Understanding The Mathematical Consept Through The Development Of Student Worksheet (LKS) Model Of Discovery Guided For High School Students

Authors

  • Chanafi Chanafi PGRI Adi Buana Surabaya University
  • Achmad Noor Fatirul PGRI Adi Buana Surabaya University
  • Hartono Hartono PGRI Adi Buana Surabaya University

DOI:

https://doi.org/10.29103/ijevs.v2i5.2464

Keywords:

Student worksheet, 2013 curriculum, Guided Discovery Learning Model

Abstract

The implementation of the 2013 curriculum in Indonesias education still faces many obstlacles. One of them is the lack of appropriate  teaching materials, it causes difficulties for both students and teachers during teaching and learning process. This development aims to produce a student worksheet with used guided discovery learning model for student grade X, analysing the appropriateness of the worksheet, and analysing students responses on the developed worksheet. The type of this study is Research and Development. Development model used in this study is the one according to Branch that is ADDIE which consists of analyse, design, development, implementation, and evaluation. The results showed a content worthiness score of 87.21% with very decent criteria, presentation worthiness of 89.09% with very decent criteria, linguistic worthiness of 83.64% with very decent criteria and graphics worthiness of 89.67% with very decent criteria. The average of the four components of the study and validation was 87.37% with very decent criteria. While the average score of the percentage of student responses was 83.13% with very good criteria. So it can be concluded that the Student Worksheet (LKS) developed was stated to be very suitable for use in the learning process and obtain positive responses from students

Author Biographies

Chanafi Chanafi, PGRI Adi Buana Surabaya University

Guru SMA Negeri 1 Dawarblandong, Kabupaten Mojokerto, Provinsi Jawa Timur

Hartono Hartono, PGRI Adi Buana Surabaya University

Dosen

References

Aan, P., Hendra, S. (2018). Analisis kebutuhan pengembangan lembar kerja siswa berbasis penemuan terbimbing kelas VIII SMP. JEMS, 6(1):39-49.

Ahmad, T. (2009). Pengantar Metode Penelitian. Teras, Yogyakarta.

Alifia, I.F., Sri, P. (2015). Pengembangan lembar kegiatan siswa (LKS) berorientasi guided discovery untuk melatih ketrampilan berpikir kritis siswa pada materi asam basa kelas XI SMA. UNESA Journal of Chemical Education, 4(2):262-271.

Andini, J.M. (2016) Pengembangan Lembar Kegiatan Siswa (LKS) Berbasis Penemuan Terbimbing pada Materi Trigonometri untuk Siswa Kelas X SMA Negeri 8 Padang. [Thesis]. STKIP PGRI SUMATERA BARAT. Padang

Anggi M.S., Christina, E.V. (2018). Pengembangan Lembar Kegiatan Siswa Berdasarkan Model Pembelajaran Guided Discovery. Aksioma, 9(1):97-112.

Astriani, A., Muhamad, F., Yadi, A. (2019). Pengembangan LKS berbasis discovery learning untuk meningkatkan kemampuan berfikir kritis siswa pada materi SPLTV. Jurnal Prodi Pendidikan Matematika (JPPM), 1(1):1-12

BSNP. (2014). Instrumen Penilaian Buku Teks Pembelajaran tahun 2014. Jakarta: Badan Standar Nasional Pendidikan (Online).

Daryanto, Karim, S. (2018). Pembelajaran Abad 21. Gava Media, Yogyakarta.

Departemen Pendidikan Nasional. (2003). Undang-undang Republik Indonesia No. 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. Depdiknas, Jakarta.

Dodik, M., Lucy, A.P., Agusman, R. (2018). Penerapan metode penemuan terbimbingpada pembelajaran matematika siswa SMP. JOEAI, 1(1):51-58.

Eti, P., Irwandi, Tomi, H. (2019). Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran Biologi dengan Menggunakan Model Discovery Learning dan Inkuiri di SMAN 2 Kepahiang. Prosiding. Seminar Nasional Sains dan Entreprenuership VI tahun 2019, Universitas PGRI Semarang. Semarang.

Hamdani. (2011). Strategi Belajar Mengajar. Pustaka Setia, Bandung.

Hastari, R., Ghufron, K. (2018). Penggunaan lembar kerja siswa dengan metode pembelajaran penemuan terbimbing untuk meningkatkan motivasi belajar siswa kelas VIII SMP Karya Darma UT. Fibonancci, 4(2):155-160.

Inderwati, A.R. (2019). Pengaruh Model Guided Discovery dalam Pembelajaran Matematika Terhadap Proses dan Hasil Belajar Peserta Didik Proximal, Jurnal Penelitian Matematika dan Pendidikan Matematika,1(2):68-76.

Irsad, R. (2016). Pengembangan lembar kegiatan siswa berorientasi pembelajaran penemuan terbimbing (guided discovery learning) untuk melatih ketrampilan proses sains. Jurnal Pena Sains, 3(1):55-63.

Jacobsen, D. A., Eggen, p., Kauchak, D. (2009). Methods for Teaching: Metode-metode Pengajaran Meningkatkan Belajar Siswa TK - SMA. Pustaka Pelajar, Yogyakarta.

Johnson, E. B. (2010). Contextual Teaching and Learning: Menjadikan Kegiatan Belajar Mengajar Mengasyikkan dan Bermakna. Kaifa, Bandung.

Kiki, F., I, N.P., Swasono, R. (2016). Pengembangan lembar kerja siswa materi perkalian matriks bercirikan penemuan terbimbing untuk siswa SMK kelas X. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(9): 21-29.

Linda, M.S., (2017). Penggunaan LKS berbasis discovery learning pada materi asam basa terhadap hasil belajar siswa di MAS Oemar Diyan Aceh Besar. [Skripsi]. UIN Ar-Raniry. Banda Aceh.

Mahdiana Nita. (2019). Pengembangan Lembar Kegiatan Siswa Berbasis Penemuan Terbimbing pada Materi Perbandingan Trigonometri pada Segitiga Siku-siku Kelas X SMA Islam Kepanjen. [Skripsi]. UM. Malang

Mariana, R. , Nila, M.M. (2017). Pengembangan LKS Trigonometri dengan Pendekatan Guided Discovery untuk SMA Kelas X. SEMINAR MATEMATIKA DAN PENDIDIKAN MATEMATIKA UNY. Yogyakarta.

Prastowo, A. (2014). Panduan Kreatif Membuat bahan Ajar Inovatif. Diva Press, Yogyakarta.

Presthia, W., Nurhayati, M.S. (2019). Pengembangan Lembar Kegiatan Siswa Berbasis Discovery Learning Untuk Meningkatkan Berpikir Kreatif, Musamus Journal of Mathematics Education,1(2):80-89.

Riduwan. (2013). Skala Pengukuran Variabel-variabel Penelitian. Alfabeta, Bandung.

Sefrida, N., Tika, S. (2017). Pengembangan lembar kerja siswa berbasis penemuan terbimbing pada materi peluang untuk siswa kelas XI IPA SMA Abadiah 2 Padang. Mosharafa. Jurnal pendidikan matematika, 6(2):299-304

Sella, P. (2017). Pengembangan LKS berbasis contextual teaching and learning untuk meningkatkan kemampuan berpikir kritis bagi siswa kelas IV SDN 1 Nunggalrejo. [Tesis]. Universitas Lampung. Bandar Lampung.

Siti, N., H. Hartono. (2016). Pengembangan pembelajaran penemuan terbimbing untuk meningkatkan berpikir kritis dan motivasi belajar geometri di SMP. Pythagoras, 11(2):207-218.

Untari, O.N., Zahra, C. (2016). Pengembangan LKS materi lingkaran berbasis pembelajaran guided discovery untuk siswa SMP kelas VIII. Jurnal Pendidikan Matematika, 2(1):12-23.

Yeni. M., (2016). Pengembangan lembar kerja siswa (LKS) matematika berbasis discovery learning pada materi turunan fungsi untuk siswa kelas XI IPS di MA Patra Mandiri Plaju. [Skripsi]. UIN Raden Patah. Palembang.

Yulia, D.Y., Arcat, Hardianto. (2016). Pengembangan lembar kerja siswa (LKS) matematika berbasis penemuan terbimbing untuk siswa kelas VIII Sekolah Menengah Pertama pada materi kibus, balok, prisma dan limas. e-journal mahasiswa prodi matematika, 2(1):1-8

Zam, I.A., Firdha, R. (2018). Pengembangan Lembar Kegiatan Siswa Berbasis Metode Penemuan Terbimbing Untuk Pembelajaran Matematika Pada Siswa kelas XII SMA Negeri 1 Segeri, Jurnal Mosharafa, 7(1):1-12.

Zulkardi. (2001). Lingkungan Belajar RME di Lembaga Pendidikan Tenaga Kependidikan Guru di Indonesia. Seminar Nasional RME. UNESA, Surabaya.

Published

2020-05-30

Issue

Vol. 2 No. 5 (2020): May 2020

Section

Articles

License

Please find the rights and licenses in International Journal for Educational and Vocational Studies (IJEVS)

1. License

The article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International License.

2. Authors Warranties

The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).

3. User Rights

IJEVS's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, IJEVS permits users to copy, distribute, display, and perform the work. Users will also need to attribute authors and IJEVS on distributing works in the journal.

4. Rights of Authors

Authors retain the following rights:

  • Copyright, and other proprietary rights relating to the article, such as patent rights,
  • The right to use the substance of the article in future own works, including lectures and books,
  • The right to self-archive the article,
  • the right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal (International Journal for Educational and Vocational Studies).

5. Co-Authorship

If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.

6. Termination

This agreement can be terminated by the author or IJEVS upon two months notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating partys notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of IJEVS. 

7. Royalties

This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by IJEVS or its sublicensee.

8. Miscellaneous

IJEVS will publish the article (or have it published) in the journal if the articles editorial process is successfully completed and IJEVS or its sublicensee has become obligated to have the article published. IJEVS may conform the article to a style of punctuation, spelling, capitalization, referencing and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers.