ProceedingsInternational Seminar & Workshop

On Educational and Design Research

ReviewerDrs. Arwendria. S.IP M.Si

Editor Ice Eryora, SE. M.Kom

Organizing Committeeorganizing CommitteeInternational Seminar & Workshop

On Educational and Design Researchgraduate program

Padang state University

Email: edrseminar2013@gmail.comWebside: http://edrsewounp.wordpress.com

Publikasion: http://edrsewounp.wordpress.com

Held on 28 – 30 September 2013

Published byGraduate Program

Padang State University

ProceedingsInternational Seminar & Workshop

OnEducational and Design Research

UNDANG-UNDANG REPUBLIK INDONESIANO 19 TAHUN 2002

TENTANG HAK CIPTA

PASAL 72KETENTUAN PIDANA

SANGSI PELANGGARAN

Barang siapa dengan sengaja dan tanpa hak mengumumkan ataumemperbanyak suatu Ciptaan atau memberi izin untuk itu, dipidana denganpidana penjara paling singkat 1 (satu) bulan dan/atau denda paling sedikitRp. 1.000.000,00 (satu juta rupiah), atau pidana penjara paling lama 7 (tujuh)tahun dan/atau denda paling banyak Rp. 5.000.000.000,00 (lima milyarrupiah)

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1.

2.

DITERBITKAN OLEH:PROGRAM PASCASARJANA

UNIVERSITAS NEGERI PADANG

ProceedingsInternational Seminar & Workshop

OnEducational and Design Research

ProceedingsInternational Seminar & WorkshopOnEducational and Design Research

1 (satu) jilid; A4472 Hal

ISBN : 978-602-17878-3-0

Hak Cipta 2013 pada PenulisDilarang mengutip sebagian atau seluruh isi buku ini dengan cara apapun, termasuk dengan carapenggunaan mesin fotocopy, tanpa izin sah dari penerbit

Percetakan PenyusunEditor Layout Desain Sampul

c

: Sukabina: Program Pascasarjana Universitas Negeri Padang: Ice Eryora, SE., M.Kom: Sari Jumiatti : Jafril

Isi diluar tanggung jawab Penerbit dan PercetakanHak Cipta dilindungi Undang-undang

v

PREFACE

Numerous researchers, practitioners, and policy makers have criticized many of

the findings from educational research as having little impact on practice, or even on the

evolution of theory. In part, this is because the priorities of scholars are often divergent

from those who are immersed in policy and practice. At times, researchers select

problems to study because of a desire to resolve some point of theory only loosely

connected to educational practice, out of curiosity, or perhaps primarily because the

situation invites the use of a favorite methodology. On the other hand, design-based

research (DBR) is a promising approach to finding solutions to significant educational

problems that we, as teachers, experience in the classroom. DBR has been hailed as a

new and practical set of methods for coming to understand teaching, learning, policy,

and practice, and for creating interventions, tools, and technologies that impact these

domains towards educational improvement.

Padang State University recognized the importance of design-based research in

the field of education, the graduate program Padang State University held an

International Seminar and workhsop on Educational Research & Design dri held on

28th to 30th September 2013. Our vision behind organizing this seminar was to provide

a platform to bring educators, researchers, practitioners, and doctoral students to solve

educational problems in Indonesia.

First and foremost our heartiest thanks to Director Postgraduate Programs of

Padang State University, Prof. Dr. Agus Irianto, and Vice Director Prof. Dr. Gusril,

M.Pd. and Prof. Dr. Rusdinal, M.Pd. for hosting and organizing this seminar and

workshop.

We sincerely thank all the authors who were part of this seminar and enlightened

us with their work related to theme of the seminar. We are also grateful to Prof. Dr.

Tjeerd Plomp, Prof. Dr. Wahyu Widada, Dr. Wang Qiyun, Prof. Dr. Dian Armanto,

M.A., M.Ed., M.Sc., and Prof. Dr. Ahmad Fauzan, M.Pd., M.Sc. as invited speakers.

We would like to thank Drs. Ardoni, M.Si., (Dr. Cand.), Muhammad Kristiawan, M.Pd.,

(Dr. Cand.) Prof. Dr. Tjeerd Plomp, and Prof. Dr. Ahmad Fauzan, M.Pd., M.Sc. for

reviewing the papers.

We hope, in the next few years, some more seminars would come up in this

region on a diverge range of several current and emerging key educational sector areas.

We hope that the proceedings of the seminar will be useful for the educators,

researchers, practitioners, and doctoral students.

Arwendria

Committee

vii

INTRODUCTION

Assalamu`alaikum warahmatullahi wabarakatuh. Alhamdulillahi rabbil `alaimin,

assalatu wassalamu `ala asyrafil anbiya`i wal mursalin wa `ala alihi wasohbihi ajma`in.

`amma ba`du.

Dear Chancellor of Universitas Negeri Padang

Dear Vice-Chancellors

Dear Director of Postgraduate Universitas Negeri Padang

Dear the Head of Departments

And honorable and Welcome to Padang to the keynote speakers Prof. Tjeerd

Plomp, Dr. Wang Qiyun, Prof. Dr. Wahyu Widada, Prof. Dr. Dian Armanto, and

Prof. Dr. Ahmad Fauzan.

I would like also, particularly, to present my sincere welcome to all distinguished

guest, seminar and workshop participants

Ladies and Gentlemen,

Design-based research is an emerging paradigm for the study of learning in context

through the systematic design and study of instructional strategies and tools. We argue

that design-based research can help create and extend knowledge about developing,

enacting, and sustaining innovative learning environments. That is why we organize

international seminar and workshop on educational and design research.

We invited educational practictioners, Ph.D and master students, lecturer to participate

on the international seminar and workshop. There are one hundred and sixty two people

participating in this seminar and workshop. Eighty six of them to be a parallel speakers.

Seminar and workhsop will be held for three days. The first and the second day was the

seminar, the third day is workhsop. Workhsop will be tutored by Prof. Tjeerd Plomp.

Therefore, we would like to say thank you to Mr. Plomp.

Ladies and gentlemen

The committee apologize to all participants because Prof. Dr. Zhu Zhiting not be

present to deliver his paper, because less healthy. To replace Prof. Zhu Zhiting, we

invite Prof. Dr.. Wahyu Widada from the State University of Bengkulu as a keynote

speaker.

On this occasion, we would like to thank all those who helped us organize this event.

Thanks to the Chancellor of the State University of Padang, Director of PostGraduate

Programs, State University of Padang. Professor. Dr. Agus Irianto. Thank you to all the

committee who have worked so hard organizing this event. In particular, we would like

to thank Prof. Dr. .. Tjeerd Plomp, Dr. Wang Qi Yun, Prof. .. Revelation Widada, Prod.

Dr. .. Dian Armanto, and Prof. Dr. .. Fauzan who have prepared to be present to give

enlightenment to all of us.

We hope, Postgraduate director Padang State University is pleased to give a speech and

at the same time opening the International Seminar and Workshop on Educational and

Design Research officially.

Thank You

Assalamu`alaikum warahmatullahi wabarakatuh

ix

CONTENTS

PREFACE v

INTRODUCTION vii

CONTENS ix

MAIN PAPER

The Development of an Rme-Based Geometry Course for Indonesian Primary

Schools by Ahmad Fauzan, Tjeerd Plomp, Koeno Gravemeijer

1-18

The Existence Of Students in Trans Extended Cognitive Development on

Learning of Graph Theory by Wahyu Widada

19-36

COMPANION PAPER

The Development of Curriculum’s Character Education in Elementary School by Abnahidayati

37-41

Developing Teacher Guide and Student Book Using Realistic Mathematics

Education Approach by Ahmad Nizar Rangkuti

42-47

Model of Problem Based Learning in Digital Era by Arwendria

48-56

Communicative Competence as a Reason of an Educational Design Failure of

RSBI by Arwemi

57-68

The Effectiveness of Education and Training Management of the Public

Servants (A Case Studies At the Center of Education and Training of

Ministry of Domestic Affairs Regional Bukittinggi) by Bujang Syaifar

69-79

Unit Cost of Basic and Secondari Education (Evaluation of Education Funding

Policy Target in Achieving Millennium Development Goals (MDGS) in 2015) by Darmawati

80-87

Speed Reading Learning Model and Summarizing Book by Mind Map by Deswalantri

88-93

Research and Writing Methodology of Traditional Culinary Stocktaking by Elida

94-101

Learning Model Based-Initial Capital Project to Open a New Business in

Order to Accelerate the Growth of New Entrepreneurship in the Sector of

102-113

x

Boutique at the Dressmaking Program by Ernawati

Contribution to the Communication Process Management Class Kindergarten

in Padang by Farida Mayar

114-119

Development Model of Socio-Affective Strategy in English Speaking Skill at

the University Level by Feby Meuthia Yusuf

120-128

Worksheet Development to Support Learning Model Calculus Ii Based on

Apos Theory (Action, Process, Object and Schema) MPK – APOS by Hanifah

129-137

Talent Development, Attitudes, Interest, Value, Roles, and Functions in

Learning and Teaching by Hasrinal

138-152

Improving the Service of Government Officials Through Character Approach by Ice Eryora

153-157

The Influence of Principal Leadership and Interpersonal Communication on

Cooperation Climate and Working Discipline Toward the Performance of

Teachers by Ikhwanri

158-166

Structural and Objective Approach in Indonesian Language Learning by Ineng Naini

167-175

The Affective Learning Model In Social Studies by Irwan Satria

176-183

Integrated Approach in Shaping Character Boarding School Pupils in Sabilul

Hasanah Banyuasin District Iii South Sumatra Province by Karoma

184-193

Development of Children’s Literature Learning Material Based on

Environmental Context by Laspida Harti

194-209

Integrative Model of Learning Construction and Validation (An Embryology

Case) by M. Haviz

210-220

The Use of Crossword Puzzle to Improve English Vocabulary Mastery

(A Classroom Action Research of the First Year in Mas Al- Huda Cempaka

Timur Kota Bumi North Lampung in The Academic Year 2011/2012) by Muhammad Kristiawan

221-231

Anti-Corruption Teaching in Padang’s Senior High Schools by Maria Montessori

232-243

xi

Development of Blended Learning Model in Teachers Training and

Educational Collage by Milya Sari

244-255

Dominant Factors Influence to the Career Direction Planning by Mustafa Zen

256-267

Learning Civic Education Model Through Contextual Learning (CTL) Based

Values Of Pancasila in Public Senior High Schools, The City of Padang by Muzwarto

268-279

A Development of Calculus-Based Contextual Learning Model by Nana Sepriyanti

280-291

The Development of Mathematics Learning Model by Using Mathematics

Education Realistic Approach by Non Syafriafdi

292-300

The Pattern of Teachers Pedagogical Competence Supervision by Principal at

Elementary Schools by Rifma

301-308

Quality Worksheet (LKS) of Problem Solving in Mathematics Matter

Fractions Made Students P2kg (Competence Teacher Development of

Program) UIN SUSKA Riau by Risnawati

309-314

The Development of Story Telling Model for Children in Kindergarten

(Research Design) by Riwayati Zein

315-319

Deveploment of Investigation Based Learning Model by Rudi Chandra

320-325

Critical Thinking Ability and Emotional Intelligence in Mathematics Learning by Saleh Haji

326-333

Educational Paradigm Of Minangkabau: "Alam Takambang Jadi Guru" by Sheiful Yazan

334-340

Constructive Learning Subject IPA SMP (Case Study on Homebase 2 Lesson

Study of Padang) by Silvi Hevria

341-346

Learning Model Development of Culture and Arts of Junior High School by Subaryanta

347-358

Contributions of Nonesuch Models, Social Motivation and Learning Civics

Education Process on Trends Nationality Character of Students in Senior

High School in Padang Panjang by Sudirman

359-372

Development of Physics Learning Instrument Character Based Education 373-378

129

WORKSHEET DEVELOPMENT TO SUPPORT LEARNING MODEL CALCULUS II BASED ON APOS THEORY (ACTION, PROCESS, OBJECT

AND SCHEMA) MPK - APOS

Hanifah

Doctoral students of UNP

Study Program : Mathematics Education Concentration

Ifahzen@gmail.com

ABSTRACT

Research titled Worksheet Development to Support Learning Model Calculus II Based

on APOS Theory ( MPK - APOS ) is a research & development that aims to generate

Worksheet to Support Learning Model Calculus II valid, practical, and effective.

Worksheet development phases in line with the MPK – APOS development phase is to

use the model proposed by Plomp . General model of problem solving presented Plomp

education consists of the initial investigation phase ( prelimenary investigation) , the

design phase ( design) , the phase of realization / construction ( realization /

construction ), phase : test, evaluation and revision ( test , evaluation and revision ),

and the implementation phase ( implementation). Activities undertaken in designing

Worksheet to support the MPK - APOS refer to Syllabus Calculus II, SAP, and syntax

lessons learned in the MPK - APOS development . Derived syntax consists of phases :

orientation , practicum , group discussions, class discussion , and exercises.

Worksheet generated totaled 14 LK, and each LK consists of : ( 1 ) Practice Worksheet

( LKP ), which contains the tables contain MAPLE commands, and questions for

discussion answer in small groups, (2 ) Worksheet Manual ( LKM ) which consists

Calculus questions and discussion questions to answer in small groups , (3 ) Class

Discussion sheets consisting of questions to answer in the classical discussion by a

group, and ( 4 ) Exercise sheet. Of tests conducted, it is concluded that the MPK - APOS

will be effective when the Worksheet is designed : ( 1 ) too much load commands or

questions so not enough time to finish it, (2 ) given the questions difficult to understand

the point, (3 ) answer to the question requires a long time to complete, (4 )lecturer

failing to provide scaffolding, and ( 5 ) computers or electricity available is not

sufficient.

Keywords: Learning Model , Worksheet , Learning Syntax

A. BACKGROUND

Integral Calculus or Calculus II are compulsory subjects offered in the

Department of Mathematics at all universities in Indonesia . The topics in this course

include: integral as antiderivative, the definite integral, fundamental theorem of

calculus, the implementation of integral, transcendental functions, techniques

Integration and improper integrals. Based on the experience of Calculus II administer

courses and based on the results of discussions with several people lecturer of course

Calculus II during his visit to: Department of Mathematics FMIPA UNP, Tadris of

Mathematics Faculty of Tarbiyah IAIN Imam Bonjol, and Department of Mathematics

FMIPA UNIB. The lecturer said that learning Calculus II still takes conventional, the

130

teacher explaining the material Calculus II to students. Students observe and record the

lecturer explanation , then solve problems assigned by the teacher.

Presents the material in Calculus II, generally professors choose conventional

learning because it is more efficient both in time and in preparation for the presentation,

and have become accustomed. Constraints generally faced difficulties lecturers are

professors help students with problems in the mastery of previous material . In this case

the teacher is often trapped in the dense material that will be taught while the time

available is limited . When administer Calculus I course, generally the problems faced

by students is about: fractions , inequalities, rank, limits, and continuity. If students do

not complete master Calculus I for example on limits and continuity, as well as

derivatives, then the student will also understand the difficulties Calculus II. Because,

Differential Calculus ( Calculus I) and Integral Calculus ( Calculus II ) are

interconnected through the fundamental theorem of calculus. As a result, students gain

little value on the Calculus I course, will tend to acquire smaller value in Calculus II

course. A similar opinion was expressed by Miller ( 2006 ) that many students who

struggle with learning Calculus. Part of the difficulty comes from not the completion of

prior learning, lack of problem-solving skills, or lack of ability to learn. In other words,

the success of the students understand the material before the Calculus I, will make it

easier to understand the subjects - subjects that use Calculus I in the discussion .

To meet the 2013 curriculum with student -centered learning, then it should be the

lecturers Calculus make change, such as changing the model of learning that takes place

during conventional to innovative learning models. Moreover, the calculus material

including material that develops static. Djohan (2007 ), states that in terms of concep ,

Calculus lecture material can be said is standard for each user because it does not

change for a short period of time, but which need to be revised on a regular basis is a

presentation technique. In developing the learning experience, Iskandar (2009) states

that true learning experience include contextual learning approaches and life skills.

When designing learning activities for students, start thinking of learning how to be

planned, keeping in mind: if students learn just by reading, learning experiences or

student absorption reaches 10 %, the absorption of hearing students reached 20 %, from

looking at the absorption of student reaches 30 %, from hearing and seeing the

absorption of students reached 50 %, of saying what the students learned the absorption

reaches 70 %, and of learning, and then perform a learned and communicate it to others

who studied the absorption of students reached 90 % . In line with the above statement,

Silberman (2011) strengthens the wise words of Confucius on the need to understand

how active learning active learning are: ( 1 ) that I hear, I forget; ( 2 ) I have heard and

seen, I slightly remember; ( 3 ) that I hear, see, and question or discuss with other

people, I began to understand; ( 4 ) of which I hear, see, discuss and apply, I get

knowledge and skills, and (5) that I teach to people another, I master.

Learning model by Joyce & Weil (1992 ) is a planning or a pattern that is used as

a guide in learning in class or in tutorials and learning to define the learning tools

including books , movies, computers, curriculum, and other - other. Further Joyce states

that every model of learning leads to learning design to help learners so that learning

objectives achieved . Joyce & Weil (1992 ) argue that the learning model is a plan or

pattern that can be used to shape the curriculum ( lesson plans long term ), designing

learning materials, and guiding learning in the classroom or the other. Learning model

can be used as pattern selection, meaning that educators must choose learning model

appropriate and efficient to achieve educational goals.

131

Conventional model of learning where lecturers who actively explained that

associated with the above opinion will make the absorption of small and mahasiswapun

students quickly forget the material. For that it is necessary to design a model of student

-centered learning where students are encouraged to actively construct their own

material needs, for example by developing a learning model based on APOS Theory.

Development Calculus II Based Learning Model developed by APOS theory

development model proposed by Plomp consisting of the initial investigation phase

(prelimenary investigation), the design phase (design), the phase of realization /

construction (realization / construction), phase: test, evaluation and revision (test,

evaluation and revision), and the implementation phase (implementation) .

Calculus II Development Learning Model Based APOS Theory (MPK - APOS) is

a refinement of the model and the Guided Discovery Learning Model development

refers to the components of the model proposed by Joyce et al . (1992) which includes :

(1) syntax, (2) Social Systems, (3) Principles of reactions, ( 4 ) Support System, and (5)

Instructional Impact and Impact Accompaniment.

Results of the model development is the Learning Model Based on the Theory of

Calculus II APOS ( MPK - APOS ) as shown in Figure 1 below .

Figure 1 . Calculus II Learning Model Based on APOS Theory

As seen in Figure 1 above that one of the support systems that implementation of the

Learning Model Based Calculus II the APOS Theory is Worksheet ( LK ) . For that it is

necessary to develop a worksheet to support the Learning Model Based on the Theory

of Calculus II APOS ( MPK - APOS ).

B. METHODS This research is a development (research and development), which is conducting

research to inform the development of a product that is described and evaluated.

Products to be produced are Worksheet to Support Model Based Learning Calculus II

MPK-APOS

SINTAK

1. ORIENTASI

2. PRAKTIKUM

3. DISKUSI KELOMPOK

4. DISKUSI KELAS

5. LATIHAN

Sistem Sosial

1. Kerjasama

2. Scaffolding

3. Interaksi Multi Arah

Prinsip Reaksi

1. Pembelajaran terpusat

Mahasiswa

2. Pembimbing

3. Mengutamakan proses

Sistem Pendukung

1. Silabus

2. SAP

3. Lembar Kerja (LK)

4. Pengenalan MAPLE

5. Komputer

6. Program Aplikasi MAPLE

7. Alat tulis

Dampak

D-Instruksional

1. Daya serap lebih

banyak,

2. Tidak mudah lupa

D-Pengiring

1. Aktif belajar

2. Suka Kalkulus II

3. Ulet

4. Percaya diri

5. Peduli

132

APOS Theory. Development phases Spreadsheet Models to Support Learning Calculus

II by APOS theory is to use the model proposed by Plomp (1997 ) which consists of the

initial investigation phase ( prelimenary investigation), the design phase ( design), the

phase of realization / construction ( realization / construction ), phase : test, evaluation

and revision (test, evaluation and revision), and the implementation phase

(implementation).

C. RESULTS AND DISCUSSION LK ( Worksheet) students are teaching materials packaged integration to enable

students to learn the material independently ( http://pustaka.ut.ac.id ) . Assessment

through LK can be done through several ways. First, the performance appraisal. When

students practice or perform appropriate learning activities LK teacher assessment

through observation. Second, assess student work. faculty can take samples of student

work and conduct debriefing on the results of its work. Third, through the portfolio.

Student learning outcomes are written in the LK can serve portfolios ( Suyanto et al ,

2011). Understanding Portfolio, Etymologically, the portfolio is derived from two

words, namely port (short report) which means the reports and folio means full or

complete (Mutiyasa, 2003). Portfolio is a collection of the work of students in a

particular topic. The contents of the portfolio can be data, data analysis, drawings,

diagrams, examples, problem-solving, quizzes and more.

Worksheet Calculus II consists of Practicum Worksheet (LKP) that contains a

table that contains the MAPLE commands . The table below is provided the questions

that will lead students to understand the answer MAPLE command after the command

is executed . Next Worksheet Manual (LKM) which contains questions and the answers

to calculus problems manually. The next questions to be presented in class discussions .

Then exercise Calculus contains questions to be done in class and at home. Aspects

assessed on Worksheet Calculus II are: ( 1 ) Answer the CGC MAPLE command, (2)

answer these questions through discussion groups, (3) Answer MFIs in groups, (4)

Class Discussion, and (5) Exercise / quiz .

I rate Worksheet Calculus II is to check student answers for each phas , and provide

value for each phase by making rubric / assessment criteria as follows :

Score 4 if done / missed all ( > = 80 % )

Score 3 if done / missed most ( > = 70 % )

Score 2 if enough done / missed ( > = 50 % )

Value 1 if less done / missed ( > = 30 % )

A value of 0 if it is not done / missed ( < 30 % )

Final Value = ( Value + Value Discussion Group CGC CGC MFI + Value + Value +

Value Class Discussion Exercise / Quis)) / 20 x 100 %

1 . result

Based on SAP syllabus and prepared for Calculus II is required 14 pieces

Worksheet ( LK ) to support the MPK - APOS namely : ( 1 ) LK - 1 Integral Not Sure,

(2 ) LK - 2 Sigma and Area of Polygons , (3 ) LK Of Integral -3 , (4 ) LK - 4 qualities

Of Integral ; ( 5 ) LK - 5 Regional Area ; ( 6 ) LK - 6 Volume objects Play ( 1 ), (7 ) LK

- 7 Volume objects Leather Swivel Tube and length of curve ; ( 8 ) LK - 9 - 1

Transcendent Function ; ( 9 ) Transcendent Function LK - 10 - 2 , ( 10 ) LK - 11

Integration of substitution; ( 11 ) LK - 12 multiple Integral Trigonometry; ( 12 ) LK - 13

Integration by Parts; ( 13 ) LK - 14 Integration of Rational Functions, and ( 4 ) LK - 15

Integral Not Fair.

133

When the tests are limited to a few LK LK - 1, LK - 2, LK - 3, LK - 4, LK - 11

and there are some constraints on the application of the LK. Biggest obstacle occurs in

LK - 2 trial, which contains about Sigma and Area of Polygons. Here is Table 1 of the

Results Assessment Worksheet (LK-2) Table 1 Results Assessment Worksheet (LK-2)

Prodi Mathematics Science Faculty Students UNP JM.

Tabel 1 Hasil Penilaian Lembar Kerja (LK-2)

Mahasiswa Prodi Matematika JM FMIPA UNP

No Nama LKP-2 Diskusi Kelompok Diskusi

Kelas Latihan-2 Jumlah

Skor

Max

Nilai

LKP-2 LKM-2

1 X1 4 4 0 2 0 10 20 50

2 X2 4 4 0 2 0 10 20 50

3 X3 4 4 0 2 0 10 20 50

4 X4 2 1 0 2 0 5 20 25

5 X5 2 1 0 2 0 5 20 25

6 X6 2 1 0 2 0 5 20 25

7 X7 3 3 0 2 0 8 20 40

8 X8 3 3 0 2 0 8 20 40

9 X9 3 3 0 2 0 8 20 40

10 X10 1 1 0 2 0 4 20 20

11 X11 1 1 0 2 0 4 20 20

12 X12 1 1 0 2 0 4 20 20

13 X13 2 1 0 2 0 5 20 25

14 X14 2 1 0 2 0 5 20 25

15 X15 2 1 0 2 0 5 20 25

16 X16 2 1 0 2 0 5 20 25

17 X17 2 1 0 2 0 5 20 25

18 X18 2 1 0 2 0 5 20 25

19 X19 3 0 0 2 0 5 20 25

20 X20 3 0 0 2 0 5 20 25

21 X21 3 0 0 2 0 5 20 25

22 X22 1 0 0 2 0 3 20 15

23 X23 1 0 0 2 0 3 20 15

24 X24 1 0 0 2 0 3 20 15

Jumlah Total 675

Rata-Rata 28.1

Tabel 2 Hasil Penilaian Lembar Kerja (LK-2)

Mahasiswa Tadris Matematika Fakultas Tarbiyah IAIN Imam Bonjol

No Nama LKP-2

Diskusi Kelompok Diskusi

Kelas Latihan-2 Jumlah

Skor

Max Nilai

LKP-2 LKM-2

1 X1 3 1 2 2 2 10 20 50

2 X2 3 1 2 2 2 10 20 50

134

3 X3 3 1 2 2 2 10 20 50

4 X4 4 3 2 2 2 13 20 65

5 X5 4 3 2 2 2 13 20 65

6 X6 4 3 2 2 2 13 20 65

7 X7 3 3 2 2 2 12 20 60

8 X8 3 3 2 2 2 12 20 60

9 X9 3 3 2 2 2 12 20 60

10 X10 3 1 2 2 2 10 20 50

11 X11 3 1 2 2 2 10 20 50

12 X12 3 1 2 2 2 10 20 50

13 X13 2 2 3 2 2 11 20 55

14 X14 2 2 3 2 2 11 20 55

15 X15 2 2 3 2 2 11 20 55

16 X16 4 1 2 2 2 11 20 55

17 X17 4 1 2 2 2 11 20 55

18 X18 4 1 2 2 2 11 20 55

19 X19 2 0 1 2 2 7 20 35

20 X20 2 0 1 2 2 7 20 35

21 X21 2 0 1 2 2 7 20 35

22 X22 2 0 2 2 2 8 20 40

23 X23 2 0 2 2 2 8 20 40

24 X24 2 0 2 2 2 8 20 40

25 X25 2 1 2 2 2 9 20 45

26 X26 2 1 2 2 2 9 20 45

27 X27 2 1 2 2 2 9 20 45

28 X28 4 3 2 2 2 13 20 65

29 X29 4 3 2 2 2 13 20 65

30 X30 4 3 2 2 2 13 20 65

31 X31 4 4 4 2 2 16 20 80

32 X32 4 4 4 2 2 16 20 80

33 X33 4 4 4 2 2 16 20 80

34 X34 2 1 2 2 2 9 20 45

35 X35 2 1 2 2 2 9 20 45

36 X36 2 1 2 2 2 9 20 45

Jumlah Total 1935

Rata-rata 53.75

Kesimpulan : Kurang Efektif

D. DISCUSSION MPK - APOS syntax consisting of phase orientation given 10 minutes, given the

practicum phase (LKP) of 50 minutes, the phase of discussion groups to answer

135

questions and solve problems in the LKM was given a 50-minute, class discussion

phase given 30 minutes, were given 10 training phase minutes. The division of time is

very tight making it difficult to adjust to the students, especially for students who first

used the new MAPLE application for the practicum program. Failed to carry out

practical work and failed to answer the questions that have been provided to cause the

failure of the learning using the Learning Model Based on the Theory of Calculus II

APOS ( MPK - APOS )

The things that happen to LK - 2 trials in the UNP is a power failure when the

student is working on Practicum Worksheet using the computer. Students who are not

used to working in a lab, not used to save jobs, so when the lights die musnahlah have

all their work. Has anybody had time to copy the results of their work to the table that

has been prepared on the Worksheet, there are not copied at all. For a group that was

copied into the table provided, they can continue the activities that answer these

questions by discussing in small groups. For a group that has not copy results so can not

discuss. Lecturers have also good at taking charge of the situation, and tend to wait for

the lamp flame. In this case failed to provide scaffolding lecturer said. The next activity

to be affected. As seen in Table 1 above, no one is able to fill kelompokpun Worksheet

Manual which contains questions about Sigma and Area of Polygons are completed

manually.

LK - 2 when tested again on Mathematics Tadris IAIN students, students studying

in class with each group carrying Laptop. This is done because the electricity in the

laboratory of life and death every minute so it does not allow the laboratory to be used

to complete the lab where Practicum Worksheet. It's just that there are groups that

laptop is not working so they joined another group by sitting behind a group . Another

obstacle faced by some groups of students is insufficient time to complete the MAPLE

command, then the student is not easy to answer the questions given after table filled

with MAPLE answer . This can be seen in Table 2 above on a column group

discussions. This results in the inability of students to solve problems MFI. Class

discussion on the phase result, discussions were also not going well .

After observation in LK - 2, with the subject of Sigma and Area of Polygons ,

difficulties faced by students is due : Lecture Sigma includes new material obtained by

the student . How to write a Sigma calculations using MAPLE different ways of writing

the calculation of Sigma that of the source books . Results of calculations using MAPLE

generally directly form results without detailed explanations. These differences also

make it difficult for students to learn on their own, and also the lecturer feels difficult to

provide scaffolding . The difficulty will be felt when the students tried to calculate the

area of a polygon containing Sigma . Another obstacle is the different symbols used

MAPLE to compute a partition , with the symbol contained in the source book . As a

result, the questions provided, difficult to answer by the student . When calculating the

area of a polygon to partition n approaching infinity, mahasiswapun is required to

calculate the limit function for n approaching infinity. In this case the MAPLE can

answer easily, but it is not easy when done manually, especially regarding the

calculation of Sigma . Faculty expertise provides scaffolding is needed here . Need

experience for lecturers when to provide the scaffolding.

Sadra opinion of a student who asked his opinion on Worksheet where he had

once worked on the weight of its implementation . " If according to Sadra LK LK severe

that in the early days, because too much of the discussion, while the little time available,

so many friends who do not finish . When compared with LK - 4, it is just right, in

136

terms of number of discussions and questions and the time allowed".

Constraints encountered and the limited time for each phase, requiring redesign

Worksheet Worksheet in order to obtain effective to support the Learning Model Based

on the Theory of Calculus II APOS .. Experience of LK - 2 trial is a valuable lesson to

develop or improve another Worksheet.

E. CONCLUSION 1. Based on SAP syllabus and prepared for Calculus II is required 14 pieces Worksheet

( LK ) to support the MPK - APOS namely: ( 1 ) LK - 1 Integral Not Sure, (2 ) LK -

2 Sigma and Area of Polygons, (3 ) LK Of Integral -3, (4 ) LK - 4 qualities Of

Integral; ( 5 ) LK - 5 Regional Area; ( 6 ) LK - 6 Volume objects Play; ( 7 ) LK - 7

Volume objects Leather Swivel Tube & Long curve, ( 8 ) LK - 9 - 1 Transcendent

Function; ( 9 ) Transcendent Function LK - 10 - 2, ( 10 ) LK - 11 Integration of

substitution; ( 11 ) LK - 12 Some Integral Trigonometry; ( 12 ) LK - 13 Integration

by Parts, ( 13 ) LK - 14 Integration of Rational Functions, and ( 4 ) LK - 15 Integral

Not Fair.

2. The resulting syntax based on the development of Calculus II Learning Model Based

on the phase orientation APOS theory, practicum phase, phase group discussions,

class discussion phase and phase exercise, then designed worksheet that consists of :

( 1 ) Practice Worksheet ( CGC ), which contains tables contain MAPLE commands,

and questions for discussion answer in small groups, (2 ) Manual Worksheet ( MFIs )

which consists Calculus questions and question - answer questions for discussion in

small groups, (3 ) Sheet Class consists of discussion questions to answer in the

classical discussion by a group, and ( 4 ) Exercise Sheet.

3. From the limited test results for LK - 1, LK - 2, LK - 3, LK - 4, LK - 11, the heaviest

trials occurred in LK - 2 trial . Obstacles encountered in LK - 2 trial are :

a. MAPLE commands and questions provided so much that is not enough time to

finish it

b . Questions, students elusive

b. c . Questions given on Worksheet Manual ( MFIs ) are not able to be completed

by the student manual

c. Lecturer failed to provide scaffolding so that students understand the material

difficulties

e. Electrical and computer are available do not meet the needs .

ADVICE Worksheet Calculus II is developed to support the MPK - APOSI using application

program MAPLE for praktikumnya activities .. From the limited testing that I did it , the

main obstacle is not enough time to complete the practicum in a limited time with a

solid material . For the perfection of MPK - APOS is recommended for those interested

in developing Worksheet Calculus II for MPK - APOS support in order to use the

program more interactive applications and save time practicum , so students have plenty

of time to discuss

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137

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