International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)

The Development of Learning Module with Discovery Learning Approach in Material of Limit Algebra
Functions
1,a) 1 1
Setyati Puji Wulandari , Budiyono , Isnandar Slamet
1
Mathematics Education Magister Departement, Teacher Training and Education Faculty, Sebelas Maret University of Surakarta.
Corresponding author: a)wuland.setyati@gmail.com

ABSTRACT

The aims of this research were to: 1) determine the validity of the results of the development of learning modules with
discovery learning approach on the material of limit algebra functions; 2) determine the practicality of the development of
learning modules; 3) determine the effectiveness of the development of learning modules. The development of the
modules was done through the modified Four D, namelydefine, design, development, and disseminate. Data were
analyzed using descriptive analysis. Validity analysis was based on an expert assessment. Practicality analysis was based
on implementation of learning module. Effectiveness analysis was based on student response after using the module.The
result concluded that: 1) learning modules with discovery learning approach to the material limit algebra functions
declared fit for use by experts with the validity score of 3,44 and be in very good criteria; 2) learning modules expressed
practical use in learning with the practicality score gained from the sheet of implementation of learning is 0,946 and be in
very good criteria; 3) learning modules iseffective for use in learning with the scores of effectiveness obtained from the
sheet of student's response to the module is 3,03 and be in good criteria.

Keywords: learning, module, material, limit, algebra

INTRODUCTION

Learning is an active process that is generated
through the active involvement of individuals in actions
that reflect the experience and practice in a particular
environment (Huda, 2014: 38). The existence of an active
process and the involvement of individuals in the
learning process is expected that students gain the
experience memorable and meaningful learning. Jennifer
R. Nichols put forward four principles of 21st century
learning, ie learning is supposed centered learning,
education should be implemented in collaboration,
learning is supposed to have context, and schools should
integrate with the community (Nichols, 2013). The
approach should be student-centered learning. Students
do not just sit, listen and memorize the material, but
instead seek to construct their own knowledge. For that
schools need to facilitate the students to be active,
providing learning materials to encourage students to
construct their own knowledge and participate in their
social environment. Learning math is expected to teach
students to learn independently in teams, think critically
and solve problems, and communicate well. The ability
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of critical thinking and problem solving in students can
be stimulated and sharpened through a learning process
meaningful. The learning process is said to be significant
if the students can be active during the learning process
so that students are able to construct their own
knowledge through a series of activities that encourage
students to make discoveries. These lessons give the
impression of direct experience for students so that
students feel confident to study the material
independently with the help of appropriate teaching
media (Chambers, et al., 2013). The role of teachers in
this case as a facilitator that provides a learning
experience, learning tools to stimulate students to think
critically, and assess student learning outcomes.
Ausubel meaningful learning initiators stated as
cited Orton (1987), "if I had to reduce all of educational
psychology to just one principle, I would say this: The
most important single factor influencing learning is what
the learner already knows. Ascertain this and teach him
accordingly ". The most important factors that affect
learning is that what learners know, so that teachers can
 International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)
ensure this and teach him accordingly. So that learning
becomes meaningful, then the learning is designed to
encourage students to perform a discovery. To achieve
that, the learning is designed and collaborated with
discovery learning approach. Learning by discovery
takes students to organize their own knowledge for the
teaching material is not presented in its final form.
Students are required to perform a variety of activities
such as finding the learning goals, gather information,
compare, categorize, analyze, integrate, reorganize the
subject matter and make their conclusions. Thus a
teacher in discovery learning should be able to put
students on opportunities in learning more independent.
Bruner said that the learning process will go well and
creative if the teacher gives students the chance to find a
concept, theory, rules, or understanding through
examples found in life (Budianingsih, 2005: 41).
Learning by discovery learning approach, has the
characteristics of stimulation, problem statement, the data
collection, the data processing, verification, and
generalization (Syah, 2004). By applying the learning by
discovery learning approach, students are expected to
participate actively in learning, critical and creative
thinking, learn how to learn, achieve optimal capabilities,
made an impression in the mind because students are
involved in the process of finding a concept.
Based on interviews conducted with a high school
math teacher in Sukoharjo, the learning process of
students in the class can not be said to be optimal. This is
shown by the majority of students do not pay attention to
the teacher's explanation, do not have the initiative to
read the handbook before school and not working on the
student activity sheet if no command. Students also lack
the courage to express their opinions and ask if having
difficulties.
Based on the report of the UN SMAof 2013/2014
Academic Year (Balitbang Kemdikbud, 2014), the
material limit function is low enough material mastery
level, namely in Sukoharjo district amounted to 44.09%.
Mastery percentage is the lowest compared to other
districts namely Surakarta54.37%, Klaten 47.06%,
Karanganyar 46.90%, Central Java province 51.81%, and
national level51.88%. Report of the UN SMAof
2014/2015 Academic Year(Balitbang Kemdikbud, 2015),
the percentage of mastery of the material limit function
in Sukoharjo district by 43.60% and lower than Surakarta
54.49%, Klaten47.71%, as well as the national level
53.41%. Low mastery of this material indicates students
are not optimal in learning. It is caused by the student’s
handbook unattractive and difficult to learn
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independently, resulting in highly dependent students by
a detailed explanation of the teacher.
To facilitate students in conducting an
independent and meaningful learning is to optimize the
process of learning through teaching materials that
encourage students to make discoveries. The module is a
set of teaching materials are presented systematically so
that users can learn with or without a facilitator
(Depdiknas, 2008: 20). The module is designed learning
materials systematically based on specific curriculum and
packed in the smallest learning unit and allow studied
independently in units of time (Purwanto, 2007: 9). The
module has the characteristics of an independent user,
unity of content, stand-alone, adaptive, and friends
(Daryanto, 2013: 9-11). Learning modules with
discovery learning approach has the characteristics of
stimulation, problem statement, the data collection, the
data processing, verification, and generalization. At the
beginning, students are faced with the problem that leads
to a specific study material. Students are guided to
identify issues relevant to the subject matter. Students
discuss in groups to gather relevant information, process
and interpret. Students do tests to prove whether or not
the settlement. Lastly, students draw conclusions that
apply to the same problem.
METHODS
This research is the research-development. The
products developed are learning modules with discovery
learning approach to the material limit algebra functions.
Four D model of development using modified, with the
stages define, design, development, and disseminate.
Define phase includes front-end analysis, learner
analysis, task analysis and concepts, and specific
instructional objectives. Stage design includes
preparation module with its RPP, as well as an
assessment instrument modules which include
instruments for measuring the validity, practicality, and
effectiveness of the module. Development phase includes
the development of learning modules to physical
acquisition to discovery learning approach through expert
assessment and limited testing. Validator involved are
subject matter experts and learning curriculum as well as
media experts and write. Aspects validated matter experts
and learning curriculum includes aspects of the
feasibility of the content, the presentation component,
component linguistic and discovery learning approach.
Aspects validated media expert and writes include a
feasibility script. After the validation process, to revise
the parts of the module that need improvement so as to
 International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)
produce a draft II module. Furthermore draft II module is
provided to the validator and performed a second
validation processes and so on until validator states do
not need no revision back. The field trials conducted in
SMA Assalam with the aim of obtaining data on the
practicality and effectiveness of the module. Disseminate
phase includes printing and distribution module for ready
use in learning.
RESULT AND DISCUSSION
Development of learning modules in this study
refers to the Four D models modified. Stage of define
produce the material submaterial any limit algebra
functions that can be delivered in accordance with the
characteristics of discovery learning and how the forms
of presentation material. The material is not presented in
full, but students are encouraged to find the material
itself through the instructions in the module. This is
consistent with the purpose of discovery learning
(Cruickshank, et al., 2009), namely that the students
think about the need to learn, how to build knowledge
and use critical thinking skills. Presentation of the
material in the module using the process by way of
inductive inference, that the students are given examples
of a problem to then be deduced in general. The process
of inductive inference is justified in teaching high school
math in which understanding of the concept often begins
inductively by observing the pattern or phenomenon, the
real event experience or intuition (Salinan Lampiran III
Permendikbud No. 59 Tahun 2014, 2014: 325). From the
way the math work, expected to form a critical attitude,
creative, honest and communicative learners. The words
used in the module using a simple language that is easily
understood by the expected class X SMA. Presentation of
the material in the module uses sentences instruction that
promotes or encourages students to do something in
order to achieve the learning objectives. According to the
copy Salinan Lampiran III Permendikbud No. 59 of 2014
(2014: 364), the role of the teacher in this case is to state
the problem and then guide students to find the solution
of the problem with the commands or the use activity
sheets. Students follow the instructions provided and find
their own solutions. Students are also given space for
discussion in writing the troubleshooting steps in the
module.
Stage of design includes the manufacture of
modules, lesson plans and assessment instruments
modules. Teachers and education practitioners should
present the material held by the students using the
strategies, methods, and media to learn the right (Salinan
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LampiranIII Permendikbud No. 59 Tahun 2014, 2014:
365). To facilitate the process of learning the lesson
material manipulation accordance with the level of
cognitive development of students (Salinan LampiranIII
Permendikbud No. 59 Tahun 2014, 2014: 376). A
person's stage of cognitive development at age 14-18
years is iconic to the symbolic stage. Students understand
the object through visualization then began to have an
abstract idea of language and logic. Discovery learning
modules with the characteristics of these learning
materials conveyed through charts, tables, as well as a
sentence instruction that encourages students in problem-
solving thinking. For students with cognitive
development at this stage of the symbolic, then without
observing the graph it can resolve the problem directly
with the instructions given. But for students who are at
the stage of cognitive development iconic, then helped
students understand the problems through observation
chart first and then resolve the problem by following the
instructions given.
Assessment instrument modules used in this study
is an instrument for measuring the validity, practicality,
and effectiveness of the module. The validity of the
instrument module adapted from guidelines on the
assessment of textbooks of Standard Rate Textbooks by
BSNP and coupled aspects of discovery learning
approach. Practicality instrument module refers to the
guidelines for the implementation of learning
Permendikbud RI No. 103 of 2014 on learning in basic
education and secondary education consisting of what
activities are carried out in the introduction, the core, and
a cover adapted to learning module. The instrument
module effectiveness in terms of user satisfaction in this
case is a student. Satisfaction assessed in terms of
appearance, materials, and benefits of the use of learning
modules.
Stage of development includes expert assessment
and testing modules. From the assessment of experts, has
developed a module that meets the eligibility of five
aspects, namely the feasibility of the content, the
presentation component, linguistic, script, and discovery
learning approach. The results of the validation by the
three validators are summarized in Table 1.
From the assessment of the three experts, the
module to be concluded on the criteria of good and fit for
use without repair, with a score of 3.44 on the validity of
the module is 4 scale.
Further trials conducted with a limited field test.
In trials of this module, the facilitator role in guiding
students is a teacher of mathematics themselves.
 International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)

Table 1. Score Calculation Module validity

Score The The

Mean of
Expert Number Number
Score
1 2 3 4 of Items of Score

Dr. Sumardyono, M.Pd

0 0 28 26 54 188 3,48
(subject matter experts and
learning curriculum experts)

Mujapar, M.Pd
0 0 28 26 54 188 3,48
(subject matter experts and
learning curriculum experts)
Dr. Sumardyono, M.Pd 0 0 34 20 54 102 3,37
(media experts and scribes)
Marfuah, S.Si, M.T 0 0 30 24 54 186 3,44
(media experts and scribes)

Table 2. Practicality Score Calculation Module

Meeting Evaluator Score The The

Mean of
0 1 Number Number of
Score
of Items Score
I Facilitator 3 12 15 12 0,8
Observer 4 11 15 11 0,73
II Facilitator 1 15 15 15 1
Observer 0 15 15 15 1
III Facilitator 0 15 15 15 1
Observer 0 15 15 15 1
IV Facilitator 0 15 15 15 1
Observer 1 14 15 14 0,93
V Facilitator 0 15 15 15 1
Observer 0 15 15 15 1

This is done with the consideration that the students have
a familiar, comfortable, and does not need time to adapt
to the new facilitator. Function facilitators respond to the
ideas of the students in the form of questions or
difficulties experienced in solving problems that are
directing, guiding, motivating and inspiring student
learning (Salinan Lampiran III Permendikbud No. 59
Tahun 2014, 2014: 384). Before the study began, the
facilitators discuss with the author related to the
implementation of learning modules, so that modules can
be used appropriately according to the vision mission
preparation module. In the test phase module score
obtained practicality and effectiveness of the modules
into a repair material prior to testing the module. Data
application over five times the learning process are
summarized in Table 2.
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Observations over 5 times the learning process
using the obtained scores practicality module is 0.946 of
a scale of 1, which means the module is said to be of
practical use in learning. The results of the questionnaire
sheet fulfillment student response after using the module
is 3.03 of a scale of 4, which means the module is located
on both criteria, so that modules can be said to be
effective for use in learning.
Phase disseminate includes distribution modules.
The distribution module is done after making
improvements based on the students' suggestions and
comments on the pilot phase. The module then printed
and bound to ready for use in the testing phase modules.
The cover and the contents of the module printed on
HVS 80 gram, while the module cover laminated press.
Modules bound with spiral binding, so the end result is
 International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)
obtained or letter or letter-sized modules at 216 × 279
mm. The module is used as a learning resource in the
material limit algebra functions, and to become a
reference source to learn the material limit algebra
functions in the next academic year.
Based on observations during the learning and
student comments as user modules, there are some
drawbacks of using modules include: 1) the discovery
process takes a long time (Westwood, 2008). In learning,
the process of adaptation of students to the module that
takes a long time, especially on the characteristics of
discovery learning in finding the material; 2) Students are
encouraged actively involved and have experience
conducting experiments (Slavin, 1977); 3) Characteristics
of discovery learning depends on students who have
inadequate literacy, numeracy, the ability of self-learning
and self-management (Westwood, 2008). In lessons, for
students who are low cognitive abilities, the use of the
modules independently makes it difficult for students
because students prefer the intense guidance of the
teacher; 4) The teacher does not monitor the activities
effectively, not able to provide individual encouragement
and guidance (scaffolding) students need (Westwood,
2008). Students are passive dared not ask questions or
ask for guidance in particular it with friends as well as a
facilitator of discussion, so let themselves in
incomprehension.
The result of the development of this module is
also compared with the other modules that have been
there. Modules of the development aims to make the
learning process more meaningful. Characteristics of the
modules of the development which distinguishes it from
other modules that already exist, namely: 1) From the
aspect of materials, the characteristics of the modules of
the development is the material that was developed based
on an analysis of the syllabus in schools that are in
accordance with the needs of the school, the material is
presented in the form of the invention is to create self-
reliance and an appreciation of the learning process itself,
as well as the material is presented through examples
observation then drawn conclusions inductively; 2) From
the aspect of learning scenarios, the characteristics of the
modules of the development is learning to use the
module in which the material is presented with the
characteristics of discovery learning, so as to create an
atmosphere of discovery, critical thinking, participation
and high interaction, and improve the ability to analyze,
synthesize, and evaluate (Balm, 2009) ; 3) From the
aspect of student learning activities, characteristics of the
development of the module include: a) Stimulation ie
students are stimulated by the presentation of issues
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through statements or pictures, so that it can give rise to
the need for students to investigate the matter; b)
Problem statement which students are encouraged to
identify relevant issues, thereby enhancing the ability of
students to identify the main problems to be solved
focus; c) Data collection which students are encouraged
to collect relevant data to answer the problem, increasing
the ability to choose which data is relevant as problem-
solving, and where the data are not relevant to be ignored
or kept as supporting data; d) Data processing which
students are invited to process the information gathered
then to interpret them, so as to improve students' ability
to analyze and synthesize; e) Verification that the
students were invited to perform an audit to validate the
answer, so cultivate an attitude not easily satisfied and
evaluative thinking skills; f) generalization which
students were invited to draw conclusions from the
problems that have been solved, thus improving students'
attitudes and ability to think systematically linking field
data that has been processed with the hypothesis made.
CONCLUSSION
The results of the development of learning
modules with discovery learning approach to material
otherwise limit algebra functions: 1) validity score is of
3.44 and be in very good criteria; 2) learning modules
expressed practical use in learning with the practicality
score gained from the sheet of implementation of
learning is 0,946 and be in very good criteria; 3) learning
modules iseffective for use in learning with the scores of
effectiveness obtained from the sheet of student's
response to the module is 3,03 and be in good criteria.
Suggestions that can be expressed as follows: 1)
For teachers that makes learning modules with discovery
learning approach as a learning resource that is used in
the next year, especially on the material limit algebra
functions. With the discovery learning approach, students
will be conditioned to be active during learning, find
ideas to solve problems, increase participation and
interaction between students. Their comments that the
students are not accustomed to study independently
shows this module important consideration to reduce the
share of teachers in explaining the detail of a material; 2)
For students that can condition themselves to find
meaning how an established knowledge, improve the
ability to analyze, synthesize, and evaluate. Through the
module, students should try to learn independently,
actively, do not rely on a detailed explanation of the
teacher; 3) For other researchers are testing this module
to compare student achievement with a module that uses
 International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)
that do not use the module, or perform other development
research in order to create learning independence,
enhance the activity, participation and interaction among
students, as well as problem-solving ability of students.
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