Development of Mathematics Learning Tools Based on RME Approach to Improve Mathematical Communication Skills of Class VIII Students in Junior High Schools

Neka Putra, Ali Asmar, . Yerizon


Mathematical communication skills possessed by students are still low. This is because students are not familiar with story questions or mathematical communication problems. For this reason, it is necessary to improve mathematical communication skills with an RME-based approach. The purpose of this study is to look at the contribution of the tool in the form of RPP and LKPD with an RME-based approach to improve students' mathematical communication skills. The research conducted is development research, which uses the Plomp model with the stages of the first phase of preliminary research, the second phase of development or prototyping and the third phase of assessment. The discussion in the introduction includes preliminary observations, questionnaires, interviews and preliminary tests. The results obtained from the preliminary analysis are 1. Students in learning are happier and like to ask friends rather than the teacher, 2. Students prefer group learning or discussion. 3. Students prefer to start the lesson with examples of problems or problems related to the material and theory. 4. Students like LKPD which are pictorial, colorful, and attractive. Next, the researcher designed a product in the form of a learning tool, namely RPP and LKPD, which went through a self evaluation stage to see typos and punctuation errors, after which the product was validated by 5 experts. The value of product validity provided by the valuators is 89.29% for RPP with very valid criteria, while for LKPD with a percentage of 88.02% that is with very valid criteria. After that a valid product is carried out a one-to-one process to solicit student opinions if there are deficiencies in the LKPD, and then subsequently it is applied in small classes before being applied to large classes or one class. The final test results obtained to see the effectiveness of the product being developed are 90% of students who exceed the completeness limit of the predetermined interval that is equal to 70%.


RME theory; mathematical communication skills

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