KAJIAN LEARNING OBSTACLE SISWA PADA MATERI PERSAMAAN KUADRAT DITINJAU DARI TEORI PRAXEOLOGY - Wafa Islamiyah, - (2023)
Dalam mempelajari konsep persamaan kuadrat, masih banyak siswa yang melakukan kesalahan serta mengalami kesulitan dalam prosesnya. Penelitian ini bertujuan untuk mendeskripsikan secara komprehensif mengenai hasil analisis buku matematika menurut teori praxeology dan learning obstacle yang dialami siswa, Hypothetial Learning Trajectory (HLT), serta desain didaktis rekomendasi pada materi persamaan kuadrat untuk siswa Sekolah Menengah Pertama. Untuk mencapai tujuan tersebut, penelitian kualitatif ini menggunakan desain fenomenologi hermeneutik. Partisipan pada penelitian ini adalah 30 siswa kelas IX SMP dan seorang guru matematika. Pengumpulan data dilakukan melalui triangulasi data yakni tes tertulis, wawancara, dan studi dokumen. Hasil penelitian ini menunjukkan bahwa rangkaian tugas yang disajikan pada buku teks belum sepenuhnya memfasilitasi siswa untuk membangun konsep persaman kuadrat dikarenakan lemahnya hubungan fungsional antar rangkaian tugas. Oleh karena itu berdasarkan tes learning obstacles pada siswa menunjukkan bahwa siswa mengalami beberapa learning obstacles yaitu ontogenic obstacle (ketidakpahaman siswa pada konsep persamaan kuadrat), didactical obstacle (guru hanya berfokus pada pengaplikasian rumus persamaan kuadrat), dan epistemological obstacle (terbatasnya pengetahuan siswa pada konsep persamaan kuadrat). Desain didaktis yang direkomendasi terdiri dari 5 pertemuan dengan 5 types of task yang menekankan terhadap interaksi antara siswa, guru, materi dalam memahami konsep persamaan kuadrat, penyelesaian atau akar persamaan kuadrat, dan penerapan persamaan kuadrat. In studying the concept of quadratic equations, many students in Indonesia still make mistakes and face difficulties. This research aims to comprehensively describe the results of the analysis of a textbook based on the theory of praxeology and the learning obstacles experienced by students, Hypothetical Learning Trajectory (HLT), as well as recommend a didactic design for quadratic equations in Junior High School. To achieve this goal, this qualitative research uses a hermeneutic phenomenology design. The participants in this study were 30 9th-grade students and one mathematics teacher. Data collection was done through triangulation of data, including written tests, interviews, and document studies. The results of this study indicate that the sequence of tasks presented in the textbook does not fully facilitate students in building the concept of quadratic equations due to the weak functional relationships between the tasks. Therefore, based on the learning obstacles test conducted on students, it was found that students experienced several learning obstacles, namely ontological obstacles (students' lack of understanding of the concept of quadratic equations), didactical obstacles (teachers focusing only on the application of quadratic equation formulas), and epistemological obstacles (students' limited knowledge of the concept of quadratic equations). The recommended didactic design consists of five meetings with five types of tasks that emphasize the interaction between students, teachers, and the material in understanding the concept of quadratic equations, solving quadratic equations or finding their roots, and applying quadratic equations.