PENGEMBANGAN MODUL AJAR DESIGN THINKING UNTUK MENUNJANG DEEP LEARNING

Abstract

This research is motivated by the low understanding of students' concepts on the
quadratic function material and learning that is still centered on the teacher so that
it does not support the achievement of deep learning. The purpose of this study is
to describe: 1) the process of developing a Design Thinking-based teaching module
to support Deep Learning on the quadratic function material at SMA Negeri 1 Baros,
2) the validity and practicality of the results of developing the Design Thinking
teaching module to support Deep Learning, and 3) student responses to the use of
the Design Thinking teaching module to support Deep Learning. This research is a
research and development or Research and Development (R&D) using the Design
Thinking model which consists of five stages, namely Empathize, Define, Ideate,
Prototype, and Test. The results of the study show that: the Design Thinking
teaching module to support Deep Learning is stated Validation of the teaching
module was carried out by 2 material experts and 2 media experts. The material and
media aspects with an average percentage of 83.83% are categorized as “Very
Valid”. The practicality of the teaching module was measured using a teacher
response questionnaire after the field trial completed by 3 mathematics teachers
with an average percentage of 88.27% being categorized as “Very Practical”.
Learning using the developed teaching module is able to support deep learning
because it facilitates students to explore with GeoGebra, group discussions, and
concept discovery activities through contextual problems.