Peningkatan Hasil Belajar Matematika melalui Pengembangan Perangkat Pembelajaran Berbasis Masalah Terintegrasi Kecerdasan Emosional dan Karakter
DOI:
https://doi.org/10.24256/jpmipa.v8i1.984Keywords:
Character, Emotional Quotient, Mathematics Learning Tools.Abstract
Abstract:
The character must be accompanied by emotional intelligence to be able to encourage students in understanding mathematics learning. Students who have emotional intelligence are expected to be able to manage themselves and others. This study aims to develop mathematical learning tools based on integrated problems of emotional intelligence and character of students. The location of this study was in one of the public schools in Palopo City, with the subject of the study is the students of class X. The development procedure used adopted the Plomp model. But this study only reached the test, evaluation, and revision phase. Learning tools developed are teaching materials, learning implementation plans, and student worksheets. The instruments used were learning achievement tests, emotional intelligence questionnaires, student character questionnaires, learning management observation sheets, student activity observation sheets, and student questionnaire responses to learning. The results showed that the integrated problem-based learning device of emotional intelligence that was developed met the criteria of validity, practicality, and effectiveness.
Abstrak:
Karakter harus dibarengi dengan kecerdasan emosional agar mampu mendorong peserta didik dalam memahami pembelajaran matematika. Peserta didik yang memiliki kecerdasan emosional diharapkan mampu mengelolah diri sendiri dan orang lain. Penelitian ini bertujuan mengembangkan perangkat pembelajaran matematika berbasis masalah terintegrasi kecerdasan emosional dan karakter peserta didik. Lokasi penelitian ini di salah satu sekolah negeri di Kota Palopo, dengan subjek penelitian adalah peserta didik kelas X. Prosedur pengembangan yang digunakan mengadopsi model Plomp. Namun penelitian ini hanya sampai fase tes, evaluasi dan revisi. Perangkat pembelajaran yang dikembangkan yaitu bahan ajar, rencana pelaksanaan pembelajaran, dan lembar kerja peserta didik. Instrumen yang digunakan adalah tes hasil belajar, angket kecerdasan emosional, angket karakter peserta didik, lembar pengamatan pengelolaan pembelajaran, lembar observasi aktifitas peserta didik dan angket respon peserta didik terhadap pembelajaran. Hasil penelitian menunjukkan perangkat pembelajaran berbasis masalah terintegrasi kecerdasan emosional yang dikembangkan memenuhi kriteria kevalidan, kepraktisan dan keefektifan.
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