PENGEMBANGAN MODUL BERBASIS PENEMUAN TERBIMBING PADA MATA KULIAH GEOMETRI TRANSFORMASI
Based on the results of observations, the learning process still uses conventional methods and the textbooks used in the lecture process have not been able to lead to finding a concept. The aim of the study was to design a guided discovery-based module in the transformation geometry course at STKIP PGRI West Sumatra. This type of research is development research using the Plomp model which consists of 3 phases, namely preliminary research, prototyping phase, and assessment phase (Plomp, 2013: 19). The preliminary research stage consists of interviews with students and teachers, syllabus analysis, and textbook analysis. The prototyping phase is designing systematics and module structures, developing prototypes, and expert reviews. The results obtained at the preliminary research stage were based on interviews with lecturers and students who did not understand the basic concepts of geometry and were less able to prove the proposition. In the analysis of the syllabus and literature that was carried out was that the material taught was in accordance with the syllabus. The results of the module validity from the experts show that the guided discovery-based module is quite valid in the category.
Bridge, S., et al. (2010). "Rediscovering enterprise: developing appropriate university entrepreneurship education." Education + Training 52(8/9): 722-734.
Brown, A., et al. (2014). "Student engagement and learning: Case study of a new module for business undergraduates at Cass business school." Journal of Management Development 33(6): 603-619.
Emmitt, S. (2005). "Integrating teaching and research in an architectural technology undergraduate model." Journal of Engineering, Design and Technology 3(2): 164-179.
Fauzan, A., et al. (2013). "The development of an rme-based geometry course for Indonesian primary schools." Educational design research–Part B: Illustrative cases: 159-178.
Gibbs, G. (2010). Dimensions of quality, Higher Education Academy York.
Grattan, J., et al. (1998). "Student C&IT skills development and the learning environment: evaluation and module evolution." Education + Training 40(8): 366-373.
Hodgkinson, L. (2000). "Benchmarking key skills using national standards: the open university experience." Benchmarking for Higher Education, Society for Research into Higher Education and Open University Press, Buckingham: 104-114.
Kirby, D. (2007). "Changing the entrepreneurship education paradigm." Handbook of research in entrepreneurship education 1: 21-45.
Palihawadana, D. and G. Holmes (1999). "Modelling module evaluation in marketing education." Quality Assurance in Education 7(1): 41-46.
Pani, P. K. and P. Kishore (2016). "Absenteeism and performance in a quantitative module A quantile regression analysis." Journal of Applied Research in Higher Education 8(3): 376-389.
Purpose – There is growing evidence that learning is faster, measurably better and more productive in a classroom setting when a student attends classes regularly.
Tariq, V. N., et al. (2004). "Auditing and mapping key skills within university curricula." Quality Assurance in Education 12(2): 70-81.
Tiernan, P. (2016). "Enterprise education in initial teacher education in Ireland." Education + Training 58(7/8): 849-860