“Harnessing Local Wisdom to Build Competencies of ...

ProceedingInternational Seminar on

Mathematics, Science, and Computer Science

4

ProceedingProceedings International Seminar onMathematics, Science, and Computer ScienceEducation2016

Tema :

“Harnessing Local Wisdom to Build Competencies of Excellence inResearch and Collaboration in The New Era of The ASEAN EconomicCommunity”

Editor :

Dr. Topik Hidayat, M.Si.Dr. Eng.Asep Bayu Dani Nandiyanto, M.Eng.Al jupri, Ph.D.Irma Rahma Suwarna, Ph.D.Lala Septem Riza, Ph.D.Dr. Diah Kusumawati, M.Si.Dr. Endi Suhendi, M.Si.Dr. Heli Siti Halimatul Munawaroh, M.Si.Dr. Siti Aisyah, M.Si.Marthalina Iriani, M.T.Reza Setiawan, M.T.Ika Mustika Sari, M.PFisDuden Saepuzaman, M.Pd., M.Si.

Layout and Design by :Umar, S.Pd

Published by :

Faculty of Mathematics and Science EducationUniversitas Pendidikan IndonesiaJl. Dr. Setiabudhi No. 226 Bandung, 40154, West Java, IndonesiaOfficial website: http://fpmipa.upi.edu



PREFACE

We are pleased to welcome all of the participants to Second

International Seminar on Mathematics, Science and Computer Science

Education (MSCEIS 2016). MSCEIS has been started since 2013 as an

International Seminar of Mathematics, Science and Computer Science

Education. This seminar is motivated by improving the quality of

mathematics, science and computer science education. The aims of the

seminar are: (1) To bring together the scientists, education experts and

practicioners, students,and civil society organization representatives in the

scientific forum. (2) To share and to discuss theoretical and practical

knowledge about innovation in mathematics, science and education.

MSCEIS 2016 is the 3rd seminar and it will be held every year to

provide forum for researchers in Mathematics, Science and Computer

Science Education to share new ideas or research result in their field. The

theme for this seminar is “Harnessing Local Wisdom to Build Competencies

of Excellence in Research and Collaboration in The New Era of The

ASEAN Economic Community”. This seminar is organized by FPMIPA UPI

and SEAMEO QITEP in Science and sponsored by Universitas Pendidikan

Indonesia(UPI).

MSCEIS will be held every year to provide forum for researchers

in Mathematics, Science and Computer Science Education to share new

ideas or research result in their field. The theme for this seminar is

“Improving the Quality of Mathematics, Science and Computer Science

Education through Research”. This seminar is sponsored by FPMIPA UPI.

The scope of research results to be presented and discussed in this

seminar covers Pure and Applied Mathematics, Science and Technology,

Information and Technology, Mathematics, Science and Computer Science

Education.

The MSCEIS 2016 Program features 13 invited speakers and

398 contributed oral presentations, which come from different

countries: Jerman, Australia, Hongkong, Jepang, USA and Indonesia.

All papers reviewed before and after they are presented in this event.

Selected articles will be published by AIP Proceedings (indexed by scopus

and ISI Thomson Reuters) and IOP Journal of Physics: Conference

Series (indexed by scopus and ISI Thomson Reuters). Other papers will be

published either in Jurnal Pengajaran MIPA (JPMIPA) or in an ISBN

proceedings indexed by Google Scholar and IPI.



To all participants, we hope that you will learn new subjects, make

new contacts, and have fruitful discussions with others. To overseas

participants, we wish you a pleasant stay in Bandung.

Finally, we wish to express our sincere appreciation to all of the

presenters for their valuable contributions and also to the members of the

program committee for their excellent works in selecting abstracts and

organizing the program.

Desember , 2016

MSCEIS 2016 Committee



THE COMMITTEE

Steering Committee

Chairperson : Siti Fatimah, S.Pd., M.Si., Ph.D.

Members

1. Dr. Nahadi, M.Pd.

2. Dr. Indarjani (SEAMEO QITEP in Science)3. Prof. Yaya Sukjaya S Kusumah, M.Sc., Ph.D.4. Prof. Dr. Munir, M.1T.5. Dr. Andhy Setiawan, M.Si.6. Dr. Bambang Avip Priatna7. Dr. Bambang Supriatno8. Dr. Dadi Rusdiana, M.Si.9. Dr. Diana Rochintaniawati, M.Ed.10.Dr. Didik Priandoko11. Dr. Hendrawan12. Dr. Mimin Nurjhani Kusumastuti13.Dr. Mudzakir14.Dr. Muslim, M.Pd.15.Dr. Sjaeful Anwar16. Dr. Sufyani Prabawanto, M.Ed.17.Entit Puspita, M.Si.18. Eddy Prasetyo Nugroho, M.T.19. Jajang Kusnendar, M.T.

International Advisory

Board

1. Prof. Dr. Triyanta(Director of SEAMEO QITEP in Science)

2. Prof. Khairurrijal(institut Teknologi Bandung, Indonesia)

3. Prof. Dr. H. Rr. Hertien K. Surtikanti(Universitas Pendidikan Indonesia,

Indonesia)

4. Prof. Dr. H. R. Asep Kadarohman,M.Si. (Universitas PendidikanIndonesia, Indonesia)

5. Prof. Dr. H. Moejiono, M.Sc.(Universitas Budi Luhur, Indonesia)

6. Prof. Dato' Dr. Aziz bin Dreman(Universiti Malaysia Terengganum,

Malaysia)7. Prof. Jhon Wiliamson

(University of Tasmania, Australia)8. Prof. lisin Kai Wu

(National Taiwan Normal University,

Taiwan)



9. Prof. Dr. Munir, M.IT.(Universitas Pendidikan lndonesia, Indonesia)

10. Prof. Bruce Waldrip(University of Tasmania Australia)

11. Prof. Peter Aubusson(University of Technology Sydney, Australia)

12. Prof. Lim Cher Ping(The Hongkong Institute of Education)

13. Assoc. Prof. Dr. Agus Setiabudhi, M.Si.(Universitas Pendidikan Indonesia, Indonesia)

14. Assoc. Prof. Dr. Turmudi, M.Ed.(Universitas Pendidikan Indonesia)

1. Prof. Dr. Didi Suryadi, M.Ed.(Universitas Pendidikan Indonesia, Indonesia)

2. Assoc. Prof. Rizky Rosjanuardi(Universitas Pendidikan Indonesia, Indonesia)

3. Prof. Liliasari, M.Pd.(Universitas Pendidikan Indonesia, Indonesia)

4. Prof. Dr. Hj. Nuryani Y. Rustaman, M.Pd.(Universitas Pendidikan Indonesia, Indonesia)

5. Prof. Dr. Hj. Anna Permanasari, M.Si.(Universitas Pendidikan Indonesia, Indonesia)

6. Assoc. Prof. Dr. Harry Finnan, M.Pd.(Universitas Pendidikan Indonesia, Indonesia)

7. Prof. Tatang Herman; M.Ed.(Universitas Pendidikan Indonesia, Indonesia)

8. Assoc. Prof. Dr. Parlindungan Sinaga, M.Si.(Universitas Pendidikan Indonesia, Indonesia)

9. Assoc. Prof. Dr. John Jenny(University of Tasmania, Australia)

10. Assoc. Prof. Dr. Zakiyah M. Noor(Institut Pendidikan Guru Kampus Tuanku Bainun,Malaysia)

11. Assoc. Prof. Dr. Lim Yang Teck Kenneth(National Institute of Education, Singapore)

Organizing Committee Chairpersons

1. Dr.Phil. Ari Widodo, M.Ed.

2. Lili Indarti, M.Hum. (SEAMEO QITEP in Science)3. Dr. Fitri Khoerunnisa4. Dr. Lili Hasanah, M.Si.5. Dr. Rizky Rosjanuardi, M.Si.6. Dr. Wawan Setiawan, M.Kom.7. Dr. Siti Sriyati

Scientific Committee



Secretary Ika Mustika Sari, S.Pd., M.PFis.

Secretariat Members 1. Eliyawati, M.Pd.

2. Rizwan Darmawan, S.S. (SEAMEO QITEP inScience)

Treasurer 1. Lilit Rusyati, M.Pd.

2. Gumyar Gustiana, S.E. (SEAMED QITEP in

Science)Sections

Program 1. Ikmanda Nugraha, M.Pd.2. Amalia Yuliana, S.Si. (SEAMEO QITEP in3. Galuh Yulianti, Ph.D.4. Rini Solihat, M.Si.5. Ria Anggraeni, M.T.6. Dr. Kartika Yulianti, M.Si.

Papers, Publication : 1. Dr. Topik Hidayat, M.Si.

2. Dr. Eng. Asep Bayu Dani Nandiyanto, M.Eng.3. Al Jupri, Ph.D.

4. Irma Rahma Suwarma, Ph.D.5. Lala Septem Riza, Ph.D.6. Dr. Diah Kusumawati. M.Si.

7. Dr. Endi Suherdi, M.Si.8. Dr. Heli Siti Halimatul Munawaroh, M.Si.9. Dr. Siti Aisyah, M.Si.

10. Marthalina Iriani, M.T.11. Yudi Wibisono, M.T.12. Reza Setiawan, M.T. (SEAMEO QITEP in Science)13. Duden Saepuzaman M.Pd., M.Si.

Publik Relation and Documentation

1. Yaya Wihardi, M.Kom.

2. Haidar Helmy, S.P. (SEAMEO Q1TEP in Science)

3. Iyan Sopyan4. Irfan Taufik, S.Kom.5. Agus Prihatna

Accommodation,Equipment,

Decaration and Transportation:

1. Dian HendnyanaM.Pd.2. Eki Nugraha, M.Kom.3. Saepul Anwar, A.Md.4. Wawan Waryana5. Yudi ISyuntika6. Rudi Suyadi, S.Pd.



Food :

1. Wiwi Siswaningsih, M.Si.

2. Gebi Dwiyanti, M.Si.3. Tini Kartini, S.Pd.

Supporting1. Drs. Jajang Saefulloh2. Nandang , S.SP., M.A.P3. Drs. Rindang Supriyanto4. Agus Mawan Giarto, S.Pd.5. Fitri Ernawati, A.Md


Mathematics, Science, and Computer Education

iBandung, October 15th, 2016

Contents

MATH-17 Enhancing Students’ Independent Learning by using Quipper School MediaAsri Mulyayunita, Krisna Satrio Perbowo, and Andi Sessu .. Error! Bookmark not defined. - 4

MATH-20 Didactical Design of The Distance Concept Between Two Points in Three-DimensionalGeometry Riki Andriatna , Didi Suryadi, and Dadang Juandi..Error! Bookmark not defined. -10

MATH-27 The Application of Robust’s Regression Method Estimator Least Median of Squares(LMS) to Solve the Outlier in Multiplication Linear Regression ModelsFarida Daniel ................................................................................ Error! Bookmark not defined. - 13

MATH-34 Mathematical Problem Solving Ability using Cooperative Learning Model, Think-Pair-Share TypeRany Septiani, Krisna Satrio Perbowo, and Andi Sessu ...........................................................14 - 16

MATH-47 Analysis of Fifth Grade Students’ Performance in Solving Mathematical Word ProblemUsing Newman’s ProcedureAsep Nuryadin and Dindin Abdul Muiz Lidinillah............... Error! Bookmark not defined. - 23

MATH-65 Learning Trajectory Rme-Based to Enhance The Mathematical Thinking Ability andEmotional Intelligence StudentsHasratuddin and Ida Karnasih ................................................. Error! Bookmark not defined. - 27

MATH-77 Application of Logistic Regression Model to Predict Income Level Probability ofSongket Weaving CraftswomanDian Cahyawati S. and Eka Susanti ....................................... Error! Bookmark not defined. - 33

MATH-95 Learning Trajectory RME-Based To Enhance The Mathematical Thinking Ability AndEmotional Intelligence StudentsHasratuddin and Ida Karnasih ................................................ Error! Bookmark not defined. - 37

MATH-104 Development of Critical Thinking Ability Test Mathematical Content ShapedDescription On Flat Field Size and Volume Rotate ObjectsZetriuslitaand Rezi Ariawan .................................................... Error! Bookmark not defined. - 42

MATH-112 Analysis of Students’ Capability in Resolving Problems of Trigonometry Based onBloom’s TaxonomyCitra Utami .................................................................................. Error! Bookmark not defined. - 48

MATH-114 Mathematics Learning Based On Technological Pedagogical and Content Knowledge(TPACK)Dedi Muhtadi................................................................................ Error! Bookmark not defined. - 53



iiBandung, October 15th, 2016

MATH-118 The Development Teaching Material of Analytic Geometry on The Conics ConceptEyus Sudihartinih, Tia Purniati .............................................. Error! Bookmark not defined. - 58

MATH-122 Improvement Students Teacher Mathematical Communication Skill With StatisticsTextbook Support with ICT and Portfolio Assessment Approach ImplementationPutriaji Hendikawati and Nuriana Rachmani Dewi ............ Error! Bookmark not defined. - 66

MATH-227 Developing Students’ Ability of Advanced Mathematical Thinking Through KnisleyTeaching Model at A STKIP in BandungNelly Fitriani, Anik Yuliani ....................................................... Error! Bookmark not defined. - 71

MATH-250 The Analysis of Students’ Critical Thinking Ability on Implementation of ProjectBased Learning (PBL) with Scientific ApproachFarida Daniel ............................................................................... Error! Bookmark not defined. - 73

MATH-256 The Completeness properties of under Lexicographic Order, and its problemsEndang Cahya MA and Sumanang Muhtar Gozali ............................................................... 75 - 79

MATH-268 Improve Mathematical Problem Solving Ability Through Cooperative Learning ModelTwo Stay - Two StrayFirdaus ........................................................................................... Error! Bookmark not defined. - 86

MATH-287 Development of Didactic Design to Improve Conceptual Understanding of StudentHigh School in Absolute InequalitiesRina Widyaningsih and Halida Eka Nur Mutia .................... Error! Bookmark not defined. - 92

MATH-301 The Effects of Team Games Tournament Learning Model Implementation on theCreative Thinking Ability of Students of SMPN 20 PekanbaruHepriza Juwita and Titin Latifah ........................................... Error! Bookmark not defined. - 96

MATH-311 The Effects of Team Games Tournament Learning Model Implementation on theCreative Thinking Ability of Students of SMPN 20 PekanbaruHepriza Juwita and Titin Latifah .......................................... Error! Bookmark not defined. - 100

MATH-312 Improve Mathematical Problem Solving Ability Through Cooperative Learning ModelTwo Stay - Two StrayFirdaus and Rahmad Idris Hasibuan ....................................Error! Bookmark not defined. - 107

MATH-319 Mathematical Thinking Styles and Students Achievement in MathematicsRisnanosanti................................................................................Error! Bookmark not defined. - 112

MATH-336 Student’s Thinking Process in False-Semantic Proof ProductionSyamsuri, Purwanto, Subanji and Santi Irawati ................Error! Bookmark not defined. - 117



iiiBandung, October 15th, 2016

MATH-423 The Math-Lab for Elementary School at a VillageMutia Lina Dewi, Arif Rahman Hakim,Fauziah Shanti ...Error! Bookmark not defined. - 119

MATH-425 Application of Contextual Teaching Learning Ability to Improve Communication andCreative Thinking Mathematically and Attitudes StudentsYumi Sarassanti, Sufyani Prabawanto and Endang Cahya .....Error! Bookmark not defined. -125

MATH-433 Measuring Economic Value of Ecotourism Using Contingent Valuation Method : TheCase of Rawapening, Semarang Regency, IndonesiaSri Subanti, Inaki Maulida Hakim, Mangara Tambunan, and Arif Rahman Hakim ....Error!Bookmark not defined. - 135

MATH-455 The Study of Awareness Think Metacognition Students The First Half of TheDepartement of Math Education Halu Oleo UniversityLa Misu .......................................................................................Error! Bookmark not defined. - 145

MATH-447 The Effect of Posing Problem in Scientific Learning toward the Ability ofMathematical Literacy for Secondary School StudentsKadir and Sriwati Dangga, Muhammad Sudia, Hafiludin Samparadja, Lambertus, AsrulSani ..............................................................................................Error! Bookmark not defined. - 154

MATH-508 The Improvement of Mathematics Communication in XI TH Grad of SMK by UsingMultimedia through Macromedia Flash MX Plus (MF MX+) SoftwareAnton Nasrullah and Shafa Firda Nila .................................Error! Bookmark not defined. - 158

MATH-568 Developing Critical Thinking Skills through Socratic QuestioningSlamet, Purwanto, Cholis Sa’dijah, and Santi Irawati .......Error! Bookmark not defined. - 164

MATH-645 The Use of ASSURE Model as Instructional Design to Increase Grade VII Students'Mathematics Skills in Problem Solving and Self-Directed LearningRostina Sundayanaand Jarnawi Afgani Dahlan ................Error! Bookmark not defined. - 171

MATH-658 The Effectiveness of Realistic Mathematics Education (RME) Approach Based onHoward Gardner’s Multiple Intelligences Theory, In Terms of Student’s Achievement andAutonomous LearningRita Suryani and Djamilah Bondan Widjajanti .................Error! Bookmark not defined. - 176

MATH-664 Some Results for Area on R2 by Triangle PartitionMoh. Affaf ...................................................................................Error! Bookmark not defined. -181

MATH-667 The Effect of Contextual Teaching and Learning Model Implementation Toward TheStudents Understanding Ability of Mathematics Concept In Seventh Grade SMP Negeri 13 PadangNurul Afifah Rusyda and Dwi Septina Sari .........................Error! Bookmark not defined. - 188



ivBandung, October 15th, 2016

MATH-679 An Identification of Mathematical Reasoning Skills Achievement Level on SubjectAlgebra at Junior High School Students in Banjarnegara Based on Structure of The ObservedLearning Outcomes (SOLO) TaxonomyDesiana Margayanti and Djamilah Bondan Widjajanti ....Error! Bookmark not defined. - 195

MATH-682 Implementaion of Brain-Based Learning Aided Geogebra to Increase Spatial Abilityand Abstract Mathematical Ability of Student’s Junior High SchoolNanang Priatna, Bambang Avip Priatna Martadiputra and Yudi Wibisono Error! Bookmarknot defined. - 200

MATH-683 Design Mobile Phone Application for Learning Mathematics In The SecondarySchoolsSupandi, Widya Kusumaningsih, Lilik Ariyanto ................................................................. 201 -204

MATH-685 Effect of Application of Learning Model Group Investigation on Critical ThinkingAbility of Mathematical High School StudentsSadikin, Fahinu, Ruslan and Kadir.......................................Error! Bookmark not defined. - 209

MATH-692 Moodle-based learning: Course on Numerical MethodsAgung Handayanto, Rasiman, Supandi, Lilik Ariyanto ....Error! Bookmark not defined. - 214

MATH-701 The Enhancement of Mathematical Habits of Mind of Elementary School StudentsThrough Inquiry Co-Operation Model (ICM) LearningFitri Kania,Tatang Herman, Turmudi ................................Error! Bookmark not defined. - 222

MATH-710 The Effect of Students’ Attitute on Mathematics Learning Outcomes on ApplyingModel Combination of Cooperatif LearningMiasih Ambarsari, Faad Maonde and Lambertus ..............................................................224 - 229

MATH-714 The Effect Of Multiple Representation Strategy Based On Self Regulated Learning ToAlgebraic Thinking AbilityWidya Kusumaningsih, Darhim ............................................Error! Bookmark not defined. - 235

MATH-718 Development Didactic Design as One of The Effort to Improve PedagogicalCompetence of Mathematics TeacherAmalia Pratamawati ...............................................................Error! Bookmark not defined. - 242

MATH-732 Characteristics of Multiplying Operator as Norm Developer at Orlicz SpaceEncum Sumiaty, Enjun Junaeti, and Indra Rukmana .....Error! Bookmark not defined. - 247

MATH-115 Effectiveness of REACT Strategy for Improve of Communication and ProblemSolving Ability on Mathematics in Junior High SchoolSari Herlina ................................................................................................................251-257



vBandung, October 15th, 2016

MATH-310 The Study of Mathematical Modeling Development Based on Realistic Approach asPrototype Learning to Improve Students’ Mathematical Problem Solving Ability in DifferentialEquation SubjectJajo Firman Raharjo1,a), Herri Sulaiman2), and Ika Wahyuni3) ...............................258-267

MATH-462 The Mozart Effect And The Mathematical CommunicationDianne Amor Kusuma............................................................................................268-272

MATH-478 The Influence Mathematical Reflective Thinking Ability Of Student ThroughInquiry Based Open-Ended Models (IBOE) At SMA Islam Pb. Soedirman 1 BekasiYatha Yuni...............................................................................................................273-280

MATH- 496 IdentificationofStudentsMathAnxiety inLearning AlgebraConcepts inJuniorHighSchoolRefi Elfira Yuliani ..................................................................................................281-288

MATH-517 Influence Learning Model CORE (Connecting, Organizing, Reflecting,Extending) to Connected Mathematical Ability of Lower Secondary School StudentsAndoko Ageng Setyawan .........................................................................................289-293



204Bandung, October 15th, 2016

MATH-683

Design Mobile Phone Application for Learning MathematicsIn The Secondary Schools

Supandi1,a), Widya Kusumaningsih1,b), Lilik Ariyanto1, c)

1 Unversitas PGRI Semarang, Department of Mathematics Education, Faculty of athematics, Science andInformaton Technology, Jl. Sidodadi Timur No 24 Semarang, Indonesia

a)Corresponding author: [email protected])[email protected]

c)[email protected]

Abstract.Mobile Phone Application widely used in schools to help the learning process. The main challenge is how to use theseapplications bring learning material to students. Thus, students can immediately understand the material so that the learningprocess students are more critical. This study focused on design Technology Mobile Phone Application (MPA) aided APPInventor to improve the disposition of critical thinking math high school students. The study design is done through the stages ofthe analysis of needs, draft design, validation and test of legibility. The analysis in this study is to observe and take data fromdesign Technology Mobile Phone Application (MPA) aided APP Inventor after being validated by a validator. The device isvalidated that the unit of learning events, syllabus, MPA application, test critical thinking skills and dispositions rubric. The testsshowed that the android application and device suitable for use in teaching and research activities implemented in the classroomwith the average score for all devices on a scale of 3:31 with a score of 0 to 4. The readability test showed that learning withMPA application is new stuff and got no response positive with an average score of 81 percent

Keywords: Mobile Phone Application, APP Inventor, Critical Thinking, Disposition

INTRODUCTION

Device utilization of learning in school continues to grow. One is the use of mobile learning. The resultsshowed that mobile-learning is a positive thing, but there are some challenges that need to be addressed include alack of awareness among students about the benefits and drawbacks of mobile-learning [1]. The integration ofproject-based learning in the design and development of application demonstrates that it could facilitate learners tohave a dominant control of their own learning process [2].

As the technology advances learning applications using the telephone (mobile phone) also began to evolve usedas tools to improve learning achievement Mobile Learning Apps on Android-based mobile phone have also beendeveloped which has a convenient interface with attractive appearance [3]. The use of phone applications in thelearning process showed 92 per cent of learners feel more familiar with the concept in learning mobile learning forsubjects [4]). The development of technology, the mobile device creation / modifying tutorial, communicate with theweb application to update the learning management system can be done from anywhere any part of the world. Thusthe ease of accessing learning materials anywhere is an option [5]. While the respondents stated that they preferredto study mobile applications as it helps them to understand better with the help of audio (voice native speakers) andsamples of applied graphics in applications. It also indicates that user satisfaction with the high application [6].

Disposition mathematically related to how students perceive and solve problems; is confident, diligent,interested and open-minded to explore a variety of alternative problem-solving strategies. Dispositions also relates tothe tendency of students to reflect on their own thinking [8]. Disposition of students toward math looks whenstudents complete math assignments, whether done with confidence, responsibility, perseverance, never despair, feelchallenged, have a willingness to look the other way and reflect on a way of thinking that has been done [9].Indicators mathematical disposition is confidence in solving mathematical problems [10]. Flexibility in exploringmathematical ideas, determined to complete mathematical tasks, curiosity to find in doing mathematics, tendency tomonitor and reflect the thought process and the performance, assess the application of mathematics in other fieldsand in everyday life, awards the role of mathematics in culture and values, both mathematics as a tool, and




mathematics as a language. Disposition mathematically includes the willingness to take good risks and exploresolutions diverse problems, the persistence to solve problems that challenge, mengabil responsibility to reflect on thework, appreciating the power of communication of mathematical language, willingness to ask questions and proposemathematical ideas of others, willingness to try different ways or strategies, have confidence, and look at problemsas challenges [11].

METHODS

This study aimed to describe the preparation of MPA-aided design stages, namely APP Inventor by definingthe look of mathematics learning device that already exist in schools, and the development stage through testing thevalidity of the device based on the testimony of experts and legibility testing device. Stages of the study aredescribed as follows:

Drafting Design and Learning Tool

At this stage of planning to make a draft design of e-leaning and learning tools, and materials to prepare thesource material. The drafting of this learning design including assessment rubric for the validator.

Validation Draft Design and Learning Tool

The results of the draft design of e-leaning and learning device first tested the validity. Validation is intended toanticipate user error which learners. Subject matter experts provide an assessment of the content, learning expertsprovide an assessment aspects of learning, and multimedia experts give an assessment of the aspects of display andprogramming aspects.

Revised Draft Design and Learning Tool

Based validas team of experts, e-leaning design and learning tools that have been validated to be corrected ifthere are discrepancies or errors in the draft, then revise the draft researcher learning design in accordance with noteand input from expert validation. The results of this revision is then tested legibility for learners on a small scale thatindividual trials.

RESULTS DAN DISCUSSIONAnalysis Instruments

The purpose of this study was to design an e-leaning and learning tools and resources to prepare ingredientsand materials. The device is made that the draft syllabus, units of learning events, e_learning application, device testcritical thinking skills and dispositions rubric and a draft guide to android. The next draft questionnaires or rubricthat legibility for students.

Design and Learning Tool

Draft design of e-leaning and learning tools that have been created before using validated to the validator toadvance in anticipation of errors in students. Subject matter experts provide an assessment of the content, learningexperts provide an assessment aspects of learning, and multimedia experts give an assessment of the aspects ofdisplay and programming aspects. Expert validation of scoring is presented using a Likert scale, with a scale from 0to 4. The results of a score between 1 and 1.75 are categorized not good, scores between 1.75 and 2.5 consideredunfavorable. Furthermore, the scores between 2.5 and 3:25 categorized as good, while a score between 3:25 and4:00 categorized as very good. Results of the scoring of those instruments are presented in Table 1.




Table 1 Scoring Results Validation Expert

SAP Syllabus AndroidCriticalthinking

RubricDisposition

instructionsAndroid

Mean

Validator 1 3.43 3.44 3.25 3.3 3.38 3.3 3.35

Validator 2 3.29 3.33 3.37 3.2 3.25 3.2 3.27

Validator 3 3.57 3.56 3.12 3.4 3.25 3.3 3.37

Validator 4 3.5 3.33 3.123.3 3.13 3.2 3.26

Mean 3.45 3.42 3.22 3.3 3.25 3.25

From Table 1 it can be observed that the average ratings of the four validator produce that Unit is in excellentlearning event with an average value of 3.45 validator than the average maximum 4.00. Syllabus is in excellentcondition with average values of validator 3.42 of the average maximum 4.00. Android app is quite good withaverage values of validator 3.22 of the average maximum 4.00. Mathematically Critical Thinking Ability Test is inexcellent condition with average values of validator 3.3 of the average maximum 4.00. Disposition rubric CriticalThinking Mathematically considered very good with average values of validator 3.25 of the average maximum 4.00.Recently, Android Application Usage Guidelines classified as very good with average values of validator 3.25 of theaverage maximum 4.00. In general, the average scoring obtained by 3:31, which means categorized as very good.

Of the four validator result that android apps and devices suitable for use in teaching and research activitiesimplemented in the classroom with some revisions for applications and devices are more in line with the purpose ofresearch. Notes from the validator to the syllabus that is not in accordance with the learning objectives listedindicators that indicator and the indicator pedagogic skills. Put validator repairs among other things written in aspecific learning objectives in accordance with performance indicators and indicator for pedagogic skills. While thenote validator for devices Force learning events among other indicators have not been reflected in the criticalthinking skills that need to be adapted to the material being studied. Android app usage has not been made explicit inthe learning stage in an integrated manner, so that should be included in the beginning and in the middle of alearning process.

Note the results of the validation of the critical thinking skills test devices include guidelines scoringmathematical detail and some questions have not yet included in the category of critical thinking. To furtherdeveloped critical thinking questions that lead to the assumption that meet higher-level thinking. Rubric dispositionof critical thinking mathematically in this case is also confirmed that measurable. Results scoring against androidapp shows a high yield is very good category. In this case there are some notes from the validator, among otherreferences that are used and the resolution no less high. For further improved so that making animation,screenwriting resolution is raised so that seems more obvious. For a list of references is given more specific so thatthe material can be downloaded or viewed by the students clearly and directly assist in the learning process.

The next steps this research is the observation of the student. Observations made at the high school inSemarang take 50 students in some schools. This instrument would like to know if students of students already useinternet facilities in schools to assist the learning process in schools. Another thing in the observation that if thestudents are already using mobile phones in both a medium of learning online and off line. In particular instrumentis given to students is about critical thinking skills test questions and guide the android application.

The results of the analysis of the readability of the instrument among others that the interest of students reached83% while the rest responded not interested. From the novelty of the use of applications and learning tools students




responded with a score of 73%. In response to this novelty gives students a low response to a matter of criticalthinking skills is 40%. In this case it can be concluded that in schools the use of critical thinking about the typealready widely used. On the other instrument, namely an interest in the application made untulk learning processreaches 95%. In terms of comprehension and language students responded to 84%. The results of students' responsesto the instrument indicates that generally give a positive response. This is supported by the positive response ofstudents to the average of the instrument reaches 81%. Thus the instrument in this study is ready for use.

CONCLUSSION

Design tools High School math learning that lesson plan about the test instrument capable of critical thinkingbased MPA mendapata positive response from students. Thus the MPA based learning provides a solution inlearning at school are supported by quality problems with the category of critical thinking.

ACKNOWLEDGMENTS

Researchers would like to thank Kemenristek Higher Education Republic of Indonesia, which has funded thisresearch in 2016 through a competitive grants program.

REFERENCES

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2. Nurul Farhana Jumaata, Zaidatun Tasir, 2013 , Integrating Project Based Learning Environment into the Designand Development of Mobile Apps for Learning 2D-Animation, 13th International Educational TechnologyConference, Procedia - Social and Behavioral Sciences 103, pages 526 – 533

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