PENGEMBANGAN PERANGKAT PEMBELAJARAN PROBLEM POSING BERORIENTASI PENERAPAN HOTS PADA MATERI KESEBANGUNAN KELAS IX

Abstract

Abstract: The background of this research is the fact that student learning outcomes in mathematics at present still low, and the instruction that occurs until know is the students are more passive and less emphasis on high level thinking skills (higher order thinking skills or HOTS). Therefore, it should be considered a learning approach that can increase the students activity and HOTS of students through “posing problems”. One of the approaches learning that fit with this activity is Problem Posing with orientation on applied HOTS. Begining with the development of research has goal at producing a set means of problem posing learning oriented to HOTS applying conneccted in good similarity matter, those fullfill the valid criteria, practical, and effective. The development of a device learning is done using general education development model by Tjeerd Plomp. The process of the development consist of four phases e.g.:  (1) the phase of earlier investigation, (2) the phase of design, (3) the phase of the realization or construction and  (4) the phase the test, evaluation and revision. The research  analyzed descriptively. Beside that, during the experiment phase used statistical analysis “t” test. The result of the analysis shows that (1) a device learning resulting in the form of: lesson plan (RPP), a student book, a teacher book,  students worksheets (LKS) as and tests learning outcomes that qualify a good criteria, it means  valid, practical and effective. This matter based on the data; average score of validation was 4,19 (good category), the average percentage of the ability of teachers in managing the learning was 86,5% (good category), the average percentage of the student activity in learning was 86,9% (good category), the average student response was 95,17% (very positive), the average validity items was 0,71 (high), reliability items was  0,80 (high), and 88,9% students have completed,  (2) Students learning outcomes who take part in  learning posing problems related to the application of the HOTS oriented are better than learning outcomes of the students who given conventional learning of mathematics with the similarity matter in the third year student of  junior high schools. This matter based on the data ;  he average student learning outcomes experimental class was 83,9 Whereas student learning outcomes in the control class was 71,4. Besides the calculation  results of the test statistic t, in which obtainable arithmetic t = 4,172 whereas by using significant extent a = 5% and critical areas in which db = 35, then obtained table t = 2,042. seen that arithmetic t  > table t. Key words: development set learning, learning problem posing, HOTS, similarity,