PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS GUIDED INQUIRY UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK
DOI:
https://doi.org/10.24127/ajpm.v15i3.8525Keywords:
Guided inqiry, komunikasi matematis, LKPDAbstract
Riset ini didasari oleh defisit kemampuan komunikasi matematis peserta didik dalam mengartikulasikan ide secara lisan maupun tulisan, yang diperparah oleh dominasi pembelajaran berpusat pada guru serta keterbatasan perangkat ajar yang representatif. Sebagai solusi strategis, penelitian ini bertujuan untuk mengonstruksi Lembar Kerja Peserta Didik (LKPD) berbasis guided inquiry pada materi lingkaran yang memenuhi kriteria valid, praktis, dan efektif. Metodologi pengembangan mengacu pada model Plomp yang mencakup tiga fase integratif: investigasi awal, pengembangan prototipe, dan tahap penilaian. Instrumen pengumpulan data meliputi angket, lembar observasi, serta tes kemampuan komunikasi matematis. Temuan penelitian menunjukkan bahwa LKPD yang dikembangkan mencapai skor validitas rata-rata 3,46 dengan kategori sangat valid. Aspek praktikalitas pada tahap small group dan field test masing-masing memperoleh persentase 91% dan 90,09% (sangat praktis). Lebih lanjut, efikasi perangkat terbukti melalui eskalasi signifikan pada perolehan skor peserta didik antara tahap pre-test dan post-test. Secara keseluruhan, LKPD berbasis guided inquiry ini dinyatakan layak secara metodologis dan empiris untuk digunakan sebagai sarana optimal dalam menstimulasi kompetensi komunikasi matematis siswa.
Driven by the suboptimal state of students' mathematical communication skills specifically in articulating ideas through oral and written media this study addresses the constraints of teacher-centered pedagogy and the scarcity of communicative-oriented instructional materials. Consequently, this research aims to develop guided inquiry-based Student Worksheets (LKPD) that fulfill the requirements of validity, practicality, and effectiveness. Adopting the Plomp development model, the study progressed through three systemic phases: preliminary research, prototyping, and assessment. Data were gathered using a multifaceted instrumentation suite, including questionnaires, observation rubrics, and mathematical communication assessments. Findings demonstrate that the developed LKPD achieved a mean validity score of 3.46, satisfying the "highly valid" criterion. Practicality metrics during the small-group and field-testing stages reached 91% and 90.09%, respectively, both categorized as highly practical. Furthermore, a comparative analysis of pre-test and post-test results indicated a significant enhancement in students' communicative competence. Ultimately, the guided inquiry-based LKPD is empirically proven to be a valid, practical, and effective instructional tool for fostering mathematical communication in the classroom.
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