and homogeneous. As a result of applying the Bamboo Dance learning model integrated with Course Review Horay, the students' mathematical creative thinking was better than the conventional learning model. The Bamboo Dance Model can provide information equally. The Course Review Horay's learning model can make students happy during the learning. This research implies that lecturers can apply BD-CRH as an alternative in improving students' mathematical creative thinking