Readability test for basic mathematics textbook integrated challenge based on blended learning to develop skills in the industrial revolution era
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Mar 31, 2021
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Abstract
The development of technology and information requires education providers to keep up with the times. One of them is the implementation of blended learning which is the challenge for universities. This condition requires lecturers to make learning innovations for the continuity of learning and to achieve learning outcomes. To answer these problems, a Basic Mathematics Textbook will be developed which is integrated with the Challenge Based on Blended Learning (CB-BL) model. This study aims to assess the readability test of the Basic Mathematics Textbook integrated with the CB-BL. Development research was carried out to develop textbook products using the 4D model where one of the stages is Develop through the readability test. The results showed that the Basic Mathematics Textbook integrated with the CB-BL model met the readability test with a score of 94 (Very Good criteria). The readability test results show that the Basic Mathematics Textbook integrated with the CB-BL model can be implemented in the classroom to develop student skills.
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How to Cite
Ardiansyah, A. S., Ferianto, A. N., & Dinasari, A. (2021). Readability test for basic mathematics textbook integrated challenge based on blended learning to develop skills in the industrial revolution era. Unnes Journal of Mathematics Education, 10(1), 12-19. https://doi.org/10.15294/ujme.v10i1.44322
References
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Ardiansyah, A. S & M. Asikin. (2020). Challenging students to improve their mathematical creativity in solving multiple solution task on challenge based learning class. Journal of Physics: Conference Series, 1567(2): 022088
Ardiansyah, A. S., I. Junaedi, & M. Asikin. (2018). Student’s Creative Thinking Skill and Belief in Mathematics in Setting Challenge Based Learning Viewed by Adversity Quotient. Unnes Journal of Mathematics Education Research, 7(1): 61-70.
Benešová, A. & J. Tupa. (2017). Requirements for Education and Qualification of People in Industry 4.0. Procedia Manufacturing, 11: 2195-2202.
Boelens, R., B. De Wever & M. Voet. 2017. Four Key Challenges to the Design of Blended Learning: A Systematic Literature Review. Educational Research Review, 22: 1-18.
Candra, R. A., Prasetya, A. T. & Hartati, R. (2019). Analisis Kemampuan Berpikir Kreatif Peserta Didik melalui Penerapan Blended Project-Based Learning. Jurnal Inovasi Pendidikan Kimia, 13(2): 2437-2446
Castro, R. (2019). Blended Learning in Higher Education: Trends and Capabilities. Education and Information Technologies, 24: 2523-2546.
Cirenza, C. F., T. E. Diller, & C. B. Williams. 2015. Assessing Effects of Challenge-Based Instruction on Conceptual Understanding in Heat Transfer. In 122nd ASEE Annual Conference & Exposition di American Society for Engineering Education. Seattle, USA.
Dwiyogo, W. D. (2018). Developing a Blended Learning-Based Method for Problem-Solving in Capibility Learning. TOJET: The Turkish Online Journal of Educational Technology, 17 (1): 51-61
Garrison, D. R. & H. Kanuka. (2004). Blended Learning: Uncovering Its Transformative Potential in Higher Education. The Internet and Higher Education, 7: 95-105.
Haqq, A. A. (2016). Penerapan Challenge Based Learning dalam Upaya Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa SMA. EduMa, 5(2): 70-77.
Haqq, A. A. (2017). Implementasi Challenge Based Learning dalam Upaya Meningkatkan Kemampuan Penalaran Matematis Siswa SMA. Jurnal Theorems (The Original Research of Mathematics), 1(2): 13-723
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Hecklau, F., M. Galeitzke, S. Flachs & H. Kohl. (2016). Holistic Approach for Human Resource Management in Industry 4.0. Procedia CIRP, 54: 1-6.
Hudojo, H. (2003). Pengembangan Kurikulum dan Pembelajaran Matematika. Surabaya: UM Press.
Iswan & Herwina. (2018). Penguatan Pendidikan Karakter Perspektif Islam dalam Era Millenial IR 4.0. In Prosiding Seminar Nasional Pendidikan Era Revolusi. Jakarta.
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Junita, S. (2016). Peningkatan Kemampuan Creative Problem Solving Matematis Siswa SMP dengan Pendekatan Challenge Based Learning. Jurnal Pengajaran MIPA. 21(1): 19-23.
Kaniawati, D. S. (2020). Pengaruh Penerapan Model Pembelajaran Challenge Based Learning terhadap Kemampuan Pemecahan Masalah Listrik Arus Searah. Dinamika: Jurnal Praktik Penelitian Tindakan Kelas Pendidikan Dasar & Menengah, 10(2): 1-12
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Malmqvist, J., K. K RÃ¥dberg, & U. Lundqvist. (2015). Comparative Analysis of Challenge-Based Learning Experiences. In Proceedings of the 11th International CDIO Conference. Sichuan, China.
Mulyono, M. Ardiansyah, A.S., Fariz, R. & Khoirunnisa, K. (2010). Prespektif Gender terhadap Kemampuan Beprikir Kreatif Mahasiswa pada Blended Learning berbantu Google Classrooms. Kreano, Jurnal Matematika Kreatif-Inovatif, 11(2): 270-282
Naim, S. S, S. Ibnu & Santoso. (2020). Model Challenge Based Learning terhadap Kemampuan Berpikir Kreatif Mahasiswa. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 5(4): 478-485.
Nawawi, S. (2017). Developing of Module Challenge Based Learning in Environmental Material Empower the Critical Thinking Ability. Jurnal Inovasi Pendidikan IPA, 3(2) 212-223
Nichols, M., K. Cator, & M. Torres. 2016. Challenge Based Learner User Guide. Redwood City, CA: Digital Promise.
Nufus, H., M. Duskri & Bahrun. (2018). Mathematical Creative Thinking and Student Self-Confidence in the Challenge-Based Learning Approach. Journal of Research and Advances in Mathematics Education, 3(2): 57-68.
Pitaloka, E. D. & Suyanto, S. (2019). Keefektifan Blended – Problem Based Learning terhadap Pemecahan Masalah pada Materi Ekologi. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 4(5): 640-647
Prifti, L., M. Knige, H. Kienegger & H. Kremar. (2017). A Competency Model for â€Industrie 4.0†Employees. in Leimeister, J.M.; Brenner, W. (Hrsg.): In Proceedings der 13. Internationalen Tagung Wirtschaftsinformatik (WI 2017). St. Gallen, Switzerland.
Rochmad & Masrukan. (2016). Studi Kinerja Mahasiswa Dalam Menganalisis Materi Pada Pembelajaran Kooperatif Resiprokal. Jurnal Kreano, 7(1): 47-57.
Sholikh, M. N., Sulisworo, D. & Maruto, G. (2019). Effects of Cooperative Blended Learning using Google Classrooms on Critical Thinking Skills. Advances in Social Science, Education, and Humanities Research, 349
Suherman, et al. (2003). Strategi Pembelajaran Matematika Kontemporer. Bandung: JICA.
Susilawati, W., Abdullah, R. & Rosyidah, I. (2019). Peningkatan Kemampuan Berpikir Statistis Mahasiswa melalui Challenge-Based Learning dengan Strategi Konfil Kognitif. Jurnal Analisa. 5(1): 31-40
Syahroni, A.R., P. A. Inawati, E. Guswanti, Susanto & Hobri. (2020). Students’ creative thinking skill in the flipped classroom blended learning of mathematics based on lesson study for learning community. Journal of Physics: Conference Series, 1563(2020): 012046.
Tajuddin, S. M. & A. Jailani. (2013). Challenge Based Learning in Students for Vocational Skills. International Journal of Independent Research and Studies, 2(2): 89-94.
Wahyudi, W., Suyitno, H., & Isnarto, M. (2018). Mathematical Creative Thinking Ability and Scaffolding Process According with Learning Styles for Pre-Service Teachers. Anatolian Journal of Education, 3(1): 39-50.
Wahyudi, W., Waluya, B., Suyitno, H., & Isnarto, I. (2019). The Use Of 3CM (Cool-Critical-Creative-Meaningful) Model In Blended Learning To Improve Creative Thinking Ability In Solving Mathematics Problem. Journal of Educational Science and Technology (EST), 5(1), 26-38.
Wahyudi, W., Waluya, S. B., Suyitno, H., & Isnarto. (2020). The impact of 3CM model within blended learning to students' creative thinking ability. Journal of Technology and Science Education 10(1): 32-46.
Yoosomboon, S. & P. Wannapiroon. (2015). Development of a Challenge Based Learning Model Via Cloud Technology and Social Media for Enhancing Information Management Skills. Procedia Social and Behavioral Sciences, 174: 2102-2107.
Zevenbergen, R., S. Dole & R. J. Wright. (2004). Teaching Mathematics in Primary Schools. New South Wales: National Library of Australia
Al Aslamiyah, T., P. Setyosari & H. Praherdhiono. (2019). Blended Learning dan Kemandirian Belajar Mahasiswa Teknologi Pendidikan. Jurnal Kajian Teknologi Pendidikan, 2(2): 109-114.
Ardiansyah, A. S & I. Junaedi. (2020). Tingkat kreativitas matematika siswa dalam menyelesaikan muliple solution task setting challenge based learning ditinjau dari kemampuan matematika dan perbedaan gender. In PRISMA, Prosiding Seminar Nasional Matematika. (Vol. 3, pp. 258-265). Semarang.
Ardiansyah, A. S & M. Asikin. (2020). Challenging students to improve their mathematical creativity in solving multiple solution task on challenge based learning class. Journal of Physics: Conference Series, 1567(2): 022088
Ardiansyah, A. S., I. Junaedi, & M. Asikin. (2018). Student’s Creative Thinking Skill and Belief in Mathematics in Setting Challenge Based Learning Viewed by Adversity Quotient. Unnes Journal of Mathematics Education Research, 7(1): 61-70.
Benešová, A. & J. Tupa. (2017). Requirements for Education and Qualification of People in Industry 4.0. Procedia Manufacturing, 11: 2195-2202.
Boelens, R., B. De Wever & M. Voet. 2017. Four Key Challenges to the Design of Blended Learning: A Systematic Literature Review. Educational Research Review, 22: 1-18.
Candra, R. A., Prasetya, A. T. & Hartati, R. (2019). Analisis Kemampuan Berpikir Kreatif Peserta Didik melalui Penerapan Blended Project-Based Learning. Jurnal Inovasi Pendidikan Kimia, 13(2): 2437-2446
Castro, R. (2019). Blended Learning in Higher Education: Trends and Capabilities. Education and Information Technologies, 24: 2523-2546.
Cirenza, C. F., T. E. Diller, & C. B. Williams. 2015. Assessing Effects of Challenge-Based Instruction on Conceptual Understanding in Heat Transfer. In 122nd ASEE Annual Conference & Exposition di American Society for Engineering Education. Seattle, USA.
Dwiyogo, W. D. (2018). Developing a Blended Learning-Based Method for Problem-Solving in Capibility Learning. TOJET: The Turkish Online Journal of Educational Technology, 17 (1): 51-61
Garrison, D. R. & H. Kanuka. (2004). Blended Learning: Uncovering Its Transformative Potential in Higher Education. The Internet and Higher Education, 7: 95-105.
Haqq, A. A. (2016). Penerapan Challenge Based Learning dalam Upaya Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa SMA. EduMa, 5(2): 70-77.
Haqq, A. A. (2017). Implementasi Challenge Based Learning dalam Upaya Meningkatkan Kemampuan Penalaran Matematis Siswa SMA. Jurnal Theorems (The Original Research of Mathematics), 1(2): 13-723
Hassi, L., et al. (2016). Mixing Design, Management and Engineering Students in Challenge-Based Projects. In Proceedings of the 12th Internatioal CDIO Conference, Turku University of Applied Sciences. Turku, Finland.
Hecklau, F., M. Galeitzke, S. Flachs & H. Kohl. (2016). Holistic Approach for Human Resource Management in Industry 4.0. Procedia CIRP, 54: 1-6.
Hudojo, H. (2003). Pengembangan Kurikulum dan Pembelajaran Matematika. Surabaya: UM Press.
Iswan & Herwina. (2018). Penguatan Pendidikan Karakter Perspektif Islam dalam Era Millenial IR 4.0. In Prosiding Seminar Nasional Pendidikan Era Revolusi. Jakarta.
Johnson, L. & S. Adams. (2011). Challenge Based Learning: The Report from Implementation Project. Austin, Texas: The New Media Consortium.
Junita, S. (2016). Peningkatan Kemampuan Creative Problem Solving Matematis Siswa SMP dengan Pendekatan Challenge Based Learning. Jurnal Pengajaran MIPA. 21(1): 19-23.
Kaniawati, D. S. (2020). Pengaruh Penerapan Model Pembelajaran Challenge Based Learning terhadap Kemampuan Pemecahan Masalah Listrik Arus Searah. Dinamika: Jurnal Praktik Penelitian Tindakan Kelas Pendidikan Dasar & Menengah, 10(2): 1-12
Kemendikbud. (2018). Penyegaran Infrastruktur Kurikulum 2013. Jakarta: Kemendikbud
Malik, A. (2019). Creating Competitive Advantage through Source Basic Capital Strategic Humanity in the Industrial Age 4.0. International Research Journal of Advanced Engineering and Science, 4(1): 209-215.
Malmqvist, J., K. K RÃ¥dberg, & U. Lundqvist. (2015). Comparative Analysis of Challenge-Based Learning Experiences. In Proceedings of the 11th International CDIO Conference. Sichuan, China.
Mulyono, M. Ardiansyah, A.S., Fariz, R. & Khoirunnisa, K. (2010). Prespektif Gender terhadap Kemampuan Beprikir Kreatif Mahasiswa pada Blended Learning berbantu Google Classrooms. Kreano, Jurnal Matematika Kreatif-Inovatif, 11(2): 270-282
Naim, S. S, S. Ibnu & Santoso. (2020). Model Challenge Based Learning terhadap Kemampuan Berpikir Kreatif Mahasiswa. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 5(4): 478-485.
Nawawi, S. (2017). Developing of Module Challenge Based Learning in Environmental Material Empower the Critical Thinking Ability. Jurnal Inovasi Pendidikan IPA, 3(2) 212-223
Nichols, M., K. Cator, & M. Torres. 2016. Challenge Based Learner User Guide. Redwood City, CA: Digital Promise.
Nufus, H., M. Duskri & Bahrun. (2018). Mathematical Creative Thinking and Student Self-Confidence in the Challenge-Based Learning Approach. Journal of Research and Advances in Mathematics Education, 3(2): 57-68.
Pitaloka, E. D. & Suyanto, S. (2019). Keefektifan Blended – Problem Based Learning terhadap Pemecahan Masalah pada Materi Ekologi. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 4(5): 640-647
Prifti, L., M. Knige, H. Kienegger & H. Kremar. (2017). A Competency Model for â€Industrie 4.0†Employees. in Leimeister, J.M.; Brenner, W. (Hrsg.): In Proceedings der 13. Internationalen Tagung Wirtschaftsinformatik (WI 2017). St. Gallen, Switzerland.
Rochmad & Masrukan. (2016). Studi Kinerja Mahasiswa Dalam Menganalisis Materi Pada Pembelajaran Kooperatif Resiprokal. Jurnal Kreano, 7(1): 47-57.
Sholikh, M. N., Sulisworo, D. & Maruto, G. (2019). Effects of Cooperative Blended Learning using Google Classrooms on Critical Thinking Skills. Advances in Social Science, Education, and Humanities Research, 349
Suherman, et al. (2003). Strategi Pembelajaran Matematika Kontemporer. Bandung: JICA.
Susilawati, W., Abdullah, R. & Rosyidah, I. (2019). Peningkatan Kemampuan Berpikir Statistis Mahasiswa melalui Challenge-Based Learning dengan Strategi Konfil Kognitif. Jurnal Analisa. 5(1): 31-40
Syahroni, A.R., P. A. Inawati, E. Guswanti, Susanto & Hobri. (2020). Students’ creative thinking skill in the flipped classroom blended learning of mathematics based on lesson study for learning community. Journal of Physics: Conference Series, 1563(2020): 012046.
Tajuddin, S. M. & A. Jailani. (2013). Challenge Based Learning in Students for Vocational Skills. International Journal of Independent Research and Studies, 2(2): 89-94.
Wahyudi, W., Suyitno, H., & Isnarto, M. (2018). Mathematical Creative Thinking Ability and Scaffolding Process According with Learning Styles for Pre-Service Teachers. Anatolian Journal of Education, 3(1): 39-50.
Wahyudi, W., Waluya, B., Suyitno, H., & Isnarto, I. (2019). The Use Of 3CM (Cool-Critical-Creative-Meaningful) Model In Blended Learning To Improve Creative Thinking Ability In Solving Mathematics Problem. Journal of Educational Science and Technology (EST), 5(1), 26-38.
Wahyudi, W., Waluya, S. B., Suyitno, H., & Isnarto. (2020). The impact of 3CM model within blended learning to students' creative thinking ability. Journal of Technology and Science Education 10(1): 32-46.
Yoosomboon, S. & P. Wannapiroon. (2015). Development of a Challenge Based Learning Model Via Cloud Technology and Social Media for Enhancing Information Management Skills. Procedia Social and Behavioral Sciences, 174: 2102-2107.
Zevenbergen, R., S. Dole & R. J. Wright. (2004). Teaching Mathematics in Primary Schools. New South Wales: National Library of Australia