Developing Discrete Mathematics Textbook Design with PACE (Project, Activity, Cooperative And Exercise) Cycle Model to achieve students Mathematical Logical Ability
Jajo Firman Raharjo(a*), Nurul Ikhsan Karimah (b)

a) FKIP Universitas Swadaya Gunung Djati Cirebon. Jalan Perjuangan No.01 Kota cirebon. 45152. Indonesia
*jajofirmanraharjo[at]gmail.com
b)FKIP Universitas Swadaya Gunung Djati Cirebon. Jalan Perjuangan No.01 Kota cirebon. 45152. Indonesia

Abstract

Mathematics learning in higher education is so critical in criticizing the progress of the field of mathematical applications. Some students disclaim that why we should study mathematics such as calculus, discrete mathematics or abstract mathematics when the percentage of its use is very small for future work. The statement made us think that in reality students can not see and understand the connection between mathematics and real life. Discrete mathematics is a practical course, containing important concepts as the foundation for studying mathematical applications (Rosen, 2012). Discrete mathematical material is very difficult to understand by students because it requires mathematical, algorithmic thinking and contains logical mathematical reasoning (Logical Mathematical) in applying and modeling discrete issues. There are many criticisms by way of lecturers who convey the concept only informatively and emphasize on presenting a set of standard steps that students must follow without any understanding. On the other hand, the presentation of the material on the lecture material has not been fully effective and comprehensively touches the students realm itself, how it actually gives students access to independently develop through students mathematical logical ability and can construct their understanding, how to understand the mathematical application and can determine solution which varies from each issue.

The standard of achievement of logical mathematical ability is very possible with PACE learning model (Project, Activity, Cooperative Learning and Exercise) cycle, because through this approach the students construct their own mathematical ideas with their logical ability to model mathematically a discrete problem so that the applicable discrete mathematical concept can be understood by PACE-based learning, consist of: Project , Activity, Cooperative and Exercise as a comprehensive unity cycle.
This research is a development research using 4-D Thiagarajan which is define, design, develop and dessiminate to develop textbook with valid PACE-Based Learning Cycle, effective textbook implementation and practicability of device as progressive anticipation on achievement of logical mathematical capability.

The results showed that the textbook developed reached valid, effective and practical. In mathematical logical ability seen from the average score of validator assessment of draft I (student textbook) = 3.63, the effectiveness seen from the average mastery of mathematical test result completeness is more than 65 with mean value = 73,41 and there is a significant difference average with the control class, the practicality of textbooks developed is also practical to the mathematical logical ability with the students positive response of more than 77% and the management of learning by the lecturers with good criteria.
The long-term goal is the ISBN discrete lecture textbook, as an enrichment material and can motivate lecturers to use it as an innovative and progressive learning variation.

Keywords: Developing Textbook, PACE Based Learning Cycle, Logical Mathematical Ability.

Topic: Mathematics Education