DESAIN DIDAKTIS SIFAT-SIFAT SEGIEMPAT PADA PEMBELAJARAN MATEMATIKA DI SMP

• Main Author: Ahmad Zulfa Khotimi, - (Author)
• Format: Book
• Published: 2019-08-21.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/39942/1/S_MAT_1500325_Title.pdf; http://repository.upi.edu/39942/2/S_MAT_1500325_Chapter1.pdf; http://repository.upi.edu/39942/3/S_MAT_1500325_Chapter2.pdf; http://repository.upi.edu/39942/4/S_MAT_1500325_Chapter3.pdf; http://repository.upi.edu/39942/5/S_MAT_1500325_Chapter4.pdf; http://repository.upi.edu/39942/6/S_MAT_1500325_Chapter5.pdf; http://repository.upi.edu/39942/7/S_MAT_1500325_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Penelitian ini dilatarbelakangi oleh munculnya learning obstacles pada siswa ketika mempelajari konsep sifat-sifat segiempat di SMP dan learning trajectory yang tidak menekankan pada hubungan antar jenis segiempat, sehingga siswa tidak memahami konsep hubungan antar jenis segiempat. Berdasarkan hal tersebut, penelitian ini dilaksanakan dengan tujuan untuk memperoleh desain didaktis sifat-sifat segiempat yang dapat meminimalisir munculnya learning obstacles pada siswa. Metode penelitian yang digunakan pada penelitian ini adalah metode penelitian desain didaktis. Desain didaktis dirancang berdasarkan: (1) hasil analisis terhadap temuan learning obstacles; (2) rancangan learning trajectory yang diperoleh dari hasil analisis temuan hambatan belajar dan hasil repersonalisasi peneliti terhadap konsep sifat-sifat segiempat; dan (3) analisis terhadap hasil implementasi rancangan desain didaktis awal, yang kemudian dari hasil analisis tersebut digunakan untuk merancang desain didaktis revisi. Berdasarkan pelaksanaan penelitian, diperoleh beberapa temuan, yaitu pertama, terdapat empat learning obstacles yang dialami siswa, yaitu: (1) siswa memahami segiempat hanya berbentuk persegi; (2) siswa tidak memahami hubungan antar jenis segiempat; dan (3) siswa memahami bahwa garis diagonal harus selalu tegak lurus; serta (4) siswa memahami istilah sisi dengan panjang-lebar adalah dua hal yang berbeda. Kedua, learning trajectory sifat-sifat segiempat dapat dirancang dengan menemukan hubungan antar jenis segiempat terlebih dahulu dan dilanjutkan dengan sifat-sifat setiap jenis segiempat. Ketiga, desain didaktis dengan karakteristik menekankan pada definisi (segiempat dan jenis-jenis segiempat), memfasilitasi siswa untuk memahami materi prasyarat, dan menekankan pada konsep hubungan antar jenis segiempat. dapat meminimalisir learning obstacles yang terjadi pada siswa. Kata Kunci: learning obstacle, learning trajectory, sifat-sifat segiempat, desain didaktis ABSTRACT This research is motivated by the emergence of learning obstacles in students when learning the concepts of the properties of quadrilateral in junior high and learning trajectory that does not emphasize the relationship between types of quadrilateral, so students do not understand the concept of relationships between quadrilateral types. Based on this, this research was carried out with the aim of obtaining a didactic design of quadrilateral properties that could minimize the emergence of learning obstacles in students. The research method used in this study was didactic design research method. Didactic design is designed based on: (1) the results of an analysis of the findings of learning obstacles; (2) the learning trajectory design obtained from the analysis of the findings of learning barriers and the results of the researchers' personalization of the concepts of quadrilateral properties; and (3) analysis of the results of the initial didactic design design implementation, which then from the results of the analysis is used to design the didactic design revision. Based on the implementation of the study, several findings were obtained, first, there were four learning obstacles experienced by students, namely: (1) students understood that rectangles were only square in shape; (2) students do not understand the relationship between types of quadrilateral; and (3) students understand that diagonal lines must always be perpendicular; and (4) students understand the terms side at length are two different things. Second, learning trajectory of the properties of quadrilateral can be designed by finding the relationships between the types of quadrilateral first and continuing with the properties of each type of quadrilateral. Third, didactic design with characteristics emphasizes definitions (quadrilateral and types of quadrilateral), facilitates students to understand the prerequisite material, and emphasizes the concept of relationships between quadrilateral types. can minimize learning obstacles that occur in students. Keywords: learning obstacle, learning trajectory, quadrilateral properties, didactic design