Development of Learning Devices through Knisley Mathematical Learning Model to Improve Mathematical Understanding and Disposition Ability of Class VII SMP Swasta Tamora 2

Siti Hanijah Br. Saragih¹, Edi Syahputra², Syafari² and Yuli Ragelia Sinaga^3,

¹Education of Mathematics Post Graduation, Universitas Negeri Medan

²Department of Mathematics Education, Universitas Negeri Medan

³Department of Mathematics Education, Universitas Negeri Medan, Medan, Indonesia

Cite this paper:
Siti Hanijah Br. Saragih, Edi Syahputra, Syafari and Yuli Ragelia Sinaga. Development of Learning Devices through Knisley Mathematical Learning Model to Improve Mathematical Understanding and Disposition Ability of Class VII SMP Swasta Tamora 2. American Journal of Educational Research. 2018; 6(11):1522-1530. doi: 10.12691/education-6-11-10

Abstract

This study aims to find out (1) validity of learning devices developed through the knisley mathematics learning model; (2) the effectiveness of learning devices developed through the knisley mathematics learning model; (3) the level of ability of students' mathematical understanding by using learning tools developed through the knisley mathematics learning model; (4) the level of students' mathematical disposition by using learning tools developed through the knisley mathematics learning model. Researchers develop learning tools in the form of teacher books, student books, student worksheets (LKS) and learning implementation plans (RPP). Validation of learning devices was carried out by 3 experts and two practitioners and obtained a total average value of validity at intervals of 4 ≤ Va < 5 with valid criteria. Mathematics learning devices developed through a technical mathematic model in improving the mathematical understanding and disposition skills of the developed SMP Swasta Tamora 2 students are effective. Based on the results of the ability of mathematical understanding of the test I and trial II, it was found that the average increase in students' mathematical comprehension ability was 4.12. Based on the results of the students 'mathematical disposition questionnaire in trial I and trial II it was obtained that there was an increase in students' mathematical disposition that is equal to 0.61.

Keywords:
understanding mathematical ability 4-D model learning devices development knisley mathematical learning model

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Trianto. 2013. Designing an Innovative Learning Model The Progressive Concept of Platform and Implementation on KTSP. Jakarta: Kencana Prenada Media Group.
[2]	Suparno, P. 2002. Jean Piaget's Cognitive Development Theory. Kanisus: Yogyakarta.
[3]	Suhadi. 2007. Instructions for Learning Devices. Surakarta: Muhammadyah University.
[4]	Morocco, CC, et al. (2008) Supported Literacy for Adolescents: Transforming Teaching and Content Learning for The Twenty-First Century. San Francisco: Jossey-Bass A Wiley Imprint.
[5]	Gollub, Jerry P., Bertenthal, Meryl W. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in US High Schools. Washington, DC: National Academy Press.
[6]	Pasaribu, Endi Zunaedy., Surya, Edy., Syahputra, Edi. 2016. Improvement of Students' Understanding and Mathematical Disposition Ability through Guided Discovery Learning Models in MTSN 1 Padang Sidimpuan. Paradikma Journal. 9 (2): 11-19.
[7]	Minarni, Ani., Napitupulu, EE and Husein, R. 2016. Mathematical Understanding and Representation Ability of Public Junior High School in North Sumatra. Journal on Mathematic Education. 7 (1): 43-56.
[8]	Syahputra, Edi. 2011. Increasing Spatial Ability and Mathematical Disposition of Middle School Students with PMRI Approach to Computer Assisted Geometry Learning. Bandung: Indonesian University of Education.
[9]	Sibuea, Fitri, Larasati, Mustika., Asmin., Syahputra, Edi. 2015. Improvement of Communication and Mathematical Disposition Ability of Students of Tamansiswa Sukadamai Vocational School, Asahan Regency through Problem Based Learning Model. Paradikma Journal. 8 (3): 70-83.
[10]	Thiagarajan, S., Semmel, DS & Semmel, MI (1974). 'Instructional Development for Teachers of Expectional Children Minneapolis' Training. Minnesota: Leadership Training Institute / Special Education, University of Minnesota.
[11]	Wasriono., Syahputra, Edi., Surya, Edy. 2015. Development of Autograph Assisted Learning Devices to Improve Understanding of Mathematical Concepts of Vocational Students through Guided Discovery Models. Paradikma Journal.8 (3): 52-6.
[12]	Mulyana, Endang.2014. Influence of Knisley Mathematical Learning Models on Increased Mathematical Understanding and Disposition of High School Students in Natural Sciences Program.Journal of Teaching and Learning MIPA. 17 (1): 8-16.
[13]	Hasibuan, Afifah, Zahrah, Oktaviani., Surya, Edi., Syahputra, Edi. 2017. The Application of CTL to Improve Students' Understanding Concept Ability by Matflash Graphic Media Assistance. International Journal of Advance Research and Innovative Ideas in Education. Paradikma Journal. 3 (2): 3222-3230.
[14]	Kolb, DA 1984. Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Englewood Cliffs.
[15]	Safitri, Adek., Surya, Edy., Syahputra, Edi., Simbolon , Maruli. 2017. Impact of Indonesian Realistic Mathematics Approach to Students Mathematic Disposition on Chapter Two Composition Function and Invers Fungtion in Grade XI IA-1 SMA Negeri 4 Padangsidimpuan. International Journal of Novel Research in Education and Learning. 4 (2): 93-100.