Nurhayati, Nurhayati (2019) DEVELOPMENT OF AGRO-BASED MATHEMATICS LEANING TOOLS FOR STUDENTS OF GRADE XI FISHIERIES AGRIBUSINESS AT SMKN 3 BARRU. S1 thesis, Pascasarjana.
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Abstract
ABSTRACT The process of learning Mathematics in vocational high school education units is more focused on material that can be applied contextually especially in the skills program taught so student can interpret in the importance of Mathematics in the real world. Thus, Mathematical concept with Mathematics application is essential so that vocational student are more enthusiastic in learning Mathematics. Furthermore, project-based learning is a learning model that focuses on meaningful questions and problems, problem-solving, decision-making, process of finding various sources, providing opportunities for members to work collaboratively, and end it with real product presentations. The process of developing project-based learning tools follows the Four-D development model, namely: (1) the defining phase includes a preliminary analysis, student analysis, task analysis, concept analysis, and formulation of objectives, (2) the planning phase consists of test arrangement, media selection, format selection, and initial design of tools, (3) the development phase where validation of the tools is conducted by the expert followed by revision, simulation, limited trial, and further trials, (4) dissemination phase which is not conducted due to lack of costs and time. The results of the development of learning tools obtained are (1) the learning tools have met the validity criteria ( very valid: 3.5 4) based on the average value of total validation by two assessors on learning implementation plan by 4.24, students' book is 4.23 and student's worksheet is 4.73, (2) the learning tools developed have met the practical criteria ( implemented completely: 1.5 M 2 ) based on the average value of the total aspects of learning implementation from two observers by 1.59 and the teachers' response is 100 positive on Agro project-based Mathematics learning tools, (3) the learning tools developed is stated as effective because student learning completeness classically is 92% meet the set criteria which is 85% of student, student's activity is stated as ideal because each activity is at a given time tolerance interval, and 79.20% of students give positive response on the tools and the implementation of learning. M
| Item Type: | Thesis (S1) |
|---|---|
| Subjects: | PASCASARJANA > MATEMATIKA |
| Divisions: | PROGRAM PASCASARJANA |
| Depositing User: | UPT PERPUSTAKAAN UNM |
| Date Deposited: | 21 Mar 2019 06:11 |
| Last Modified: | 21 Mar 2019 06:11 |
| URI: | http://eprints.unm.ac.id/id/eprint/12678 |
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