Abstract

Tujuan penelitian ini untuk menghasilkan perangkat pembelajaran matematika model Jigsaw strategi Metakognitif untuk meningkatkan self-efficacy terhadap kemampuan pemecahan masalah dengan materi segi empat kelas VII valid, praktis dan efektif. Penelitian ini merupakan penelitian pengembangan modifikasi Plomp. Jenis perangkat pembelajaran yang dikembangkan adalah silabus, RPP, bahan ajar, LKS, media pembelajaran, Tes Kemampuan Pemecahan Masalah. Teknik pengambilan data menggunakan lembar validasi, lembar pengamatan self-efficacy dan aktifitas, Lembar angket, dan Tes Kemampuan Pemecahan Masalah. Hasil penelitian menunjukkan: (1) perangkat yang dikembangkan valid; (2) pembelajaran praktis ditandai dengan respon positif siswa dan kemampuan guru baik; (3) Efektifitas ditandai dengan (a) kemampuan pemecahan masalah mencapai KKM yaitu 83,4 dan ketuntasan klasikal sebesar 90,3%; (b) self-efficacy dan aktifitas siswa secara bersama – sama berpengaruh positif terhadap kemampuan pemecahan masalah sebesar 71,9%; dan (c) self-efficacy dan aktivitas siswa mengalami peningkatan. Berdasarkan hasil penelitian dapat disimpulkan tujuan pengembangan perangkat tercapai.

 

The aim of this research to produce mathematics’ learning device the Jigsaw model with Metacognitive strategies for increasing self-efficacy towards problem solving ability to quadrilateral of class VII valid, practical and effective. This research is development of modifications Plomp. Kinds of learning devices are developed syllabi, lesson plans, teaching materials, worksheets, instructional media, and problem solving ability test. Technique of data collection by using validation sheet, observation sheet student’s self-efficacy and activity, questionnaire, and problem solving ability test. The results showed: (1) device developed valid; (2) practical learning is characterized by the positive response of students and good teachers ability; (3) effectiveness characterized by (a) the ability of problem solving is reached KKM by 83.4 and classical completeness by 90,3%, (b) self-efficacy and student activities have positive influence on the problem solving ability by 71,9%, and (d) self-efficacy and student activities has increased. Based on the results of this research concluded the development goals achieved.