Alvin Ridwan Suparman, Ana Setiani, Pujia Siti Balkist

Pengembangan Bahan Ajar Interaktif Materi Peluang Dengan Pendekatan Multirepresentasi

Introduction

Pengembangan bahan ajar interaktif materi peluang dengan pendekatan multirepresentasi. Kembangkan bahan ajar interaktif materi peluang dengan pendekatan multirepresentasi untuk siswa. Terbukti valid, praktis, dan efektif tingkatkan pemahaman konsep serta hasil belajar.

Abstract

Penelitian ini bertujuan untuk mengembangkan bahan ajar interaktif materi peluang dengan pendekatan multirefresentasi yang valid, praktis, dan eketif untuk meningkatkan pemahaman konsep siswa. Penelitian ini menggunakan metode penelitian pengembangan (Research and Development) dengen model ADDIE (Analysis, Desain, Development, Implementation, Evaluation). Subjek penelitian terdiri dari siswa kelas X SMAN 1 Nagrak. Data penelitian inidikumpulkan melalui angket validasi ahli, angket respon siswa dan tes hasil belajar. Hasil validasi ahli materi menunjukan tingkat kelayan dengan katregori valid dengan rata-rata skor 83%, sementara ahli media memperoleh skor valid dengan rata-rata skor 80% dan respon siswa melalui angket dengan skor rata-rata skor 80. Penerapan bahan ajar ini terbukti meningkatkan hasil belajar siswa pada materi peluang.

Review

This paper presents a developmental research study focused on creating interactive teaching materials for probability using a multi-representational approach. The stated objective to develop materials that are valid, practical, and effective in enhancing students' conceptual understanding is highly relevant and addresses a pertinent need in educational settings. The adoption of the well-established ADDIE (Analysis, Design, Development, Implementation, Evaluation) model for the Research and Development methodology provides a structured and systematic framework for the study, indicating a sound methodological approach. Initial findings, as presented in the abstract, suggest positive outcomes regarding the validity of the materials as assessed by expert reviewers and student responses. The research meticulously employed expert validation questionnaires for material and media aspects, alongside student response questionnaires and learning outcome tests, to gather comprehensive data. The reported validation scores—83% from material experts, 80% from media experts, and an 80% average from student responses—consistently categorize the developed materials as "valid." This strong initial endorsement from both subject matter and pedagogical experts, coupled with positive student reception, bodes well for the quality and usability of the interactive teaching aids. Furthermore, the abstract concludes by claiming that the implementation of these materials demonstrably improved student learning outcomes in the probability topic, thereby addressing the "effectiveness" criterion. While the abstract provides promising preliminary results, a full paper should expand on several key areas to fully substantiate its claims. To unequivocally demonstrate effectiveness in "increasing student conceptual understanding," the abstract would benefit from including specific quantitative measures of improvement, such as pre-post test score comparisons, effect sizes, or statistical significance of the learning outcomes. Furthermore, while the materials are deemed "valid," the "practicality" aspect, though stated as an objective, is not explicitly evidenced beyond general student responses. Elucidating what makes the materials practical for teachers or students in terms of implementation ease or time efficiency would strengthen this claim. Finally, providing the exact number of student subjects involved would offer crucial context for evaluating the generalizability and robustness of the reported improvements in learning outcomes.

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