LEARNING OBSTACLES PEMAHAMAN SISWA KELAS XI PADA MATERI RUMUS COSINUS JUMLAH DAN SELISIH DUA SUDUT DI SALAH SATU SMA NEGERI DI KOTA BANDUNG

• Main Author: Fina Nafisah Ramadhana, - (Author)
• Format: Book
• Published: 2019-11-20.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/43948/8/S_MAT_1505544_Title.pdf; http://repository.upi.edu/43948/2/S_MAT_1505544_Chapter%201.pdf; http://repository.upi.edu/43948/3/S_MAT_1505544_Chapter%202.pdf; http://repository.upi.edu/43948/4/S_MAT_1505544_Chapter%203.pdf; http://repository.upi.edu/43948/5/S_MAT_1505544_Chapter%204.pdf; http://repository.upi.edu/43948/6/S_MAT_1505544_Chapter%205.pdf; http://repository.upi.edu/43948/7/S_MAT_1505544_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Penelitian ini bertujuan untuk mengidentifikasi learning obstacles pemahaman siswa pada materi rumus cosinus jumlah dan selisih dua sudut. Penelitan ini menggunakan metode kualitatif yang melibatkan seorang guru matematika dan siswa Sekolah Menengah Atas (SMA) kelas XI di salah satu SMA Negeri di Kota Bandung. Pengumpulan data dilakukan secara triangulasi dengan melakukan uji instrumen Tes Kemampuan Responden (TKR) serta diperkuat dengan observasi, wawancara dan studi dokumen. Potensi learning obstacles dilihat melalui uji instrumen TKR dan situasi didaktis saat observasi. Berdasarkan analisis data secara deskriptif ditemukan learning obstacles yang teridentifikasi adalah ontogenic obstacles, didactical obstacles dan epistemological obstacles. Ontogenic obstacles yang teridentifikasi adalah ontogenic obstacles psikologis terlihat dari rendahnya motivasi dan ketertarikan siswa saat mengerjakan LKS maupun instrumen tes, ontogenic obstacles instrumental terlihat dari adanya hambatan yang bersifat teknis saat pembelajaran berlangsung serta kurangnya pemahaman siswa terhadap simbol dan istilah pada trigonometri dan ontogenic obstacles konseptual terlihat dari rendahnya pemahaman siswa pada materi prasyarat. Didactical obstacles teridentifikasi melalui pembentukan kelompok saat pembelajaran, buku sumber dan Lembar Kerja Siswa (LKS). Selanjutnya epistemological obstacles teridentifikasi dari keterbatasan konteks pada pemahaman dan penerapan materi rumus cosinus jumlah dan selisih dua sudut serta adanya concept image dan misconception. Pada akhir penelitian ini dibuatlah Hypothetical Learning Trajectory (HLT) yang didasari oleh learning obstacles yang teridentifikasi.----------This study aims to identify the learning obstacles of students' understanding of the cosinus formula number and the difference between the two angles. This research used a qualitative method that involves a mathematics teacher and grade XI high school students in one of the state high schools in Bandung. The data was collected by triangulation by testing the Student Ability Test instrument and reinforced by observation, interviews and document studies. Potential learning obstacles are seen through the Student Ability instrument test and didactic situations during observation. Based on descriptive data analysis found learning obstacles identified were ontogenic obstacles, didactical obstacles, and epistemological obstacles. Ontogenic obstacles identified are psychological ontogenic obstacles seen from the low motivation and interest of students when working on worksheets and test instruments, instrumental ontogenic obstacles seen from technical obstacles during learning and lack of student understanding of symbols and terms in trigonometry and ontogenic conceptual obstacles are seen from the low understanding of students in the prerequisite material. Didactical obstacles are identified through group formation during learning, sourcebooks, and Student Worksheets. Last, Epistemological obstacles are identified from the limited contexts in understanding and applying the cosinus formula material the sum and the difference between the two angles and the existence of concept images and misconceptions. At the end of this study, a Hypothetical Learning Trajectory (HLT) was made based on the identified learning obstacles.