DESAIN DIDAKTIS KONSEP GARIS DAN SUDUT BERDASARKAN REALISTIC MATHEMATICS EDUCATION (RME) PADA PEMBELAJARAN MATEMATIKA SEKOLAH MENENGAH PERTAMA (SMP)

• Main Author: MAYA EVAYANTI, - (Author)
• Format: Book
• Published: 2018-01-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/33717/1/T_MTK_1503302_Title.pdf; http://repository.upi.edu/33717/2/T_MTK_1503302_Abstract.pdf; http://repository.upi.edu/33717/3/T_MTK_1503302_Table_of_content.pdf; http://repository.upi.edu/33717/4/T_MTK_1503302_Chapter1.pdf; http://repository.upi.edu/33717/5/T_MTK_1503302_Chapter2.pdf; http://repository.upi.edu/33717/6/T_MTK_1503302_Chapter3.pdf; http://repository.upi.edu/33717/7/T_MTK_1503302_Chapter4.pdf; http://repository.upi.edu/33717/8/T_MTK_1503302_Chapter5.pdf; http://repository.upi.edu/33717/9/T_MTK_1503302_Bibliography.pdf; http://repository.upi.edu/33717/10/T_MTK_1503302_Appendix.pdf
• Keywords: L Education (General); LB Theory and practice of education; QA Mathematics

Penelitian ini dilatarbelakangi oleh adanya learning obstacle yang dialami siswa pada konsep garis dan sudut. Beberapa jenis learning obstacle tersebut disebabkan oleh beberapa faktor, sebagai contoh: alur pembelajaran yang kurang tepat dan kemampuan responden yang terbatas. Learning obstacle yang teridentifikasi kemudian penulis klasifikasikan sebagai learning obstacle terkait conceptual, visualization, construction, structural, dan connection. Selain berdasarkan hal tersebut, informasi terkait tahapan berpikir geometri siswa dan teori Realistic Mathematic Education (RME) juga menunjang tersusunnya desain didaktis pada konsep garis dan sudut. Metode yang digunakan dalam penelitian ini adalah metode kualitatif dengan desain penelitian berupa Penelitian Desain Didaktis (Didactical Design Research). Adapun teknik pengumpulan data yang dilakukan, yaitu pengujian instrumen, wawancara, observasi, dan dokumentasi. Responden dalam penelitian ini adalah 27 siswa kelas VII SMP. Berdasarkan hasil penelitian, diperoleh bahwa desain didaktis awal konsep garis dan sudut ini terdiri dari enam pertemuan. Desain didaktis ini dapat meminimalisir learning obstacle. Namun sebagai bentuk pengembangan desain didaktis, kemudian penulis merevisi desain didaktis konsep garis dan sudut menjadi tujuh pertemuan.---The research was distributed by the learning obstacle experienced by students on the concept of lines and angles. Some types of learning obstacle are caused by several factors, for example: inappropriate learning trajectory and ability of the respondent is limited. After learning obstacle are identified, the authors classify as learning obstacle associated conceptual, visualization, construction, structural, and connection. In addition, the information about student geometry thinking's level and the theory of Realistic Mathematic Education (RME) support the construction of didactic design concept on the lines and angles. The method used in this research is qualitative method with design research in the form of Didactical Design Research. The data were collected through testing instruments, interviews, observation, and documentation. The respondents in this study are 27 students at Secondary VII. Based on the results of the research, it was found that the hypothetical didactic design of the concept of lines and angles consists of six meetings. This didactic design can minimize learning obstacle. But as a form of development of this didactic design, then authors revised the design concept of the lines and angles into seven meetings.