![]() ![]() Dengan demikian, perangkat pembelajaran berbasis model learning cycle 7E pada materi trigonometri untuk siswa SMA kelas X dinyatakan valid, praktis dan efektif. Kemampuan koneksi matematis siswa secara klasikal meningkat dari 57,1 nilai 78,8 dengan kategori tinggi. Berdasarkan analisis data, diperoleh hasil yaitu: (1) skor kevalidan RPP adalah 3,54, skor kevalidan LKS adalah 3,44, skor kevalidan instrumen penelitian adalah 3,66, (2) skor kepraktisan RPP 3,53 dan skor kepraktisan LKS 3,21, (3) kemampuan koneksi matematis siswa pada aspek koneksi antar konsep atau prosedur dalam materi yang sama mengalami peningkatan dari 66 menjadi 81 dengan kategori tinggi, kemampuan koneksi matematis siswa pada aspek koneksi antar konsep atau prosedur dalam materi matematika yang berbeda mengalami peningkatan dari 49,5 menjadi 77,9 dengan kategori tinggi, dan kemampuan koneksi matematis siswa pada aspek koneksi antar konsep atau prosedur dalam konteks kehidupan sehari mengalami peningkatan dari 55,8 menjadi 77,4 dengan kategori tinggi. Kualitas perangkat pembelajaran didasarkan pada uji kevalidan, kepraktisan dan kefektifan. Model pengembangan mengacu pada model Plomp yang terdiri atas tiga tahap yaitu, pleminary research, prototyping phase dan assessment phase. Abstrak: Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran materi trigonometri berbasis model learning cycle 7E yang valid, praktis dan efektif. Thus, the instrument learning based on the models of learning cycle7E in trigonometry subject for high school students of grade 10 otherwise valid, practical and effective. The students' ability of mathematical connections in classical increased from 57,1 to 78,8 with the high category. Based on data analysis, the results are: the score validity of lesson plan and the students worksheet are 3,54 and 3,44 respectively, the score practicality of lesson plan and the students worksheet are 3,53 and 3,21 respectively, the students' ability of mathematical connections on aspects of the connection between concepts or procedures in the same material increase from 66 to 81 with high category, the students' ability of mathematical connections on aspects of the connection between concepts or procedures in matter different mathematics increase from 49,5 to 77,9 with the high category, and the student's ability of mathematical connections in aspects of the connection between concepts or procedures in the context of daily life increase from 55,8 to 77,4 with the high category. ![]() The quality of learning instrument based on the test of validity, practicality and effectiveness. This research refers to the developmental model of Plomp which consists of three phases that are pleminary research, prototyping phase, and assessment phase. The aim of this research is producing learning instrument based on the model of learning cycle 7E in trigonometry which are valid, practical and effective. Additionally, this research can be a new reference for teachers in designing instructional media in chemistry learning The conclusion is developing the media for learning, especially integrating the wetland as local wisdom, chemical representation, and other things that can increase the number of college students because they, college students, are the future. ![]() Furthermore, the chemical representation module contexted-wetland assessed worthy (valid, practice, effective) for use in class as a media for learning. The finding revealed that the Rasch modeling result demonstrated that person reliability is weak, so it showed that teachers needed to design learning that is suitable and according to student learning needs (preliminary stage). Technique, observation, and documentation were the collecting techniques used Rasch modeling and descriptive statistics used were to find out the symptoms of the data, which was data interpretation Rasch modeling result was as a preliminary stage in research, then doing others stage (developing context). Especially in effecttiveness, the result also showed how students’ understanding to the chemistry and the wetland perspective. The Plomp Development Model was the research method chosen, but research content focused on to validity, practicality, and effectiveness of product. This study aimed to analyze a chemical representation module contexted-wetland by three aspects (validity, practicality, effectivity). However, the chemistry teacher has not been judged to successfully achieve the essence of learning in the science aspect. Learning resources with environmental integration and representation concepts are chemical learning media that can strengthen their understanding of learning. Where it consists of 3 (three) levels, namely macroscopic, particulate, and symbolic. ![]()
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