Development of Problem Based Learning Tools to Improve Mathematical Communication Skills and Self Efficacy of Students

Imam Syafi'i, Mulyono, Asmin, Anil Hakim Syofra
2020 Proceedings of the 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020)   unpublished
This study aims to: (1) Determine the validity of problem-based learning tools developed to improve mathematical communication skills and self-efficacy of students of SMK Pelayaran Buana Bahari Medan; (2) Knowing the practicality of problem-based learning tools developed to improve mathematical communication skills and self-efficacy of students of SMK Pelayaran Buana Bahari Medan; (3) Knowing the effectiveness of problem-based learning tools developed to improve mathematical communication
more » ... communication skills and self-efficacy of students of SMK Pelayaran Buana Bahari Medan; (4) Knowing the increase in mathematical communication skills of students of SMK Pelayaran Buana Bahari Medan by using problem based learning tools that have been developed; (5) Knowing the increase in self-efficacy of students of SMK Pelayaran Buana Bahari Medan after using problem-based learning tools that have been developed. This research is a development research using the Thiagarajan, Semmel and Semmel (4-D) development model. Problem-based learning device trials were conducted twice to obtain quality devices. The first trial (trial I) was conducted in class X NAUTIKA-A and the second trial (trial II) was conducted in class X NAUTIKA-B SMK Pelayaran Buana Bahari Medan. The results showed: (1) the developed problem-based learning tools have met the valid, practical, and effective criteria in terms of their respective criteria; (2) there is an increase in students' mathematical communication skills who are taught using problem-based learning tools in the first trial obtaining an average pretest score of 63.33 and posttest 76.67, and an increase in the second trial with an average pretest score of 73.33 and posttest 86.67; (3) the achievement of self-efficacy of students who were taught using problem-based learning tools in the first trial obtained an average value of 71.87 and increased in the second trial with an average score of 80.10.
doi:10.2991/assehr.k.201124.078 fatcat:j6tldixfmngendomejidy3qppy