Pengembangan Perangkat Pembelajaran Menggunakan Model Problem Posing Berorientasi Kemampuan Pemecahan Masalah Matematis

This study aims to describe the level of validity of mathematics learning tools using the Problem Posing model oriented to mathematical problem solving abilities on statistics which has been tested valid. The development model in this study uses the Plomp model which has three stage, namely the Preliminary Research Phase, the Prototype Phase, the Assessment Phase. The data collection techniques used were  the validation of learning tools. The data collection instrument used was a validation sheet. The data analysis technique used is descriptive statiscal analysis technique. The result of the research validation analysis by three validators obtained an average validation every RPP of each validator was 100% for aspect of indicator one as measured by guttman scale of which are very valid criteria  and 80,36% for aspect of indicator two to seven as measured by likert scale of which are valid criteria, and for the average validation every LKPD of each validator was 93,33% for aspect of indicator one as measured by guttman scale of which are very valid criteria and 75% aspect of indicator two to three as measured by likert scale of which are valid criteria. Based on the results of this study it can be concluded that the development of learning tools using the Problem Posing  model oriented to the mathematical problem solving abilities has been tested for its validity.Keywords: LKPD, RPP, Problem Posin

Pengembangan Perangkat Pembelajaran Menggunakan Model Problem Posing Berorientasi Kemampuan Pemecahan Masalah Matematis Siswa Kelas VIII MTs Dar El Hikmah Pekanbaru

This study aims to describe the level of validity of mathematics learning tools using the Problem Posing model oriented to students' mathematical problem solving abilities on statistics material in class VIII MTs Dar El Hikmah Pekanbaru which has been tested valid. The development model in this study uses the Plomp model which has three stage, namely the Preliminary Research Phase, the Prototype Phase, the Assessment Phase. The data collection techniques used were the validation of learning tools. The data collection instrument used was a validation sheet. The data analysis technique used is descriptive statiscal analysis technique. The result of the research validation analysis by three validators obtained an average validation every RPP of each validator was 100% for aspect of indicator one as measured by guttman scale of which are very valid criteria and 80,36% for aspect of indicator two to seven as measured by likert scale of which are valid criteria, and for the average validation every LKPD of each validator was 93,33% for aspect of indicator one as measured by guttman scale of which are very valid criteria and 75% aspect of indicator two to three as measured by likert scale of which are valid criteria. Based on the results of the validation of the RPP and LKPD using the Guttman scale with very valid criteria, it can be used directly without revision. Calculation of RPP and LKPD using a Likert scale with valid criteria before being used needs to be revised slightly. This product is effective or can be used with minor revisions

Pengembangan Perangkat Pembelajaran Menggunakan Model Problem Posing Model Berorientasi Kemampuan Pemecahan Masalah Matematis

This study aims to describe the level of validity of mathematics learning tools using the Problem Posing model oriented to mathematical problem solving abilities on statistics which has been tested valid. The development model in this study uses the Plomp model which has three stage, namely the Preliminary Research Phase, the Prototype Phase, the Assessment Phase. The data collection techniques used were the validation of learning tools. The data collection instrument used was a validation sheet. The data analysis technique used is descriptive statiscal analysis technique. The result of the research validation analysis by three validators obtained an average validation every RPP of each validator was 100% for aspect of indicator one as measured by guttman scale of which are very valid criteria and 80,36% for aspect of indicator two to seven as measured by likert scale of which are valid criteria, and for the average validation every LKPD of each validator was 93,33% for aspect of indicator one as measured by guttman scale of which are very valid criteria and 75% aspect of indicator two to three as measured by likert scale of which are valid criteria. Based on the results of this study it can be concluded that the development of learning tools using the Problem Posing model oriented to the mathematical problem solving abilities has been tested for its validity