DESAIN DIDAKTIS KONSEP PELUANG UNTUK SISWA SEKOLAH MENENGAH ATAS KELAS XI

• Main Author: Sari, Elfitri Disca (Author)
• Format: Book
• Published: 2016-06-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/29915/1/S_MAT_1206042_Title.pdf; http://repository.upi.edu/29915/2/S_MAT_1206042_Abstract.pdf; http://repository.upi.edu/29915/3/S_MAT_1206042_Table_of_content.pdf; http://repository.upi.edu/29915/4/S_MAT_1206042_Chapter1.pdf; http://repository.upi.edu/29915/5/S_MAT_1206042_Chapter2.pdf; http://repository.upi.edu/29915/6/S_MAT_1206042_Chapter3.pdf; http://repository.upi.edu/29915/6/S_MAT_1206042_Chapter4.pdf; http://repository.upi.edu/29915/7/S_MAT_1206042_Chapter5.pdf; http://repository.upi.edu/29915/8/S_MAT_1206042_Bibliography.pdf; http://repository.upi.edu/29915/9/S_MAT_1206042_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; QA Mathematics

Berbagai masalah yang dialami siswa dalam proses pembelajaran matematika konsep peluang membuat pola berpikir matematis siswa menjadi terhambat, padahal menurut Badan Standar Nasional Pendidikan (BSNP) (2006) konsep peluang adalah salah satu konsep penting yang harus dipelajari siswa pada pembelajaran matematika di Sekolah Menengah Atas. Beberapa hambatan itu seperti siswa lupa dengan rumus karena lebih mengutamakan menghafal daripada memaknainya, penggunaan bahan ajar yang kurang sesuai dengan kondisi siswa, dan adanya proses pembelajaran yang kurang bermakna. Berdasarkan hal tersebut, perlu dilakukannya penyusunan sebuah desain bahan ajar berdasarkan masalah-masalah pada learning trajectory yang berpotensi menjadi hambatan belajar siswa untuk meminimalisir learning obstacle yang muncul. Metode penelitian yang dilakukan adalah metode kualitatif dengan teknik pengumpulan data melalui teknik triangulasi, yaitu penggabungan kegiatan observasi, dokumentasi, dan wawancara. Desain didaktis awal yang disusun berdasarkan hasil temuan learning obstacle dan learning trajectory. Desain didaktis awal konsep peluang yang telah disusun terdiri dari tiga lesson design. Desain yang telah disusun tersebut diterapkan kepada siswa kelas XI Sekolah Menengah Atas Program Ilmu Pengetahuan Alam. Berdasarkan hasil penelitian diperoleh bahwa respon siswa yang muncul sangat beragam. Tujuan peneliti dalam upaya mengarahkan siswa untuk membangun konsep sendiri sudah tercapai. Hal ini dapat dilihat dari hasil pekerjaan siswa yang lebih mengutamakan cara konsep dibandingkan dengan cara rumus. Akan tetapi, kesalahan dalam melakukan scaffolding sangat berpengaruh bagi alur berpikir siswa sehingga perlu adanya perbaikan desain didaktis awal. Desain didaktis revisi diharapkan dapat menjadi salah satu rekomendasi bahan ajar pada pembelajaran konsep peluang. ;--- Various problems experienced by students in learning mathematical concept of Probability make mathematical thinking of students be inhibited, whereas according to BSNP (2006) the concept of probability is one of the important concepts to be learned on mathematical learning students in the high school. Some obstacles to learning as students easily forget with the formula because it is more emphasis on memorization rather than meaning it, use of learning materials that are less in accordance with the conditions of the students , and the existence of a learning process which is less meaningful. Based on this, it had to do a compilation of learning materials based on problems at the learning trajectory that could potentially be barriers to student learning to minimize learning obstacle appears. The method of research conducted qualitative technique is a method of data collection through the technique of triangulation, i.e. merging the activities of observation, documentation, and interviews. The initiate Didactical Design arranged by results learning obstacle and the learning trajectory. The Didactical design concept of Probability has compiled consists of three lesson design. The design was applied to the students of Class XI High School Science Programs. Based on the research results, it obtained that the response of the students who appear very diverse. The goal of researchers in an attempt to direct the students to build their own concept is already achieved. It can be seen from the results of the work of students who prefer the way the concept of comparison by means of the formula. However, errors in performing the scaffolding is very influential for the flow of thinking students so that the need for revision of the initiate Didactical Design. Didactical Design Revision is expected to be one of the recommendations of learning materials on the concept of learning opportunities.