PENGEMBANGAN MODUL PEMBELAJARAN MATEMATIKA BERBASIS REALISTIK UNTUK MENDUKUNG PEMAHAMAN KONSEP BILANGAN PECAHAN
DOI:
https://doi.org/10.24127/ajpm.v15i3.16780Keywords:
Bilangan pecahan, matematika berbasis realistik, modul pembelajaran, pemahaman konsepAbstract
Pemahaman konsep matematika penting bagi siswa dalam memahami dan menerapkan konsep matematika. Pada materi bilangan pecahan, siswa masih mengalami kesulitan memahami hubungan bagian dan keseluruhan serta menghubungkan representasi pecahan dengan situasi nyata. Realistic Mathematics Education (RME) menempatkan konteks kehidupan nyata sebagai titik awal untuk membangun dan menemukan kembali konsep melalui aktivitas, interaksi, perjenjangan, dan bimbingan. Penelitian ini bertujuan mengembangkan modul pembelajaran matematika berbasis RME pada materi bilangan pecahan yang valid dan praktis. Penelitian menggunakan metode penelitian dan pengembangan dengan model Borg dan Gall. Subjek penelitian terdiri dari tiga validator pada tahap pengembangan, tiga guru matematika dan 31 siswa pada tahap uji coba skala kecil yang dilaksanakan di SMP Muhammadiyah PK Kottabarat Surakarta. Data dikumpulkan melalui lembar validasi ahli serta angket respons guru dan siswa, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan validitas modul sebesar 88,33% dengan kategori sangat valid, kepraktisan menurut guru sebesar 85,56% dengan kategori sangat praktis, dan kepraktisan menurut siswa sebesar 76,77% dengan kategori praktis. Modul dinyatakan valid dan praktis untuk digunakan pada tahap uji coba pembelajaran selanjutnya. Efektivitas modul dalam meningkatkan pemahaman konsep belum diuji sehingga diperlukan uji lapangan lebih lanjut.
Understanding mathematical concepts is crucial for students to comprehend and apply them. Regarding the topic of fractions, students still struggle to grasp the relationship between parts and the whole and to connect fractional representations with real-life situations. Realistic Mathematics Education (RME) uses real-life contexts as a starting point for constructing and rediscovering concepts through activities, interaction, progressive levels of understanding, and guidance. This study aimed to develop a valid and practical RME-based mathematics learning module on fractions. The study employed the Research and Development (R&D) method using the Borg and Gall model. The research subjects included three validators during the development phase, as well as three mathematics teachers and 31 students during the small-scale trial conducted at SMP Muhammadiyah PK Kottabarat Surakarta. Data were collected via expert validation sheets and teacher and student response questionnaires, then analyzed using both quantitative and qualitative descriptive methods. The results showed a module validity of 88.33% (highly feasible category), teacher-rated practicality of 85.56% (highly practical category), and student-rated practicality of 76.77% (practical category). The module was deemed valid and practical for use in subsequent instructional trials. As the module's effectiveness in enhancing conceptual understanding has not yet been tested, further field testing is required.
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