SITUASI DIDAKTIS PEMBELAJARAN KONSEP LUAS DAERAH SEGITIGA PADA SISWA SEKOLAH DASAR DAN SEKOLAH MENENGAH PERTAMA
ABSTRAK Penelitian ini dilakukan di Sekolah Dasar (SD) serta Sekolah Menengah Pertama (SMP). Penelitian ini bertujuan untuk memahami fenomena didaktis dan pedagogis yang terjadi ketika pembelajaran konsep luas daerah segitiga berdasarkan perspektif the Theory of Didactical Situation. Analisis terseb...
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| Format: | Book |
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2019-05-02.
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| Summary: | ABSTRAK Penelitian ini dilakukan di Sekolah Dasar (SD) serta Sekolah Menengah Pertama (SMP). Penelitian ini bertujuan untuk memahami fenomena didaktis dan pedagogis yang terjadi ketika pembelajaran konsep luas daerah segitiga berdasarkan perspektif the Theory of Didactical Situation. Analisis tersebut dirasa penting untuk dilakukan karena konsep luas daerah segitiga merupakan konsep dasar pada geometri yang siswa pelajari pada jenjang kelas 4 SD serta kelas 7 SMP. Aspek penting yang menjadi fokus penelitian adalah mengenai persiapan serta implementasi desain pembelajaran yang telah guru siapkan, respon siswa selama proses pembelajaran, potensi learning obstacle yang mungkin terjadi, serta mengusulkan suatu desain pembelajaran yang dapat meminimalisir potensi learning obstacle tersebut. Metode yang digunakan pada penelitian ini adalah metode kualitatif model Didactical Design Research (DDR) melalui tiga tahap analisis yakni prospective analysis, metapedadidactic analysis, serta retrospective analysis. Data dikumpulkan melalui teknik triangulasi dalam bentuk wawancara, observasi, dan dokumentasi. Berdasarkan hasil penelitian ini dapat disimpulkan setidaknya 4 hal penting yakni (1) desain pembelajaran yang diimplementasikan oleh guru SD kurang memperhatikan kebutuhan siswa, kontras dengan desain pembelajaran yang diimplementasikan oleh guru SMP, (2) desain pembelajaran yang diimplementasikan memunculkan respon yang beragam dari siswa, (3) terdapat beberapa potensi learning obstacle (epistemological obstacle, didactical obstacle, dan ontogenical obstacle) yang terjadi pada siswa SD dan SMP, serta (4) desain didaktis pembelajaran konsep luas daerah segitiga yang diusulkan untuk pembelajaran di SD baiknya ditekankan pada penemuan rumus luas, sedangkan di SMP baiknya menekankan pada pembuktian rumus luas serta penggunaannya. Kata kunci : Situasi Didaktis, Luas Daerah Segitiga, the Theory of Didactical Situation, Learning Obstacle, Geometri. ABSTRACT This study was conducted in elementary schools and junior high schools. This study aim's to understand didactical and pedagogical phenomena that occur when learning the concept of triangle area based on the perspective of the Theory of Didactical Situation. The analysis is considered important because the concept of triangle area is the basic concept of geometry that students learn at the 4th grade and 7th grade. An important aspect that is the focus of the research is the preparation and implementation of learning designs that the teacher has prepared, student responses during the learning process, potential learning obstacles that may occur, and proposing a learning design that can minimize the potential of the learning obstacle. The method used in this study was a qualitative method in the form of the Didactical Design Research through three stages of analysis namely prospective analysis, metapedadidactic analysis, and retrospective analysis. Data was collected through triangulation techniques in the form of interviews, observation, and documentation. Based on the results of this study, it can be concluded that at least four important things are (1) the design that implemented by elementary school teachers is less attention to the students needed, contrast with the design that implemented by junior high school teachers, (2) the design of implemented learning raises diverse responses from students (3) there are several potential learning obstacles (epistemological obstacle, didactical obstacle, and ontogenical obstacle) that occur in elementary and junior high school students, and (4) didactic design about the concepts of triangle area proposed for learning in elementary school should be emphasized in the discovery of the formula, while in junior high school it is better to emphasize broad proofs and its use. Keywords : Didactical Situation, Area of Triangle, Theory of Didactical Situation, Learning Obstacle, Geometry. |
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| Item Description: | http://repository.upi.edu/34831/1/T_MTK_1706930_Title.pdf http://repository.upi.edu/34831/2/T_MTK_1706930_Chapter1.pdf http://repository.upi.edu/34831/3/T_MTK_1706930_Chapter2.pdf http://repository.upi.edu/34831/4/T_MTK_1706930_Chapter3.pdf http://repository.upi.edu/34831/5/T_MTK_1706930_Chapter4.pdf http://repository.upi.edu/34831/6/T_MTK_1706930_Chapter5.pdf http://repository.upi.edu/34831/7/T_MTK_1706930_Appendix.pdf |