期刊名称：Unnes Journal of Research Mathematics Education
印刷版ISSN：2252-6455
出版年度：2015
卷号：4
期号：1
页码：26-33
语种：Indonesian
出版社：Universitas Negeri Semarang
摘要：Tujuan penelitian ini untuk menghasilkan perangkat pembelajaran model generatif dengan strategi GI yang valid,praktis dan efektif.Penelitian ini merupakan penelitian pengembangan dengan model Plomp.Data TKKM diolah menggunakan -test,uji proporsi,regresi ganda,dan uji gain.Perangkat pembelajaran dinyatakan valid dengan rerata skor validasi Silabus 4,12,RPP 4,14,Students’ Supplementary Books 3,91,LKS 4,06,TKKM 4,00.Perangkat pembelajaran praktis berdasarkan hasil pengamatan keterlaksanaan RPP 3,97 (baik),respon siswa 81% dan respon guru 83%.Perangkat pembelajaran yang dikembangkan efektif yang ditunjukkan dengan: (1) rata-rata kemampuan komunikasi matematis siswa mencapai 79,41 dan ketuntasan klasikal melampaui 75%,(2) kemampuan komunikasi matematis siswa kelas uji coba perangkat lebih baik dari kelas kontrol,(3) kemandirian belajar dan aktivitas siswa secara bersama-sama berpengaruh terhadap kemampuan komunikasi matematis yaitu 76,8% dan (4) rata-rata peningkatan kemampuan komunikasi matematis berdasarkan N-gain dalam kategori sedang (0,61),serta rata-rata peningkatannya lebih baik daripada kelas kontrol.
其他摘要：The aim of this research is to gain the validity,practicality,and effectiveness of developing instructional sets of mathematics through generative learning model with GI strategy.The development research using modified Plomp model.TAMC data processed by -test,the proportion of -test,multiple regression,and gain test.The instructional sets is valid based on the average of validation scores syllabus 4,12,RPP 4,14,students’ supplementary books 3,91,LKS 4,06,TAMC 4,00.The instructional sets were practical with the result of feasibility lesson plan mean 3.97,as well as students and teachers responded positively (81% and 83%).The instructional sets were effective by gaining scores: (1) an average of mathematical communication ability of students reached 79.41 and classical completeness exceed 75%,(2) the ability of mathematical communication device class students test better than the control class,(3) students self regulated learning and students activities together affect the ability of mathematical communication is,and (4) average increase communication capabilities mathematically based-on N-gain in the medium category (0.61),and the it average increase the device better than the control class.
