DESAIN DIDAKTIS BANGUN DATAR GABUNGAN UNTUK MENGEMBANGKAN KEMAMPUAN NUMERASI PESERTA DIDIK DI SEKOLAH DASAR

• Main Author: Is Qomariah, - (Author)
• Format: Book
• Published: 2023-08-24.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/104010/1/S_PGSD_1901646_Title.pdf; http://repository.upi.edu/104010/2/S_PGSD_1901646_Chapter1.pdf; http://repository.upi.edu/104010/3/S_PGSD_1901646_Chapter2.pdf; http://repository.upi.edu/104010/4/S_PGSD_1901646_Chapter3.pdf; http://repository.upi.edu/104010/5/S_PGSD_1901646_Chapter4.pdf; http://repository.upi.edu/104010/6/S_PGSD_1901646_Chapter5.pdf; http://repository.upi.edu/104010/7/S_PGSD_1901646_Appendix.pdf
• Keywords: L Education (General)

Penelitian ini dilatarbelakangi oleh learning obstacle yang dialami oleh peserta didik pada saat studi pendahuluan mengenai materi bangun datar gabungan. Learning obstacle yang dialami peserta didik berasal dari faktor internal dan eksternal, seperti belum memahami materi bangun datar gabungan secara utuh dan bahan ajar yang digunakan oleh guru kurang variatif. Penelitian ini dilakukan di kelas V Sekolah Dasar. Lokasi penelitian berada di sekolah dasar di Kabupaten Ciamis, diantaranya di SDN 3 Sadapaingan, SDN 2 Gardujaya, dan SDN 1 Sadapaingan. Penelitian ini bertujuan untuk mengetahui learning obstacle yang dialami peserta didik kelas V, mengembangkan desain didaktis bangun datar gabungan, dan mendeskripsikan uji coba desain didaktis bangun datar gabungan. Metode penelitian yang digunakan yaitu design research model Didactical Design Research (DDR) yang terdiri dari tiga tahapan, yaitu: (1) Prospective analysis; (2) Analisis metapedadidaktik; dan (3) Retrospective analysis. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, angket, dan studi dokumentasi. Teknik analisis yang digunakan yaitu model Miles dan Huberman. Hasil penelitian menunjukkan adanya perkembangan pada hasil menjawab LKPD sebanyak 26% dan adanya perkembangan pada hasil menjawab soal asesmen formatif sebanyak 43%. Serta berdasarkan hasil respons skala sikap peserta didik terhadap LKPD menunjukkan umpan balik yang positif. Kesimpulan dari penelitian ini yaitu learning obstacle yang dialami oleh peserta didik pada materi bangun datar gabungan dikategorikan menjadi empat tipe, desain didaktis bangun datar gabungan ini disusun berdasarkan learning obstacle, dan uji coba desain didaktis pada materi bangun datar gabungan ini dilaksanakan dua kali yaitu uji coba desain didaktis awal dan uji coba desain didaktis revisi. This research is motivated by the learning obstacles experienced by students during the preliminary study of combined flat building materials. Learning obstacles experienced by students come from internal and external factors, such as not understanding the material of combined flat shapes as a whole, and the teaching materials used by teachers are less varied. This research was conducted in grade V elementary school. The research location was in elementary schools in Ciamis Regency, including SDN 3 Sadapaingan, SDN 2 Gardujaya, and SDN 1 Sadapaingan. This study aims to determine the learning obstacles experienced by grade V students, develop a didactical design of combined flat shapes, and describe the trial of a didactical design of combined flat shapes. The research method used is the Didactical Design Research (DDR) model, which consists of three stages: (1) prospective analysis; (2) metapedadidactic analysis; and (3) retrospective analysis. The data collection techniques used were observation, interview, questionnaire, and documentation study. The analysis technique used was the Miles and Huberman model. The results showed a development in the results of answering LKPD by 26% and a development in the results of answering formative assessment questions by 43%. And based on the results of the attitude scale, the response of students to LKPD shows positive feedback. The conclusion of this research is that the learning obstacles experienced by students on the material of combined flat shapes are categorized into four types; the didactical design of combined flat shapes is prepared based on learning obstacles; and the didactical design trial on the material of combined flat shapes is carried out twice, namely the initial didactical design trial and the revised didactical design trial.