WORKSHEET DEVELOPMENT TO SUPPORT LEARNING MODEL CALCULUS II BASED ON APOS THEORY (ACTION, PROCESS, OBJECT AND SCHEMA) MPK-APOS

Hanifah, Hanifah (2015) WORKSHEET DEVELOPMENT TO SUPPORT LEARNING MODEL CALCULUS II BASED ON APOS THEORY (ACTION, PROCESS, OBJECT AND SCHEMA) MPK-APOS. In: INTERNATIONAL SEMINAR & WORKSHOP On Education and Design Research, 28-30 September 2013, Universitas Negeri Padang.

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Abstract

Research titled Worksheet Development to Support Learning Model Calculus II Based on APOS Theory ( MPK - APOS ) is a research & development that aims to generate Worksheet to Support Learning Model Calculus II valid, practical, and effective. Worksheet development phases in line with the MPK Ŕ APOS development phase is to use the model proposed by Plomp . General model of problem solving presented Plomp education consists of the initial investigation phase ( prelimenary investigation) , the design phase ( design) , the phase of realization / construction ( realization / construction ), phase : test, evaluation and revision ( test , evaluation and revision ), and the implementation phase ( implementation). Activities undertaken in designing Worksheet to support the MPK - APOS refer to Syllabus Calculus II, SAP, and syntax lessons learned in the MPK - APOS development . Derived syntax consists of phases : orientation , practicum , group discussions, class discussion , and exercises. Worksheet generated totaled 14 LK, and each LK consists of : ( 1 ) Practice Worksheet ( LKP ), which contains the tables contain MAPLE commands, and questions for discussion answer in small groups, (2 ) Worksheet Manual ( LKM ) which consists Calculus questions and discussion questions to answer in small groups , (3 ) Class Discussion sheets consisting of questions to answer in the classical discussion by a group, and ( 4 ) Exercise sheet. Of tests conducted, it is concluded that the MPK - APOS will be effective when the Worksheet is designed : ( 1 ) too much load commands or questions so not enough time to finish it, (2 ) given the questions difficult to understand the point, (3 ) answer to the question requires a long time to complete, (4 )lecturer failing to provide scaffolding, and ( 5 ) computers or electricity available is not sufficient.

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