DESAIN DIDAKTIS BENTUK ALJABAR BERDASARKAN LEARNING OBSTACLES DAN LEARNING TRAJECTORY

• Main Author: Irsyad Fadhillah Islami, - (Author)
• Format: Book
• Published: 2019-11-20.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Pemahaman siswa berdasarkan pengalamannya dapat digunakan dalam menyelesaikan permasalahan khususnya dalam masalah aljabar. Namun dalam perjalanannya pemahaman siswa ini belum sepenuhnya menjamin bahwa siswa mampu menyelesaikan masalah aljabar dengan baik. Sikap siswa terhadap pembelajaran matematika sangatlah penting untuk dipertimbangkan karena salah satu faktor tercapainya tujuan pembelajaran adalah sikap siswa. Guru perlu membuat pembelajaran berjalan optimal demi tercapainya tujuan belajar. Hambatan juga kesulitan belajar harus bisa diminalisir sekecil mungkin agar pembelajaran berjalan dengan optimal. Penelitian ini bertujuan untuk mengidentifikasi learning obstacle dan learning trajectory terkait dengan materi bentuk aljabar, menyusun desain didaktis hipotetik bentuk aljabar berdasarkan learning obstacles dan learning trajectory yang telah diidentifikasi, menganalisis hasil implementasi desain didaktis hipotetik bentuk aljabar berdasarkan learning obstacles dan learning trajectory berdasarkan respon siswa, mengembangkan desain didaktis empirik bentuk aljabar berdasarkan learning obstacles dan learning trajectory berdasarkan hasil implementasi desain didaktis hipotetik, mengetahui sikap siswa terhadap pembelajaran matematika dengan menggunakan desain didaktis hipotetik bentuk aljabar berdasarkan learning obstacles dan learning trajectory. Penelitian ini menggunakan metode kualitatif, yang melibatkan siswa SMP kelas VIII dan guru matematika. Pengumpulan data dilakukan secara triangulasi menggunakan instrumen, yaitu tes identifikasi learning obstacle bentuk aljabar, wawancara guru dan siswa, serta analisis sumber belajar yang digunakan. Analisis data dilakukan secara deskriptif yang secara umum dilakukan dengan mereduksi data, menyajikan data, dan menarik kesimpulan. Berdasarkan analisis hasil penelitian dan pembahasan dalam penelitian ini, terungkap bahwa: a) Ontogenical Obstacle; siswa tidak memahami konsep variabel, siswa tidak bisa mengaitkan konsep penjumlahan dengan materi bentuk aljabar, b) Epistemological Obstacle; Siswa tidak mampu mengubah permasalahan kontekstual berjenis gambar maupun verbal menjadi bentuk aljabar dengan benar, c) Didactical Obstacle dan d) Siswa tidak mampu menyatakan variabel yang ia maksud dengan benar. Penyusunan desain didaktis hipotetik ini didasari oleh beberapa hal, seperti hasil identifikasi learning obstacle, learning trajectory, enam prinsip realistic mathematics education (RME), dan teori belajar yang relevan. Pada saat implementasi desain didaktis hipotetik, hampir keseluruhan respon siswa sesuai prediksi. Adapun respon siswa yang di luar prediksi masih bisa diatasi. Respon siswa yang muncul di luar prediksi ini langsung diantisipasi sesuai dengan kebutuhan siswa (antisipasi didaktis pedagogis). Sikap siswa terhadap desain didaktis hipotetik pada penelitian ini, peneliti ketahui melalui analisis hasil wawancara siswa setelah implementasi desain didaktis hipotetik, analisis hasil jurnal harian siswa dan angket sikap siswa terhadap desain didaktis hipotetik. Hasilnya siswa secara umum menyukai atau cocok dengan pembelajaran menggunakan desain didaktis hipotetik yang telah disusun.----------Students' comprehension based on their experience can be used in solving problems especially in algebra. However, the students' comprehension have not guaranteed that the students can solve the algebra problem well. Students' attitude towards mathematics learning is very important to be considered because it is one of the factor in accomplishing learning purpose. Teacher needs to make the learning optimized for the sake of learning purpose accomplishment. Obstacles and difficulties in learning should be minimalized to optimize the learning process. This research aims to identify learning obstacle and learning trajectory regarding the algebra material, arranging hypothetical didactic design of algebra based on the identified learning obstacles and learning trajectory, analyzing implementation result of hypothetical didactic design of algebra based on learning obstacles and learning trajectory based on students' response, developing empirical didactic design of algebra based on learning obstacles and learning trajectory which based on implementation result of hypothetical didactic design, finding out students' attitude towards mathematics learning with using hypothetical didactic design of algebra based on learning obstacles and learning trajectory. This research uses qualitative methods which involving 8th grader of Junior High School and a mathematics teacher. Data collection is done through triangulation by instrument which are identification learning obstacle of algebra test, interviewing teacher and students, as well as analyzing learning source. Data analysis is done descriptively which generally is done through reducing the data, serving data, and drawing conclusion. Based on the result of analysis and discussion in this research, it is found that: a) Ontogenical Obstacle; students are not understand the variable concept, students unable to associate the addition concept with algebra material, b) Epistemological Obstacle; students unable to change contextual problem of visual or verbal to algebra, c) Didacical Obstacle and d) students unable to state the intended variable correctly. Organizing hypothetical didactic design is based on several things, such as: identification of learning obstacle design, learning trajectory, six principals of realistic mathematics education (RME), and relevant learning theory. In implementing hypothetical didactic design, nearly every students' response are as predicted. As for the students' response which far from prediction, it can be solved. Students' response that come far from the prediction are anticipated according to the students' need (didactic pedagogic anticipation). Students' attitude towards hypothetical didactical design in this research are known through analyzing interview result after hypothetical didactic design implementation, analyzing daily journal result and students' attitude towards hypothetical didactic design questionnaire. The result is the students are generally matched with the learning with using organized hypothetical didactic design.

Item Description

http://repository.upi.edu/43946/8/S_MAT_1500616_Title.pdf
http://repository.upi.edu/43946/2/S_MAT_1500616_Chapter1.pdf
http://repository.upi.edu/43946/3/S_MAT_1500616_Chapter2.pdf
http://repository.upi.edu/43946/4/S_MAT_1500616_Chapter3.pdf
http://repository.upi.edu/43946/9/S_MAT_1500616_Chapter4.pdf
http://repository.upi.edu/43946/6/S_MAT_1500616_Chapter5.pdf
http://repository.upi.edu/43946/1/S_MAT_1500616_Appendix.pdf