PENGEMBANGAN BAHAN AJAR MATEMATIKA BERBASIS PENDEKATAN KONTEKSTUAL UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PADA MAHASISWA PGMI

Bahan ajar matematika yang efektif dapat meningkatkan kemampuan pemecahan masalah sangat terbatas. Bahan ajar yang selama ini digunakan pada pembelajaran matematika lebih banyak mengembangkan kemampuan yang bersifat hafalan dan pengetahuan saja. Tujuan penelitian ini adalah mengembangkan bahan ajar matematika yang fokus untuk meningkatkan kemampuan pemecahan masalah pada mahasiswa PGMI di kota Metro Lampung. Penelitian ini merupakan penelitian dan pengembangan yang mengadapatasi desain pembelajaran Dick and Carey dan model pengembangan Borg and Gall. Teknik pengumpulan data menggunakan angket (kuesioner), tes, wawancara, dan observasi. Data yang berkaitan dengan saran ahli, hasil observasi, dan wawancara dianalisis secara deskriptif kualitatif dan statistic deskriptif Data hasil validasi ahli dianalisis dengan menggunakan rumus Content Validity Ratio (CVR), dan hasil tes dianalisis menggunakan statistic inferensial. Temuan penelitian ini adalah 1) menghasilkan bahan ajar matematika berbasis pendekatan kontekstual yang layak menurut penilaian ahli dan praktisi yang dapat digunakan untuk meningkatkan kemampuan pemecahan masalah. Kelayakan tersebut meliputi aspek isi, penyajian, bahasa, dan pendekatan konsetkstual; 2) Bahan ajar matematika berbasis pendekatan kontekstual terbukti efektif dalam meningkatkan kemampuan pemecahan masalah; dan 3) Bahan ajar matematika berbasis pendekatan kontekstual praktis digunakan untuk meningkatkan kemampuan pemecahan masalah. Temuan tersebut mengarah pada rekomendasi untuk menggunakan bahan ajar ini sebagai alternatif dalam meningkatkan kemampuan pemecahan masalah matematika dan melakukan penelitian lanjutan yang berkaitan dengan peningkatan kemampuan berpikir tingkat tinggi sebagai upaya membangun generasi yang lebih berkualitas. Kata Kunci: Bahan ajar matematika, pendekatan kontekstual, pemecahan masalah, validitas, efektivitas, kepraktisan. *************** Abstract Mathematics teaching materials that are effective in improving problem-solving abilities are very limited. Teaching materials that have been used in learning mathematics develop more abilities that are memorization and knowledge only. The purpose of this study is to develop mathematics teaching materials that focus on improving the problem-solving abilities of PGMI students in the city of Metro Lampung. This research is a research and development that adapts the Dick and Carey learning design and the Borg and Gall development model. Data collection techniques using a questionnaire, tests, interviews, and observations. Data related to expert advice, observation results, and interviews were analyzed using descriptive qualitative and descriptive statistics. Data from expert validation were analyzed using the Content Validity Ratio (CVR) formula, and test results were analyzed using inferential statistics. The findings of this study are 1) to produce mathematics teaching materials based on a contextual approach that is feasible according to the judgment of experts and practitioners that can be used to improve problem solving abilities. The feasibility includes aspects of content, presentation, language, and a contextual approach; 2) Mathematics teaching materials based on a contextual approach are effective in improving problem-solving abilities; and 3) Mathematics teaching materials based on practical contextual approaches are used to improve problem solving abilities. These findings lead to recommendations for using this teaching material as an alternative in improving mathematical problem-solving abilities and conducting further research related to increasing higher-order thinking skills as an effort to build a higher quality generation. Keywords: Mathematics teaching materials, contextual approach, problem solving, validity, effectiveness, practicalit

Desarrollo de una aplicación kinestesica para ejercitar las nociones matemáticas a nivel básico

La mayoría de las evaluaciones realizadas en alumnos de nivel básico en los últimos años aplicadas en el país, han demostrado un alto porcentaje de alumnos que se encuentran en un nivel de insu ficiente y elemental en el área de las matemáticas; por este motivo el presente proyecto tiene como objetivo desarrollar una aplicación kinestesica que les permita ejercitar operaciones aritméticas básicas, como son: Adición, Sustracción, Multiplicación y División, con la finalidad de poder perfeccionar su habilidad en la solución a este tipo de operaciones de una manera atractiva. La aplicación se desarrollo utilizando una metodología ágil, considerando tiempo, calidad, tamaño del software y necesidades del usuario, logrando una aplicación con cuatro micro-juegos basados en actividades educativas; las actividades educativas requieren de los movimientos del cuerpo para su ejecución, cada micro-juego genera operaciones aleatorias en cuanto a operadores y dígitos, evaluando y proporcionando retroalimentacion en casos específicos. Las pruebas realizadas en la escuela primaria Leona Vicario", arrojaron resultados favorables en su alumnado

Math engaged problem solving in families

Research indicates that people engage in rich mathematical practices in everyday activities, yet little is known about school-aged children\u27s mathematics learning within the family context. This paper reports results of an interview study with 20 families to understand contexts and activities that engage mathematics in the family setting. The results indicate that problem solving is frequent activity, and that mathematics is engaged in accomplishing problem solutions in a range of contexts or situations. We describe features of math engaged problem solving and describe how it is value driven. We see multiple kinds of math and multiple people drawn into problem solving, and we identify socially distributed mathematical practices. These findings implicate the family as an under-recognized, yet rich source of math teaching and learning

Math engaged problem solving in families

Research indicates that people engage in rich mathematical practices in everyday activities, yet little is known about school-aged children\u27s mathematics learning within the family context. This paper reports results of an interview study with 20 families to understand contexts and activities that engage mathematics in the family setting. The results indicate that problem solving is frequent activity, and that mathematics is engaged in accomplishing problem solutions in a range of contexts or situations. We describe features of math engaged problem solving and describe how it is value driven. We see multiple kinds of math and multiple people drawn into problem solving, and we identify socially distributed mathematical practices. These findings implicate the family as an under-recognized, yet rich source of math teaching and learning