Articles

Development of Outdoor Learning Mathematics Project Based Learning Tools on Simple and Compound Interest to Improve Students’ Critical Thinking Ability

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This research is motivated by the continued dominance of conventional mathematics learning in vocational high schools, which rarely incorporates practical and contextual activities. Consequently, students’ critical thinking skills remain suboptimal, and learning tools based on the Outdoor Learning Mathematics Project (OLMP) are not yet available. This study aims to describe the process and results of developing OLMP-based learning tools for the topic of simple and compound interest that are valid, practical, and effective in improving vocational high school students’ critical thinking skills. This Research and Development (R&D) study adopted the 4D model (Define, Design, Develop, Disseminate). The subjects were 11th-grade students at SMKS 1 Pancasila Ambulu Jember. The developed tools included a Teaching Module, Student Worksheets (LKM), a FRISCO-oriented Critical Thinking Skills Test Package, and a User Manual. The results indicated that the learning tools met the validity criteria, with an average expert validity score (๐‘‰๐‘Ž) ranging from 3.68 to 3.78 (valid category). The practicality criteria were also met, evidenced by an average learning implementation score of 3.78 (high category), a student activity rate of 91.35% (very active category), and a positive student response rate of 96.19%. Furthermore, the effectiveness criteria were achieved with a learning mastery rate of 85% (exceeding the 70% threshold), a moderate-to-high increase in the average N-Gain score, and an independent sample t-test showing a statistically significant difference compared to the control class (๐‘ < 0.05). Based on these findings, it is concluded that the OLMP-based learning tools for simple and compound interest are valid, practical, and effective in enhancing the critical thinking skills of vocational high school students.

Development of Learning Tools with Didactic Situation Design to Improve Student Learning Outcomes

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This study aims to develop learning tools consisting of teaching modules, student worksheets (LKPD), and learning outcome tests using a problem-based learning model with valid, practical, and effective didactic situations. This study is a development study using Thiagarajan’s 4D development model. Data collection techniques used include observation of the implementation of learning tools, student observation, student test results, and student response questionnaires. The research subjects consisted of 31 students in the trial class, 31 students in the experimental class, and 31 students in the control class. The findings from this study are that the learning tools developed are valid, practical, and effective. Validity was obtained from the validity coefficients of the teaching modules, student worksheets, and numeracy test questions, which were 4.66, 4.50, and 4.29, respectively. The practicality criteria were obtained from the results of a practicality analysis based on observations of the implementation of the learning tools, student observations, and student response questionnaires, which were 91.1% in the very good category, 89% in the good category, and 90.04% in the very positive category, respectively. The effectiveness criteria were based on the results of the learning outcome test analysis, which obtained 83.87% with an average N-Gain score increase of 0.73 in the very high category. Another finding from this study is that the learning tools developed had a significant effect on improving student learning outcomes, as shown by the average N-Gain score of the experimental class of 0.77 in the high category and the average N-Gain score of the control class of 0.65 in the moderate category. Based on statistical tests in both classes, it was found that the N-Gain scores of the experimental class and the control class obtained Sig. (2-tailed) = 0.01 (๐‘ ๐‘–๐‘” <0.05) and the pretest and posttest scores of the experimental class and the control class based on statistical tests obtained Sig. (2-tailed) = 0.016 (๐‘ ๐‘–๐‘” <0.05). This indicates that the application of the problem-based learning model with didactic situations to improve student learning outcomes has a significant effect.

Development of Learning Tools Assisted by Lumio By Smart to Improve Mathematical Problem Solving Ability

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This study aims to describe the process and results of the development of learning tools assisted by Lumio by SMART on flat building material to improve the mathematical problem solving skills of junior high school students in grade VII. At Sunan Kalijogo Junior High School, students’ ability to solve varied geometry problems is still low. Students tend to focus on the end result without understanding the solution strategy, so they are only able to solve the problems that are modelled by the teacher. This research uses the 4D development model. The validation results showed the device was very valid (score 3.71). The learning was well implemented, student activeness reached 93.6%, and student response was 90.71%. Classical completeness reached 89.4% with ability improvement in the moderate to high category. The independent sample t-test resulted in a significance of 0.000 (<0.05), showing a significant difference between the experimental and control classes. Thus, the device developed was declared valid, practical, and effective. The implementation of the device also increased the involvement and motivation of seventh grade students of Sunan Klijogo Junior High School, as well as creating a collaborative learning environment and supporting a significant increase in mathematical problem solving ability. This research can be a reference for the development of innovative learning, and is recommended to be applied to other materials to improve mathematical problem solving skills.