Students’ Mathematics Learning Model in the Integration of Character Value (PMT-Character)
DOI:
https://doi.org/10.24203/ajas.v10i4.7030Keywords:
Development, PMT-Character, Islamic MathematicsAbstract
This study aims to determine valid, practical and effective characteristics of the mathematics learning model in the integration of character values of mathematics education students. This study is a Research and Development (R&D). The process of model development refers to the Plomp development model, which includes 4 phases, namely (1) the initial investigation phase, (2) the design phase, (3) the realization phase and (4) the test, evaluation and revision phase. There was twice the test activity in this study—the first test conducted in class A and the second in class B. The sample was the students in the Mathematics Education Study Program, Faculty of Tarbiyah and Teacher Training at the IAIN Palopo Third Semester 2020. The results showed that the PMT- character meets the valid criteria with a value of 3.72. There are two results obtained in the first test. (1) The PMT-Character model is practical, but there are still some things that need to be revised based on the suggestions of observers. (2) The PMT-Character model has been ineffective because of the three indicators and only one indicator that meets the student response indicator. In contrast, student learning outcomes and student activities in internalizing character values have not been met. The analysis results in the first test were used to revise the model and its devices before proceeding to the second trial stage. The results of the second test are: (1) the PMT-Character model has been practical; (2) the PMT-Character model has been effective. Following the development phase, the PMT-Character model was obtained that was valid, practical, and effective and had three characteristics, namely: (1) the PMT-Character model was developed as an integration model of character values , which proceeds in stages and hierarchically following the stages of learning implementation; (2) the model is designed to internalize the character values that exist in students through several supporting activities; (3) the tools used are designed to be attractive and integrated with Islamic values;
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