ABSTRACT DANIS AGUNG NUGROHO: Developing The Learning Kits Adapted from CORE Model to Improve Problem-Solving Skills, Self-Efficacy, and Geometry Learning Achievement of Senior High School Students. Thesis. Yogyakarta: Graduate School,...
moreABSTRACT
DANIS AGUNG NUGROHO: Developing The Learning Kits Adapted from CORE Model to Improve Problem-Solving Skills, Self-Efficacy, and Geometry Learning Achievement of Senior High School Students. Thesis. Yogyakarta: Graduate School, Yogyakarta State University, 2016.
This research aims to develop valid, practical, and effective learning kits adapted from CORE model to improve problem-solving skills, self-efficacy, and geometry learning achievement of senior high school students.
This was a research and developmental study. This developmental study refers to the modification of Borg and Gall development model which consists of: 1) preliminary studies, 2) plan, 3) initial product design development, 4) limited trial, 5) revision phase I, 6) operational trials, 7) revision phase II, dan 8) final product distribution. The limited trial subjects were 6 students of class XI MIA 2 SMA N 1 Prambanan Sleman and the mathematics teacher. The operational trials subjects were 25 students of class X IIS 2 and 21 students of class XI MIA 4 SMA N 1 Prambanan Sleman and the mathematics teacher. The research instruments used to collect data consist of validation sheets, the observation sheet of learning implementation, an evaluation sheet for practicality of lesson plans and worksheets by the teacher, the questionnaire for practicality of worksheets and learning process, and student’s learning outcomes assessment instruments.
This research has produced valid, practical, and effective learning kits and student’s learning outcomes assessment instruments. The learning kits consist of lesson plans and worksheets that both are adapted from CORE instructional model to improve problem-solving skills, self-efficacy, and geometry learning achievement of senior high school students. Student’s learning outcomes assessment instruments produced consist of problem-solving skills test, student’s self-efficacy in geometry learning questionnaire, and geometry learning achievement test. The result of the validation shows that the product is proven to be valid. The result of the teacher’s evaluation shows that lesson plans and worksheets are valid with “very good” category. The result of the student responses show that worksheets and learning process are valid with at least in the “good” category. The observation of learning implementation shows that the implementation reached 95.2% in the average. Effectiveness is seen from the results of problem-solving skills test, student’s self-efficacy in geometry learning questionnaire, and geometry learning achievement test. The improvement of problem-solving skills and geometry learning achievement are seen from the number of students reaching passing grade in percentage at 84.78% and 89.13% respectively. The improvement of student’s self-efficacy is seen from the number of students that increase in their self-efficacy category that is 91.30%.
Key words: developmental study, CORE, problem-solving skills, self-efficacy, learning achievement, geometry
