Development of a contextual teaching and learning-based teaching module on statistics to facilitate students mathematical communication skills
DOI:
https://doi.org/10.30606/absis.v8i1.2641Keywords:
Statistika, Kemampuan komunikasi matematis, Contextual Teaching and Learning, Modul Ajar, CTL, teaching module, mathematical communication skills, statistics, development researchAbstract
This study was motivated by the issue of students’ low performance in mathematical communication skills. The purpose of this development research was to produce a teaching module based on the Contextual Teaching and Learning (CTL) approach for the topic of statistics, aimed at facilitating the mathematical communication skills of seventh-grade students in junior high school. The research was conducted at SMPN 17 Pekanbaru and employed the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Validation of the teaching module was conducted by three expert validators, followed by revisions based on their suggestions and feedback. A one-on-one trial with three students was then carried out to evaluate the readability of the student worksheet within the module. After being declared valid, the module was tested on a small group of six students and a large group of 33 students to assess its practicality. The results showed that the average validation score was 90%, which falls into the “very valid†category. Furthermore, the average student response score was 91%, indicating a “very practical†category. These findings suggest that the developed teaching module is both valid and practical, and can be effectively used by teachers in the mathematics learning process.
Downloads
References
Alawiyah, S. U., Andriani, L., & Fitraini, D. (2019). Pengaruh penerapan model pembelajaran Creative Problem Solving terhadap kemampuan komunikasi matematis berdasarkan self regulated learning siswa sekolah menengah pertama Pekanbaru. Symmetry: Pasundan Journal of Research in Mathematics Learning and Education, 4(2).
Akdon, A., & Riduwan. (2015). Rumus dan data dalam analisis statistika. Bandung: Alfabeta.
Bernard, M. (2015). Meningkatkan kemampuan komunikasi dan penalaran serta disposisi matematik siswa SMK dengan pendekatan kontekstual melalui game Adobe Flash CS 4.0. Infinity Journal, 4(2), 197–222.
Chazan, D., Herbst, P., & Clark, K. (2021). Representations and communication in mathematics education. Educational Studies in Mathematics, 106(3), 221–240.
Cooke, A., & Buchholz, L. (2018). Building mathematical communication in classrooms. Mathematics Teacher, 112(4), 289–298.
Ferrara, F., Radford, L., & Arzarello, F. (2017). The interplay of signs and meaning in mathematical thinking and learning. Educational Studies in Mathematics, 95(2), 123–139.
Hutama. (2015). Pengaruh model PBL melalui pendekatan CTL terhadap hasil belajar siswa kelas IV SDN Purwodadi I Kecamatan Blimbing Kota Malang pada mata pelajaran IPS. Pancaran, 4(2), 83–102.
Mardiah, M., Saragih, I., & Murni, S. (2024). Pengembangan modul ajar matematika berbasis problem based learning pada materi rasio untuk memfasilitasi kemampuan komunikasi pemecahan masalah matematis fase D kelas VII SMP. Absis: Jurnal Pendidikan Matematika dan Matematika, 6(2), 922–934.
Noviarni, I. (2016). Mengatasi ragam kesulitan mahasiswa dalam merancang perangkat pembelajaran untuk matematika sekolah melalui metode tugas dan latihan terbimbing. Lemma, 2(2).
Nurbaiti, S. I., Irawati, R., & P., R. L. (2016). Pengaruh pendekatan problem based learning terhadap kemampuan komunikasi matematis dan motivasi belajar siswa. Jurnal UPI, 1(1), 1001–1010.
Permendikbud Ristek. (2022). Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia Nomor 7 Tahun 2022 tentang Standar Isi pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah.
Permendikbud. (2022). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 5 Tahun 2022 tentang Standar Kompetensi Lulusan Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah.
Rahmadayanti, D., & Hartoyo, S. (2022). Potret kurikulum merdeka, wujud merdeka belajar di sekolah dasar. Jurnal Basicedu, 6(4).
Ramdani, I. (2014). Pengembangan bahan ajar dengan pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) untuk memfasilitasi pencapaian literasi matematika siswa kelas VII SMP [Skripsi tidak diterbitkan]. Universitas Negeri Yogyakarta.
Restiani, S., Suanto, S., & Sakur, S. (2024). Pengembangan student worksheet berbasis contextual teaching and learning untuk memfasilitasi kemampuan berpikir kritis matematis peserta didik SMP/MTs. Absis: Jurnal Pendidikan Matematika dan Matematika, 6(2), 897–909.
Riyanto, Y. (2014). Paradigma baru pembelajaran sebagai referensi bagi pendidik dalam implementasi pembelajaran yang efektif dan berkualitas. Jakarta: Kencana.
Sani, R. A. (2013). Inovasi pembelajaran. Jakarta: Bumi Aksara.
Sudargo, F. (2011). Pedagogical competence of biology preservice teacher on applying problem based learning to enhance critical thinking. In Strengthening Research Collaboration on Education (pp. 1–20).
Yanti, D., Amah, E., Nur, M., & Zainudin, M. (2022). Identification of teacher difficulties in the process of learning mathematics for class III students at SDN 09 Taliwang West Sumbawa. Journal of Innovation in Mathematics Education (JIME), 8(1).
Yuliani, D., & Vioskha, Y. (2022). Kemampuan komunikasi matematis siswa ditinjau dari minat belajar siswa SMP Negeri 32 Pekanbaru. In Seminar Nasional Paedagoria, 2, 149–154.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Della Nur Amalia, Elfis Suanto, Putri Yuanita
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
