Development Of Devices In Learning Based On Realistic Approaches To Improve Emotional Intelligence Of First Middle Students

Abstract

Abstract This study aims to see how valid, practical and effective realistic approach-based learning device are developed to improve students’ emotional intelligence. Learning device that are developed are learning implementation plans, student worksheets and student books. By conducting two stages of trial, phase I by examining the validity and practicality of the devices assessed by five validator experts in their field. Then phase II by conducting a device test in class research to see the effectiveness of the device. The research model refers to the 4-D thiagarajan Model (define, design, develop, disseminate) with the flow of student character data collection, design learning device based on realistic approaches that suit the needs of students, conduct validation and trial stages and disseminate learning devices to become teacher references in teaching. The results of phase I explained: 1) the device was declared valid based on the assessment of five expert validators with a slight revision, 2) the device fulfilled the practical criteria which was reviewed from the implementation of the equipment in trial I (3,49) and trial II (3,97) reached high category. The results of Phase II explained: 1) The effectiveness of realistic approach-based learning devices in terms of classical learning completeness, which reached 86.11% of students who participated in learning were able to achieve a score of ≥75, 2) Increased students’ emotional intelligence using realistic approach-based learning device on the material Fractions are the results of the average emotional intelligence questionnaire of students in the first trial of 75,33 to 75.87 in the second trial, increasing the average emotional intelligence of students by 0,51. In addition, the average of each indicator of emotional intelligence increased from trial I to trial II.