Advances in Social Science, Education and Humanities Research, volume 178
1st International Conference of Innovation in Education (ICoIE 2018)
The Validity of the Learning Media Design Based
on Creative Problem Solving (CPS) Model
1st Nike Marta Yola
Mathematic Education Department
Universitas Negeri Padang
Padang, Indonesia
nikemartayola92@gmail.com
2nd Dr. Edwin Musdi, M.Pd
Mathematic Education Department
Universitas Negeri Padang
Padang, Indonesia
Win_musdi@yahoo.co.id
Abstract—This study aims to produce learning media in
the form of RPP (Lesson Plan) and LKPD (Student
worksheet) based on Creative Problem Solving (CPS) model.
RPP is one of the learning media that must be prepared by a
teacher before starting learning activities. While, LKPD is a
learning media that can help students learn. This is a design
research. Whereas, the model employed was Plomp model.
Learning media were validated by 5 validators. Data from
the validation sheet were analyzed using a quantitative
analysis. From the analysis, it was found that the RPP
developed based on CPS model was valid with average of
3.44, and the LKPD developed based on CPS model was
valid with average of 3.39 in terms of presentation and
feasibility of contents, 3 in terms of graphic, and 3.8 in terms
of linguistics.
with students’ problem solving skill but also deals with
students motivation, interest, teamwork, creativity,
optimism, and respect.
Keywords—learning media, CPS model, validity, design
research
I.
INTRODUCTION
RPP is one of the learning media that must be
prepared by a teacher before starting learning activities.
According to [1] RPP is prepared based on the basic
competencies that have been established in the
curriculum. LKPD is also a learning media that can help
students learn. According to [2] LKPD are sheets
containing tasks that must be done by students. Based on
the results of interviews with a mathematics teacher at
Babussalam Junior High School, she has used books and
LKPD as learning resources, but the teacher uses LKPD
only for a few materials. This condition does not seem
enough to provide supports for students’ to develop their
mathematics skills, especially problem solving. Whereas,
problem solving skill is an important activity in
mathematics teaching [3]. Besides, [4] states that problem
solving is an integral part of mathematics learning so that
it cannot be separated from mathematics learning.
Moreover, [5] shows that the achievement of Indonesian
students on mathematics is much lower than other
countries. For these reasons, researcher proposes learning
media (LKPD and RPP) that are based on the Creative
Problem Solving (CPS) model as a solution that can be
used to overcome students’ difficulty on problem solving.
CPS model is a learning model that focuses on teaching
and problem solving skills, which is followed by
strengthening creativity. [6] also states in their study that
teaching using CPS can help to improve students 'problem
solving abilities and improve students' positive attitudes
toward learning. Furthermore, other studies conducted by
[7], [8], [9], [10] and [11] states that CPS not only deals
The steps of CPS model based on criteria of OFPISA
Osborn-Parnes model are objective finding, fact finding,
problem finding, idea finding, solution finding,
acceptance finding [12]. In general, according to [13] CPS
learning procedures are problem clarification, opinion
disclosure, evaluation and selection, and implementation.
This study follows the procedures of Pepkin.
Validity in development research is seen from two
aspects, namely content validity and construct validity.
"content validity is a need for intervention (the learning
media made), and the design is based on existing
scientific knowledge". While, construct validity
(consistency) is "the design of the intervention (learning
media) in accordance with the logic / the right reasons"
The validity aspects of teaching materials based on
[14] Components for content feasibility that include
conformity with core competency and basic competency,
conformity with children's development, conformity with
teaching material requirements, truth of the substance of
learning materials; 2) Language components which
include readability, clarity of information, conformity
with the rules of Indonesian language, the use of effective
and efficient language (clear and concise); 3) Components
of presentation that include clarity of objectives
(indicators) to be achieved, order of offerings, motivation,
attractiveness; and 4) Graphical components which
include the use of fonts; type and size, lay out or layout,
illustration, image, photo, and display design.
The development of learning media in the form of
Lesson Plans, aspects that will be validated are aspects of
the lesson plan components. The first component is
content validity (fulfilling the elements that must exist in
a lesson plan such as school data, subjects, classes /
semesters, subject matter, time allocation, learning
objectives, competencies and indicators of achievement of
competencies, learning materials, learning methods,
media and learning tools and sources, steps in learning
and assessment activities). The second component is
construct validity which concerns to aspects of learning
activities that are in accordance with the steps of the
Creative Problem Solving model (clarification of the
problem, disclosure of opinion, evaluation and selection
and implementation), and aspects of language. Whereas
for learning media in the form of students’ worksheet, the
Copyright © 2019, the Authors. Published by Atlantis Press.
This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
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Advances in Social Science, Education and Humanities Research, volume 178
aspects validated are aspects of the presentation of
students’ worksheet based on the steps of the Creative
Problem Solving model, the appropriateness of the
contents of the students’ worksheet on material designed,
graphics or appearance, and language.
II. METHOD
This research is a design research. The development
model used in this study was adopted from the Plomp
model. The Plomp model consists of three phases, namely
the initial investigation phase (preliminary research), the
development or prototype phase (development or
prototyping phase), and the assessment phase (assessment
phase) [15]. Learning media are validated by 5 validators.
The experts who became validators came from 3 areas of
expertise, namely mathematics education, educational
technology and language. Research data were collected by
using validation sheets. Data from the validation sheets
will be analyzed using quantitative analysis. The
validation results of the validators on all aspects assessed
will be presented in form of tables. The analysis was
carried out using a Likert Scale. Steps taken to determine
the validity of the device based on data obtained from the
validation sheet are:
1) Validators gave a score for each scale on the
validation sheet as follows: TABLE 1.
Score 4 = strongly agree
Score 3 = agree
Score 2 = disagree
Score 1 = strongly disagree
2) The value was determined by using the following
formula:
Annotation:
R = average of the scoring results from the experts
V = Scoring results of the experts to-j toward the criteria
to-i
n = the number of experts
m = the number of criteria
The criteria for obtaining the validity level of the
media can be seen in Table 1.
III. RESULT AND D ISCUSSION
The process of designing learning media was started
by making the prototype of students’ worksheets and
lesson plans. After Self-evaluation and the revisions were
made, the prototype was believed to be good as expected.
Then, the validity of the prototype 1 mathematics learning
media was tested with the following stages:
1.
Requesting the availability of lecturers / expert to
become validators of mathematics learning media to
be developed. The experts who became the validator
of learning devices were five people consisting of
three mathematical education experts, one linguist
and one expert of educational technology. Three
people in mathematics education experts were
chosen to strengthen the validation results.
2.
Requesting validator's consideration of the
feasibility of the mathematics learning media that
had been made. Suggestions and considerations
requested are in accordance with the expertise of
each validator.
3.
Conducting an analysis of the validation results of
the mathematics learning media from the validators.
Validation results from the validator can be
classified into three possibilities, namely:
a. If the validation results show valid and feasible
without any revision, then the prototype 1 of the
mathematics learning media is ready to be tested
in the field.
b. If the validation results show valid and feasible
to use with minor revisions, then a small revision
is made of the prototype 1 of the mathematics
learning device. The revised prototype 1 is called
the prototype 2 and is ready to be tested in the
field.
c. If the validation results show invalid and
inappropriate, a major revision is made. The
results of prototype 1 revision must be revalidated by the validator.
After the learning media were given to the validators,
some suggestions from the validator were obtained. The
suggestions and revisions done can be seen in Table 2
below.
TABLE 1. VALIDITY C RITERIA OF LEARNING M EDIA
Scoring average
Interpretation
Strongly Valid
Valid
Less Valid
Not Valid
Source:Modification [16].
Based on the validity criteria of the mathematics
learning media on Table 1, it can be concluded that the
learning media will be valid if the average obtained is >
2.40.
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Advances in Social Science, Education and Humanities Research, volume 178
TABLE 2. VALIDATOR SUGGESTIONS AND R EVISIONS OF LESSON P LAN
Suggestions
Before Revision
Learning objectives are arranged in ABCD
(audience, behavior, condition, degree)
Add apperception
Write down the motivational sentences given to
students.
Write the CPS model learning procedure
At the core activity there is no sentence the
teacher explains the learning material
In the closing activity gave PR students
In the closing activity, replace the sentence
"convey the plan" by "learning the next
material".
Learning objectives have not been compiled
in ABCD
No apperception
Not yet written the motivational sentences
given to students.
Not yet written the CPS model learning
procedure
There is still a sentence the teacher explains
the learning material
In the closing activity there was no written
that the teacher gave PR students
In the closing activity, it says "conveying the
plan".
After Revision
Learning objectives have been prepared in ABCD
Apperception has been added
Motivational sentences for students have been added
The learning procedure with the CPS model has been
written
The teacher's sentence explains the learning material
has been omitted
In the closing activity it was written that the teacher
gave PR students
The sentence "conveying the plan" has been changed
to "studying the next material".
TABLE 3. VALIDATOR AND R EVISED LKDP SUGGESTIONS
Suggestions
Describe the steps of the CPS in LKPD
Space needs to be fixed
Change the color of the students 'worksheets and
based on the cover.
Before Revision
There is no description of the steps of CPS in
LKPD
There is an error in the space
There is a color error for the writing of
students' worksheets
After the revisions were made, the learning media
were re-given to the validators to be scored. Then, the
scores from the validators were analyzed to see whether
the learning media were valid or not. Based on data
After Revision
Overview of the steps of CPS in LKPD has been
added
The space has been fixed
The writing of student and based worksheets has been
replaced with color
analysis, analysis of RPP sheet validation results with
Creative Problem Solving (CPS) model validated by four
validators can be seen in Table 4.
TABLE 4. ANALYSIS OF LESSON P LAN SHEET V ALIDATION R ESULTS WITH CPS M ODEL
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Aspects assessed
The RPP component is prepared in accordance with the requirements of a correct RPP.
The order of the RPP components is correct.
The RPP identity is written in full including school identity, subject identity, class, semester, subject
matter, time allocation.
Indicators of achievement of competencies are in accordance with core competencies and basic
competencies.
Learning objectives are formulated clearly and in accordance with indicators of achievement of
competencies.
Teaching material is in accordance with the learning objectives to be achieved.
The quantity of subject matter is adjusted to the students' abilities and time allocation.
Models, approaches, learning methods chosen in accordance with the characteristics of the material and
learning objectives.
The activities of teachers and students in preliminary activities, core activities and closing activities are
followed by time allocation to facilitate teachers in carrying out learning activities.
Teacher activities are appropriate to encourage students to clarify problems
Teacher activities are appropriate to encourage students to express opinions
Teacher activities are appropriate to encourage students to evaluate and choose
Teacher activities are right to encourage students to implement
Learning steps facilitate the use of LKPD with the CPS model.
Learning resources are used in accordance with the subject matter and support the implementation of
learning with the CPS model
Assessment instruments are in accordance with indicators of achievement of competencies.
The language used is easily understood by the teacher.
The steps of learning in RPP are more oriented to students so as to facilitate students to improve
problem-solving skills
Average
Based on criteria validity in Table 4, the overall lesson
plans developed were very valid with an total average of
3.44. The highest average score on each point was 3.75
with strongly valid category and the lowest average score
on each point was 3 with valid category. Thus, it can be
concluded that RPP based on the Creative Problem
Solving (CPS) model has been valid.
Average
3,75
3,25
Category
Strongly valid
Strongly valid
3,25
Strongly valid
3,75
Strongly valid
3,25
Strongly valid
3,5
3
Strongly valid
Valid
3,75
Strongly valid
3,25
Strongly valid
3,5
3,25
3,25
3,75
3,5
Strongly valid
Strongly valid
Strongly valid
Strongly valid
Strongly valid
3
Valid
3,75
3,75
Strongly valid
Strongly valid
3,5
Strongly valid
3,44
Strongly valid
Then, Analysis of Learning Media validation results in
aspects of presentation and content appropriateness,
appearance or graphics, and linguistics can be seen in
Tables 5, 6, 7. In aspect of presentation and content
appropriateness, there were three mathematics experts as
the validators. Graphic aspect was validated by an
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Advances in Social Science, Education and Humanities Research, volume 178
educational technology expert.
Linguistic aspect was
validated by a linguist
TABLE 5. ANALYSIS OF LKPD V ALIDATION R ESULTS FOR PRESENTATION AND C ONTENT APPROPRIATENESS
No
Assessed aspects
Average
Presentation
1
LKPD presents material systematically.
2
Questions in LKPD facilitate students to think and provide guidance.
3
The problem given is a matter of everyday life so that students are interested in learning it.
4
LKPD guides students to construct their own knowledge.
5
Teacher activities are appropriate to encourage students to clarify problems
6
Teacher activities are appropriate to encourage students to express opinions
7
Teacher activities are appropriate to encourage students to evaluate and choose
8
Teacher activities are right to encourage students to implement
Content Appropriateness
1
The material on LKPD refers to the 2013 curriculum.
2
The problems and exercises presented in the LKPD are in accordance with KI and KD.
The problems and exercises provided are sufficient to achieve the indicators of achievement of
3
competencies that have been established.
4
Problems and exercises that are given are logical and correct based on mathematics.
Average
Category
3,67
3,33
3
3,33
3,67
3
3,67
3,33
Strongly valid
Strongly valid
Valid
Strongly valid
Strongly valid
Valid
Strongly valid
Strongly valid
3,67
3
Strongly valid
Valid
3,67
Strongly valid
3,33
3,39
Strongly valid
Strongly valid
TABLE 6. ANALYSIS OF LKPD V ALIDATION R ESULT FOR GRAPHICS ASPECT
No
1
2
3
4
5
6
7
Assessed Aspect
The cover design is made in such a way with attractive color combinations that represent the contents of
the LKPD.
The type of letters used in LKPD is easy to read, and has a proportional size.
The layout of LKPD contents is appropriate and interesting.
The images presented in LKPD are clear, interesting, and in accordance with the problems presented.
The use of colors in LKPD is not striking.
The title and parts that require emphasis are bolded in attractive colors.
The overall LKPD display design is interesting.
Average
Score
Category
3
Valid
3
3
3
3
3
3
3
Valid
Valid
Valid
Valid
Valid
Valid
Valid
TABLE 7. ANALYSIS OF LKPD V ALIDATION R ESULT FOR LINGUISTIC ASPECT
No
1
2
3
4
5
Assessed Aspect
This type of writing is easy to read and precise
The sentence used has punctuation
Sentences used are in accordance with PUEBI
The method of writing mathematical terms, symbols and equations is appropriate
The language used is clear so it does not cause multiple interpretations
Average
Based on Table 5, the overall developed learning
media is categorized very valid for the aspect of
presentation and feasibility of contents with an average of
3.39. The highest average score is 3.67 with category of
strongly valid, while the lowest score is 3 with category
valid.
Based on Table 6, the overall developed learning
media is valid for graphic aspects with an average of 3.
Each point in this aspect got score 3 from the validator.
Based on Table 7, the overall developed learning media is
strongly valid for linguistic aspects with an average of
3.8. The highest score is 4 with strongly valid category,
while the lowest score is 3 with valid category.Thus, it
can be concluded that the LKPD developed based on
Creative Problem Solving (CPS) has been valid.
IV. CONCLUSION
Based on the results, it can be concluded that the
learning media developed in the form of RPP and LKPD
based on the Creative Problem Solving (CPS) model are
valid. The validity of the learning media is obtained from
Score
4
3
4
4
4
3,8
Category
Strongly valid
Valid
Strongly valid
Strongly valid
Strongly valid
Strongly valid
the results of the validation sheet analysis. Those can later
be used to teach mathematic and increase students’
problem solving skill.
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