<![CDATA[Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika SMP berbasis konstruktivisme yang valid, praktis, dan efektif. Penelitian ini merupakan penelitian pengembangan dengan mengacu pada langkah yang dikembangkan oleh Thiagarajan. Prosedur pengembangan terdiri atas 4 tahap yang meliputi: (a) pendefinisian (define), (b) perancangan (design), (c) pengembangan (develop), dan (d) penyebaran (dissemination). Hasil penelitian menunjukkan perangkat pembelajaran yang dikembangkan yakni Rencana Pelaksanaan Pembelajaran (RPP), Buku Guru (BG), Buku Sisa (BS), Lembar Kegiatan Siswa (LKS), dan Tes Hasil Belajar (THB) layak digunakan dengan kategori valid. Dari uji coba menunjukkan perangkat yang dikembangkan telah memenuhi kriteria kepraktisan dan keefektifan. Tingkat kepraktisan pada setiap pembelajaran sebagai berikut; (1) kepraktisan menurut guru berkategori sangat praktis, (2) kepraktisan menurut siswa berkategori praktis, (3) hasil observasi kemampuan guru menunjukkan kategori baik, (4) aktivitas siswa berkategori sangat baik. Keefektifan perangkat pembelajaran ditunjukkan oleh: (1) tes hasil belajar siswa dengan tingkat kelulusan kategori sangat efektif, (2) respon siswa terhadap pembelajaran menunjukkan kategori sangat baik, (3) respon guru berkategori sangat baik.Kata Kunci: perangkat pembelajaran,konstruktivisme Developing Mathematics Learning Device Based on Constructivisme for Elementary School AbstractThis research aimed to producing mathematics learning device for elementary school based on constructivism teaching and learning approach that was valid, practical, and effective. This research development refered to the step developed by Thiagarajan, that included (a) define, (b) design, (c) develop, and (d) disseminate phase. The results showed that the developed learning device consisting of lesson plans, teacher’s guidebook, student’s book, student’s worksheet, and learning achievement test were qualified with valid category. The results of tryout showed that the developed learning device gain the criteria for practicality and effectiveness, with degrees of practicality as follows (1) teacher’s evaluation sheets of practicality was very practical; (2) student’s evaluation sheet of practicality showed the learning device in a good category. (3) The result of observation sheet showed teachers’ competence in a good category. (4) The students’ activities were very good category. The effectiveness is indicated by: (1) the students passing the learning achievement test; (2) the students’ responses are in a very good category; and (3) the teachers’ responses are in a very good category.Keywords: Learning device, constructivism]]>
