Development of Guided Discovery-Based Mathematics Learning Devices for High School Science Students

This research is motivated by low student learning outcomes because they have difficulty understanding the subject matter, recalling the material that has been studied, not being active in the learning process, and low motivation to learn. Therefore, learning devices are needed that can actively increase student involvement in building their understanding of mathematical concepts. The purpose of this study is to produce learning devices in the form of guided discovery-based RPP and LKPD for class XI science students of SMAN 16 Padang that are valid, practical, and effective. This type of research is development research with the Plomp model which consists of three phases, namely preliminary research, development or prototyping phase, and assessment phase. The instruments used are interview guidelines, observation sheets, checklists, questionnaires, and learning outcomes tests. The results showed that (1) Guided discovery-based mathematics learning devices have met valid criteria, both in terms of content and construct, (2) Guided discovery-based mathematics learning devices are practical because they can be implemented and used well by teachers and students in mathematics learning, especially the limit material of algebraic functions, and (3) Guided discovery-based mathematics learning devices have been effective in small group evaluation because the percentage of classical completion has exceeded 70%.This research is motivated by low student learning outcomes because they have difficulty understanding the subject matter, recalling the material that has been studied, not being active in the learning process, and low motivation to learn. Therefore, learning tools are needed that can actively increase student involvement in building their understanding of mathematical concepts. The purpose of this study is to produce learning tools in the form of guided discovery-based RPP and LKPD for class XI science students of SMAN 16 Padang that are valid, practical, and effective. This type of research is development research with the Plomp model which consists of three phases, namely the initial investigation phase, the development phase or prototype making, and the assessment phase. The results showed that (1) Guided discovery-based mathematics learning tools have met valid criteria, both in terms of content and construct, (2) Guided discovery-based mathematics learning tools are practical because they can be implemented and used well by teachers and students in mathematics learning, especially the limit material of algebraic functions, and (3) Guided discovery-based mathematics learning tools have been effective in group evaluations small because the percentage of classical completion has exceeded 70%