Development of LKPD based on Problem Based Learning material for FPB and KPK in Class IV Mathematics Learning at SD N 08 Ulak Karang Selatan

Abstrak

The teaching materials in the class are in the form of LKS, Theme Books (Teacher Books and Student Books), it can be seen in the book that there is not much discussion of material and examples of questions in everyday life, there are only a few pictures in the book as a supporting factor. This means that there is no valid, practical and effective LKPD that can help students understand Mathematics. Submission of material by the teacher will have an impact on students, of course, students do not understand the concepts and it is difficult to work on the questions that will be given by the teacher. Based on the learning conditions at SD N 08 Ulak Karang Selatan, the researchers are interested in conducting a research entitled "Development of Problem Based Learning (PBL) LKPD based on KPK and FPB Materials in Mathematics Learning Class IV at SD N 08 Ulak Karang Selatan" Learning mathematics according to Susanto (2013: 186), which is "a teaching and learning process built by teachers to develop students' thinking creativity, can improve students' thinking skills, and can improve the ability to construct new knowledge as an effort to improve good mastery of mathematical material". Generally, students at the elementary school level understand mathematics learning through efforts related to linking real objects or real experiences that are acceptable to reason (Putri, 2017: 2). Thus, learning mathematics is a process of providing learning experiences to students through a series of planned activities so that students gain competence about the mathematical material being studied. This research uses development research which is an internal process to produce new products and or improve existing products. This research produces a product in the form of student worksheets (LKPD) based on Problem Based Learning (PBL) mathematics to improve understanding of the concepts of fourth grade students at SD N 08 Ulak Karang Selatan. The development model used in the form of a 4D development model stands for Define, Design, Development, and Dissemination which was developed by Thiagrajan (1974). This model consists of 4 stages of development, namely Define, Design, Development, and Dissemination or adapted into a 4-D model, namely defining, designing, developing, and disseminating Mulyatiningsih (2014:195). The first stage is the definition stage, which is the stage where researchers analyze the need for the development of teaching materials that analyze the feasibility and development requirements. The analysis phase carried out by the researcher includes three things, namely needs analysis, curriculum analysis, LKPD analysis and student analysis. The second stage is the design, at this stage there are two steps used, namely the design of the contents of the LKPD and the design of the display of the LKPD. The third stage, namely development, includes validity, practicality, and effectiveness. LKPD validation is carried out by experts in accordance with their field of study. Input from the validator is used to revise the developed LKPD. This revision is the first revision of the LKPD produced. The purpose of this validation is to test the LKPD. The aspects that are supported by the validator are the design aspects. Practicality is the level of implementation of LKPD used by students and teachers. Practicality is tested in the LKPD in the learning process through the use of LKPD by teachers and students. Teachers and 27 students who will test the practicality of LKPD based on Problem Based Learning. The effectiveness of the LKPD uses a learning outcomes test to determine the effectiveness of the LKPD, the effectiveness sheet is given before and after the LKPD is tested. If an individual student gets a score greater than or equal to the minimum completeness criteria (KKM), then the student passes and the LKPD is declared effective. Based on the results of research on the development of LKPD learning mathematics for FPB and KPK materials, an overall average validity of 94.57% with very valid criteria, while for practicality by teachers and students obtained an overall average of 96.25% with very practical criteria, and for the effectiveness of the pretest and posttest obtained an overall average of 0.62 with moderate criteria. From the results of this study, it can be concluded that the LKPD for learning mathematics for FPB and KPK materials is very valid, very practical, and effectively used in learning mathematics, so it can be used as one of the teaching materials in class IV SD N 08 Ulak Karang Selatan.