Development of LKPD in the Context of the Thomas Parr Monument for the Ability to Think Critically in Junior High School Classroom VIII Building Materials
DOI:
https://doi.org/10.70184/4gmds967Keywords:
Student Worksheet, Ethnomathematics, Thomas Parr Monument, Critical Thinking, Solid GeometryAbstract
This study aims to develop a Student Worksheet (LKPD) based on the ethnomathematics of the Thomas Parr Monument for solid geometry in Grade VIII junior high school that is valid and practical to support students' critical thinking skills. The study employed a Research and Development (R&D) method using the 4D development model (Define, Design, Develop, Disseminate), but was limited to the Develop stage. The procedures included needs and student analysis, LKPD design, product validation, revision, and field testing. Validation was conducted by two validators using an instrument covering content feasibility, presentation, language, graphics, appearance, and application. The practicality test involved 30 Grade VIII A students of SMP Negeri 7 Bencoleen and one mathematics teacher. The results showed an average validation score of 82.19%, categorized as valid. The practicality response from students reached 81.2%, while the teacher response reached 87.5%, both categorized as practical. The LKPD integrates the Thomas Parr Monument context with critical thinking indicators, namely interpretation, analysis, evaluation, inference, and explanation. Thus, the developed LKPD is valid and practical for use as mathematics teaching material on solid geometry. The study has not yet tested the effectiveness of the LKPD in improving learning outcomes or students' critical thinking skills
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