KEMAMPUAN COMPUTATIONAL THINKING MELALUI IMPLEMENTASI DESAIN DIDAKTIS PADA SISWA SEKOLAH MENENGAH PERTAMA - Kintan Tyara Augie, - (2023)
Masuknya kemampuan computational thinking ke dalam asesmen penilaian PISA memberikan kesempatan kepada siswa Indonesia untuk mengembangkan kemampuannya dalam proses pembelajaran. Namun, masih banyak siswa yang mengalami learning obstacles dalam menerapkan kemampuan computational thinking. Penelitian ini adalah penelitian kualitatif dengan desain fenomenologi yang bertujuan untuk mendeskripsikan secara komprehensif kemampuan computational thinking melalui implementasi desain didaktis pada siswa sekolah menengah pertama berdasarkan learning obstacles yang dialami oleh siswa. Penelitian ini dilakukan di salah satu SMPN di Kota Garut, Provinsi Jawa Barat yang melibatkan siswa kelas VIII. Instrumen penelitian yang digunakan yaitu soal tes dan pedoman wawancara. Data yang telah diperoleh kemudian dianalisis dengan tahapan: reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa adanya learning obstacles yang dialami oleh siswa, diantaranya: (a) epistemological obstacle, berupa hambatan yang dialami siswa dalam melakukan pattern recognition akibat keterbatasan konteks pemahaman siswa dalam menyelesaikan masalah yang berkaitan dengan materi statistika (b) ontogenic obstacle, yang meliputi ontogenic obstacle instrumental berupa kesulitan dalam memahami tahapan penyelesaian, kesalahan dalam melakukan operasi hitung, dan kesulitan dalam melakukan generalization pada masalah yang diberikan; ontogenic obstacle psikologis yang terindikasi berupa kurangnya kesiapan belajar dan minat siswa terhadap materi statistika, dan (c) didactical obstacle, berupa keterbatasan pembelajaran pada materi statistika yang tidak menekankan kemampuan computational thinking didalamnya. Learning obstacles yang telah teridentifikasi, dijadikan bahan dalam proses pengembangan desain didaktis terkait materi statistika pada siswa kelas VIII dan menjadi salah satu alternatif desain dalam mengatasi learning obstacle. The inclusion of computational thinking ability into PISA assessment provides opportunity for Indonesian students to develop their abilities in the learning process. However, there are still many students who experience learning obstacles in applying computational thinking skills. This research is qualitative research with phenomenological design that aims to comprehensively describe computational thinking skills through the implementation of didactic design in junior high school based on learning obstacles experienced by students. This research was conducted at SMPN in Garut, West Java involving class VIII students. The research instruments used were test questions and interview guidelines. The data that has been obtained is then analyzed in steps: data reduction, data presentation and drawing conclusion. The results of the study shows that there are learning obstacles experienced by the students, including: (a) epistemological obstacle, in the form of obstacles experienced by the students in doing pattern recognition due to the limitations of the context of students in solving problems related to material statistics (b) ontogenic obstacles, which includes ontogenic instrumental obstacles in the form of difficulties in understanding the stages of completion, errors in performing arithmetic operations, and difficulties in generalizing the given problem; ontogenic psychological obstacles which are indicated in the form of a lack of learning readiness and students' interest in statistical material, and (c) didactical obstacles, in the form of learning limitations in statistical material which do not emphasize computational thinking abilities in them. Learning obstacles that have been identified are used as material in the process of developing didactic designs related to statistics material for Grade VIII students and become an alternative design in overcoming learning obstacles.