Teaching Materials for Mathematics Learning Practicum
1. Analysis on Creative Attitude
In order to determine level of ability to create and use teaching material in several meetings, data of observation result should be analyzed. Data of ability to manage learning that had been observed by an observer was analyzed by using descriptive statistics by calculating average score of each aspect in managing a learning. Criteria of Ability Level (AL) in creating and using media was as follows:
1,0AL< 1,8 : Bad 1,8AL< 2,6 : Less Good 2,6AL< 3,4 : Moderate 3,4AL< 4,2 : Good 4,2AL 5,0: Very Good AL: Ability Level.
Ability to use and create media was said to be good if each assessed aspects were on at least “good” category.
Proceeding of International Conference: Primary Education Pivotal Literature and Research UNNES 2018 ISBN 978-602-0747-08-8
73 2. Analisison Questionnaire of Students’
Response
Data of Questionnaire of Students’
Response result was then analized by calculating average score on students’ answers. Criteria of students’ response was based on students’
mostly chosen answers on the questionnaire, and each choice was given score 1 – 5. Criteria of students’ responseis presented on the following Table 3.1.
Table1.Criteria of students’ response Interval of average score Kriteria
1,0 ≤ average< 1,8 Bad 1,8 ≤ average< 2,6 Less Good 2,6 ≤ average< 3,4 Moderate 3,4 ≤ average< 4,2 Good 4,2 ≤ average≤ 5,0 Very Good
Learning tools were said to be practical if the ability of managing a learning was on “good”
or “very good” category and students’ response was on “good” or “very good” category.
RESULT AND DISCUSSION
This study developed a teaching material that referred to the subject Mathematics Learning Practicum for students of PGSD Unissula. Product of the teaching material development in this study was in form of practicum teaching material that could be used when managing a lecture in order to improve students’ creative attitude.
Test by Experts
Result of validation from validators showed that the average score was 3.58 of maximum 5, and was said to be in “good”
category that could be tested on development stage without revision.
Revision was conducted based on assessment and suggestion from the experts, and then was tested to students. The subjects were 29 students in 5thsemester. The testing was to determine the eligibility of the practicum teaching material. Design of testing was by using product of teaching material from the
development (practicum book) through students’ creative attitude.
Large Scale Testing (Main Field-Testing) Large scale testing was conducted to 29 students of PGSD Unissula at 5th semester.
Control class used speech learning model, while the experiment class used learning book for mathematics learning practicum.
Validity Test
After the author conducted tests, there were 15 of 30 invalid questions on number 3, 4, 5,6, 8, 9, 12, 13, 14, 15, 21, 25, 26, 29, 30 and the other 15 questions were valid on number 1, 2, 7, 10, 11, 16, 17, 18, 19, 20, 22, 23, 24, 27, 28. Based on the validity test, the author used 12 questions on number 2, 6, 7, 10, 11, 16, 17, 18, 19, 20 27, and 28 as statement instruments that had been valid.
Creative Attitude
The development of teaching materials could improve the creative attitude of students.
Increasing the creative attitude of students as an affective aspecthad increased as a result of the application of learning using practicum teaching materials that had been developed.
Learning carried out was able to optimize the ability of students to use and make mathematical teaching media, this could be seen from the comparison of students' creative attitudes between the control class and the experimental class.
Table2.Distribution of First Investigation Frequency on Students’ Creative Attitude
(pree test)
Experimental Class Control Class Indic
ators
Score of indicat
ors
Criter ia
Indic ator
Score of indicat
ors
Crite ria
One 3,77 B One 2,82 C
Two 3,88 B Two 2,94 C
Three 3,32 C Three 2,29 KB
74 first indicator of achieving the indicator 3.77 with good criteria, the results of the achievement of the second indicator 3.88 with the criteria of good and the achievement of the third indicator 3.32 with sufficient criteria.
while in the control class the results of the first indicator were 2.82 with sufficient criteria, the second indicator reached 2.94 with sufficient criteria and the third indicator reached 2.29 with unfavorable criteria.
Table3.Distribution of Students’ Creative Attitude Frequency (post test) Experimental Class Control Class Indic
ators
Scor e of indic ators
Indic ators
Scor e of indic ators
Indic ators
Scor e of indic ators One 4,29 SB One 2,92 C
Two 4,11 B Two 3,21 C
Thre e
3,86 B Thre e
2,93 C
Based on the data above, the experimental class obtained an average of the first indicator of achieving indicators 4.29 with very good criteria, the results of the achievement of the second indicator 4.11 with good criteria and the achievement of the third indicator 3.86 with good criteria. while in the control class the results of the first indicator are 2.92 with sufficient criteria, the second indicator reaches 3.21 with sufficient criteria and the third indicator reaches 2.93 with sufficient criteria.
Result of Analysis on Students’ Creative Attitude Improvement
To find out an increase in creative attitude, it can be calculated using the normalized gain test. The amount of increase before and after learning is calculated by the normalized gain formula.
Table 4. Test ofNormalized Gain
Class Class
Pree test 1352 991
Post test 1503 1086
gain ternormalisasi
0,3370 0,117
Criteria Moderate Low
Result of Questionnaire of Students’
Response on Teaching Material of Mathematics Learning Practicum
Student responses to the learning process as well as the mathematics practicum teaching materials were obtained through questionnaires with respondents of all students in the experimental class. Questionnaire for student response is the response or feedback of the student towards the learning done by the lecturer. Based on the results of student responses / responses, the following results are obtained:
The response of experimental class students to the application of teaching materials reached an average value of 3.5 with good categories, thus the teaching materials developed had met the practical criteria.
DISCUSSION
Learning objectives can be achieved optimally if the teaching materials used are interesting, and in accordance with the level of development of students. Teaching materials made must be more interesting than existing textbooks and not only prioritize cognitive but also affective and psychomotor aspects proportionally. One option that can be used is making mathematics teaching materials, because it helps students in making mathematical teaching media. Through mathematics practicum teaching materials, the creative attitude that students have will be seen.
The teaching materials used include tools and materials to be used in accordance with the teaching aids to be made, the language used in this teaching material is easy to understand, so that students have no difficulty in making media.
Proceeding of International Conference: Primary Education Pivotal Literature and Research UNNES 2018 ISBN 978-602-0747-08-8
75 Teaching materials in mathematics learning practice act as teaching materials about the delivery of material on how to make media, as well as tools and materials to be used in making media, so that learning becomes effective. The development of teaching materials is based on the lack of availability of guidelines on making mathematics learning media on campus.
Based on the results of validation by experts on teaching materials, there were several improvements before being used in class trials. Revisions to the method of use in teaching materials to be written in detail, as well as there are revisions to the media image indicators, to be clarified in the shooting.
Validation of learning teaching materials is carried out to produce the right teaching material. After revisions and improvements based on suggestions / input from expert validators, it can be tested in small classes. Data obtained at the development stage of this teaching material can be used for further revisions and improvements, so that the teaching material becomes the final product.
Furthermore, the final product of learning teaching materials was tested in the experimental class compared to the control class, this is in line with the flow of development of modified teaching materials from Samsudi (2009).
Large-scale testing in this study used Posttest-Only Control Design, which is a research design in which there are two groups (experimental group) which were treated with teaching materials and (control group) were groups that awee not treated with teaching materials.
In this development research to find out the improvement in creative attitude when using teaching materials and before using teaching materials is to use normalized gain test. To find out the difference in relative attitude between the experimental group and the control group.
In the initial study, the second creative attitude indicator, which gave rise to a strong desire to conduct a reassessment, scored higher than the other indicators. But it is different when applied using teaching materials, the first indicator is
being able to plan and realize the idea of getting the highest score. This is because the teaching materials provided by students are very important for students, so that what is in the teaching material guide makes students able to plan and realize ideas at the beginning in making media, so students can arrange the media appropriately, and find out whether the media is made from materials that are dangerous or not.
After the analysis, there was an increase in the experimental class proved to get the number of pree test values in the experimental class of 1352, and got a post test score of 1503.
So the normalized gain test was 0.337 with a moderate improvement criteria. Whereas in the control class, the number of values obtained in the oree test is 991, the post test was 1086 so the normalized gain test was 0.117 with the criteria of a low increase.
CONCLUSION
Result of the study conducted by the author showed that: The teaching material developed was very effective to be used by PGSD students because it was very helpful in the process of making media and visual aids evidenced by showing that the responses of experimental class students to the application of instructional materials in the form of teaching materials reached an average value 3.5. And there was an increase with the criteria being in the experimental class.
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