Mimik Fernandes, Hendra Syarifuddin, Ahmad Fauzan


This study aims to produce fraction learning devices with a valid, practical, and effective scientific approach. Learning tools developed in the form of RPP and LKPD. This type of research is design research conducted through the preliminary research stage, prototyping stage, and assessment phase. This study involved fourth grade students of SDN 16 Enam Lingkung as the research subjects. Data were collected using observation sheets for the implementation of learning devices, student response questionnaires, educator response questionnaires, and written test descriptions. The data obtained were then processed and analyzed descriptively. It is expected that the results of the study show that the fraction learning devices developed are in a very valid category. Based on the results of the trials that will be conducted, it is found that the learning device is expected to fulfill the practical aspects. This can be seen from: 1) the implementation of learning in limited trials is classified as practical and the implementation of learning in field trials I and II is classified as very practical; 2) the use of fraction learning devices developed in terms of students' responses is classified as practical; 3) the educator's response to the use of fraction learning devices is in a very practical category. This learning tool is also expected to fulfill the effectiveness aspects seen from: 1) attitude; 2) knowledge of students expected to exceed KKM; 3) the skills of students in field trials I and II are classified as active. In addition to this, the student worksheets produced have the following characteristics: 1) giving students learning experiences using the Scientific Approach 2) directing students to think creatively; 3) material presentation begins by observing the fractional strip; and 4) giving students the opportunity to reason from what is not found from the strip of fragments observed. Whereas RPP has characteristics: 1) practical in use and 2) using clear, logical, and systematic language. Characteristics of learning by using fraction learning devices developed include: 1) learning begins with observing fractional stip; 2) explain fraction strips; 3) try to find fractions; 4) fractions of reasoning other than those in fractional strips; 5) present fractions


Instructional materials, Saintifik approach, fractions

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