Pengembangan Perangkat Pembelajaran dengan Pendekatan Pendidikan Matematika Realistik Materi Teorema Pythagoras dalam Kurikulum Merdeka

Development of Learning Devices with a Realistic Mathematics Education Approach to the Pythagorean Theorem Material in The Independent Curriculum

Pengembangan perangkat pembelajaran dengan pendekatan Pendidikan Matematika Realistik (PMR) materi teorema Pythagoras penting dalam implementasi Kurikulum Merdeka. Meskipun kurikulum ini mendorong pembelajaran aktif dan berbasis proyek, banyak guru kesulitan menyusun perangkat pembelajaran yang sesuai. Untuk mengatasi kesulitan yang dialami oleh guru, perlu dilakukan penelitian pengembangan perangkat pembelajaran untuk dijadikan referensi oleh guru. Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan serta hasil kevalidan, kepraktisan, dan keefektifan perangkat pembelajaran PMR untuk teorema Pythagoras. Perangkat pembelajaran yang dikembangkan terdiri dari modul ajar, LKPD, dan asesmen pembelajaran. Penelitian pengembangan ini menggunakan desain ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Perangkat pembelajaran dikembangkan berdasarkan aktivitas iceberg yang dirancang pada tahap design. Tingkat situational menyelesaikan masalah konteks tangram persegi, tingkat model of menyusun segitiga siku-siku dari beberapa potongan persegi dan mengidentifikasi luasnya, tingkat model for menentukan panjang sisi segitiga siku-siku, dan tingkat formal merumuskan konsep dan rumus teorema Pythagoras. Validasi dilakukan oleh tiga validator, kemudian perangkat pembelajaran diujicobakan kepada 30 peserta didik kelas VIII SMP Negeri 24 Surabaya. Data yang dikumpulkan mencakup data keterlaksanaan pembelajaran, respons peserta didik, serta pre-test dan post-test.

Hasil penelitian menunjukkan perangkat pembelajaran sangat valid dimana skor kevalidan modul ajar 4,5 dan LKPD 4,4048 dengan keduanya mendapatkan skor paling tinggi pada aspek tampilan, sedangkan skor kevalidan asesmen pembelajaran 4,4556 dengan aspek keterbacaan mendapatkan skor tertinggi. Perangkat pembelajaran dikatakan praktis berdasarkan hasil analisis data keterlaksanaan pembelajaran mencapai kriteria sangat praktis dengan rerata persentase 94,79% menunjukkan bahwa perangkat pembelajaran dapat diterapkan dalam pembelajaran, begitu juga dengan hasil analisis respons peserta didik mencapai kriteria praktis dengan rerata total 80,1984127% dimana peserta didik memberikan skor tinggi pada aspek kemudahan penggunaan perangkat pembelajaran. Efektivitas berdasarkan skor N-gain hasil belajar peserta didik mencapai 0,49 termasuk kriteria sedang. Beberapa faktor yang menyebabkan efektivitas perangkat pembelajaran mendapatkan skor sedang yaitu penyusunan aktivitas pembelajaran, integrasi pembelajaran dengan pendekatan PMR, beberapa peserta didik merasa pembelajaran membosankan, pembelajaran masih kurang sesuai dengan kebutuhan peserta didik, serta pembelajaran belum membantu secara maksimal dalam memahami penerapan teorema Pythagoras di kehidupan sehari-hari. Oleh karena itu, masih diperlukan pengembangan perangkat pembelajaran PMR materi teorema Pythagoras yang lebih baik lagi. Dengan demikian, perangkat pembelajaran dengan pendekatan Pendidikan Matematika Realistik (PMR) untuk teorema Pythagoras terbukti valid, praktis, dan efektif.

The development of learning devices with the Realistic Mathematics Education (RME) approach for the Pythagorean theorem material is important in the implementation of the Independent Curriculum. Although this curriculum encourages active and project-based learning, many teachers have difficulty compiling appropriate learning devices. To overcome the difficulties experienced by teachers, it is necessary to conduct research on the development of learning devices to be used as a reference by teachers. This study aims to describe the development process and the results of the validity, practicality, and effectiveness of RME learning devices for the Pythagorean theorem. The learning devices developed consist of teaching modules, student worksheet, and learning assessments. This development research uses the ADDIE design (Analysis, Design, Development, Implementation, and Evaluation). Learning devices are developed based on iceberg activities designed at the design stage. The situational level solves the problem of the square tangram context, the model level of constructing a right triangle from several square pieces and identifying its area, the model level for determining the length of the sides of a right triangle, and the formal level of formulating the concept and formula of the Pythagorean theorem. Validation was carried out by three validators, then the learning device was tested on 30 students of class VIII of SMP Negeri 24 Surabaya. The data collected included learning implementation data, student responses, and pre-test and post-test.

The results of the study showed that the learning device was very valid where the validity score of the teaching module was 4.5 and the student worksheet was 4.4048 with both getting the highest score in the display aspect, while the validity score of the learning assessment was 4.4556 with the readability aspect getting the highest score. The learning device was said to be a practical analysis based on the results of the implementation of learning data reaching very practical criteria with an average percentage of 94.79% indicating that the learning device can be applied in learning, as well as the results of the analysis of student responses reaching practical criteria with a total average of 80.1984127% where students gave a high score on the aspect of ease of use of the learning device. Effectiveness based on the N-gain score of student learning outcomes reached 0.49 including moderate criteria. Several factors that caused the effectiveness of the learning device to get a moderate score were the arrangement of learning activities, integration of learning with the RME approach, some students felt that learning was boring, learning was still not in accordance with student needs, and learning had not helped optimally in understanding the application of the Pythagorean theorem in everyday life. Therefore, it is still necessary to develop a better RME learning device for the Pythagorean theorem material. Thus, the learning device with the Realistic Mathematics Education (RME) approach for the Pythagorean theorem is proven to be valid, practical, and effective.