DESAIN DIDAKTIS MATERI KAIDAH PENCACAHAN UNTUK SISWA SMA KELAS XI
Penelitian ini bertujuan untuk mengembangkan desain didaktis pada materi kaidah pencacahan untuk siswa SMA kelas XI. Desain didaktis dirancang dengan mempertimbangkan dua hal yaitu hasil analisis uji instrumen learning obstacle dan learning trajectory. Desain didaktis ini terdiri dari empat pertemua...
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| Format: | Book |
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2018-08-11.
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| Summary: | Penelitian ini bertujuan untuk mengembangkan desain didaktis pada materi kaidah pencacahan untuk siswa SMA kelas XI. Desain didaktis dirancang dengan mempertimbangkan dua hal yaitu hasil analisis uji instrumen learning obstacle dan learning trajectory. Desain didaktis ini terdiri dari empat pertemuan yang diperoleh melalui tiga tahap formal yang dilakukan dalam penelitian berlangsung. Tahap pertama yaitu prospektif yakni analisis situasi didaktis sebelum pembelajaran berupa desain didaktis hipotetik termasuk antisipasi didaktis pedagogis (ADP), tahap kedua analisis metapedadidaktik berupa tahap implementasi desain, dan tahap terakhir adalah analisis retrospektif yang merupakan analisis yang mengaitkan hasil analisis prospektif dengan analisis metapedadidaktik yang digunakan untuk merumuskan desain empirik. Penelitian untuk menyusun desain didaktis diawali dengan pemberian tes kesulitan belajar materi kaidah pencacahan dan analisis terhadap bahan ajar. Hasil tes hambatan belajar menunjukan bahwa siswa mengalami hambatan belajar yang dikatagorikan menjadi tiga, yaitu ontogenic obstacle, didactical obstacle, dan epistemological obstacle. Desain didaktis diimplementasikan kepada 35 siswa kelas XI di salah satu Madrasah Aliyah di Jakarta Selatan. Berdasarkan hasil penelitian, desain didaktis yang dikembangkan ini dapat dijadikan salah satu alternatif bahan ajar konsep kaidah pencacahan untuk meminimalkan hambatan belajar siswa. Kata Kunci : desain didaktis, kaidah pencacahan, learning obstacle, dan learning trajectory ABSTRACT This study aims to develop didactic design on counting rules for senior high school. The didactic design is designed by considering two things the result of the test analysis of learning obstacle instrument and learning trajectory. This didactic design consists of four meetings obtained through the three formal stages performed in the study. The first stage is prospective ie didactic situation analysis before learning in the form of hypothetical didactic design including pedagogical didactic anticipation (ADP), second phase metaped analysis is notthe form of design implementation phase, and last stage is retrospective analysis which is an analysis that relate result of prospective analysis with metaped analysis nottik used to formulate empirik design. The research for preparing the didactic design begins with the provision of difficulties in learning the material of the counting rules and the analysis of the teaching materials. The results of the learning obstacle test show that students experience learning barriers that are categorized into three, namely ontogenic obstacle, didactical obstacle, and epistemological obstacle. The didactic design was implemented to 35 students of class XI in one of the senior high school in South Jakarta. Based on the results of research, didactic design developed this can be used as an alternative teaching materials concept of counting rules to minimize student learning barriers. Key Words : didactical design, counting rules, learning obstacle, and learning trajectory |
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| Item Description: | http://repository.upi.edu/30692/1/T_MTK_1502410_Title.pdf http://repository.upi.edu/30692/2/T_MTK_1502410_Asbtract.pdf http://repository.upi.edu/30692/3/T_MTK_1502410_Table%20of%20Content.pdf http://repository.upi.edu/30692/4/T_MTK_1502410_Chapter1.pdf http://repository.upi.edu/30692/5/T_MTK_1502410_Chapter2.pdf http://repository.upi.edu/30692/6/T_MTK_1502410_Chapter3.pdf http://repository.upi.edu/30692/7/T_MTK_1502410_Chapter4.pdf http://repository.upi.edu/30692/8/T_MTK_1502410_Chapter5.pdf http://repository.upi.edu/30692/9/T_MTK_1502410_Bibliography.pdf http://repository.upi.edu/30692/10/T_MTK_1502410_Appendix1.pdf http://repository.upi.edu/30692/11/T_MTK_1502410_Appendix2.pdf http://repository.upi.edu/30692/12/T_MTK_1502410_Appendix3.pdf http://repository.upi.edu/30692/13/T_MTK_1502410_Appendix4.pdf http://repository.upi.edu/30692/14/T_MTK_1502410_Appendix5.pdf http://repository.upi.edu/30692/15/T_MTK_1502410_Appendix6.pdf http://repository.upi.edu/30692/16/T_MTK_1502410_Appendix7.pdf http://repository.upi.edu/30692/17/T_MTK_1502410_Appendix8.pdf http://repository.upi.edu/30692/18/T_MTK_1502410_Appendix9.pdf http://repository.upi.edu/30692/19/T_MTK_1502410_Appendix10.pdf http://repository.upi.edu/30692/20/T_MTK_1502410_Appendix11.pdf http://repository.upi.edu/30692/21/T_MTK_1502410_Appendix12.pdf http://repository.upi.edu/30692/22/T_MTK_1502410_Appendix13.pdf http://repository.upi.edu/30692/23/T_MTK_1502410_Appendix14.pdf http://repository.upi.edu/30692/24/T_MTK_1502410_Appendix15.pdf http://repository.upi.edu/30692/25/T_MTK_1502410_Appendix16.pdf http://repository.upi.edu/30692/26/T_MTK_1502410_Appendix17.pdf http://repository.upi.edu/30692/27/T_MTK_1502410_Appendix18.pdf http://repository.upi.edu/30692/28/T_MTK_1502410_Appendix19.pdf |