Using Problem Based Learning through Blended Learning Based on JUMPISA Problem against Students Mathematical Literacy
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Abstract
This study aims to analyze the product of developing Problem Based Learning tools through blended learning based on JUMPISA on change and relationship content that comply criteria of valid, practical, and efficient, besides to analyze the effects of developed instructional tools against student mathematical literacy. This study was based on mix method which combine two types of research namely R&D (research and development) and experimental research. The study was conducted
among three classes consists of students in the eleventh grade of high school. Through four steps of research namely (1) define,(2) design, (3) develop, and (4) disseminate, it results an instructional or learning tools (lesson plan, student worksheet, mathematical literacy test) that comply criteria of valid, practical, and efficient. Validity coefficient of lesson plan, student worksheet, and mathematical literacy test in a row are 4.84,4.87,4.82. Practical criteria is complied to the result of observation of learning tools implementation by 92.5% in very good category. The effectiveness criteria is complied to the
results of 87.4% students fulfill category of active students based on students activity observation, 95.1% of positive responses based on students questionnaires, and 91.43% students fulfill the minimum mastery criteria. Based on experimental research and observation using independent samples t-test, it is known that there is a significant effect of Problem Based Learning
through blended learning based on JUMPISA on change and relationship content instructional tools against student mathematical literacy with 0.009 significance value (sig< 0.05).
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