PENGEMBANGAN DESAIN DIDAKTIS MATERI PERBANDINGAN SENILAI DAN BERBALIK NILAI PADA PEMBELAJARAN MATEMATIKA SMP

• Main Author: Ryan Nur Rahmawati, - (Author)
• Format: Book
• Published: 2018-08-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/46857/1/T_MAT_1402573_Title.pdf; http://repository.upi.edu/46857/2/T_MAT_1402573_Abstract.pdf; http://repository.upi.edu/46857/3/T_MAT_1402573_Table_of_content.pdf; http://repository.upi.edu/46857/4/T_MAT_1402573_Chapter1.pdf; http://repository.upi.edu/46857/5/T_MAT_1402573_Chapter2.pdf; http://repository.upi.edu/46857/6/T_MAT_1402573_Chapter3.pdf; http://repository.upi.edu/46857/7/T_MAT_1402573_Chapter4.pdf; http://repository.upi.edu/46857/8/T_MAT_1402573_Chapter5.pdf; http://repository.upi.edu/46857/9/T_MAT_1402573_Bibliography.pdf; http://repository.upi.edu/46857/10/T_MAT_1402573_Appendix.pdf
• Keywords: L Education (General)

Penelitian ini merupakan penelitian desain didaktis (Didactical Design Research) yang bertujuan untuk mengembangkan desain didaktis materi perbandingan senilai dan berbalik nilai yang didasari atas munculnya learning obstacle pada materi tersebut di kelas VIII Sekolah Menengah Pertama (SMP). Learning obstacle yang muncul berupa ontogenic obstacle, didactical obstacle, dan epistemological obstacle. Ontogenic obstacle terlihat dari cara siswa dalam memahami dan menyelesaikan permasalahan. Didactical obstacle teridentifikasi berdasarkan jawaban siswa yang terpaku pada informasi yang ada pada buku teks yang digunakan dan dari proses pembelajaran yang kurang menekankan adanya hubungan multiplikatif dalam rasio. Adapun epistemological obstacle ditemukan dari adanya keterbatasan pengetahuan siswa terhadap konteks yang diperoleh. Ini teridentifikasi dari hasil jawaban siswa kelas VIII yang pernah mendapatkan pembelajaran perbandingan senilai dan berbalik nilai, hasil wawancara siswa dan guru matematika, serta buku teks matematika yang digunakan. Desain didaktis yang telah dikembangkan diimplementasikan kepada 32 peserta didik kelas VIII SMP. Hasil penelitian menunjukkan bahwa desain didaktis tersebut dapat menjadi salah satu alternatif desain yang dapat meminimalisasi munculnya learning obstacle dengan memperhatikan learning trajectory siswa;---This research is a didactical design research that aims to develop a didactical design of direct and indirect proportion based on the emergence of learning obstacle in the eighth grade of junior high school. Learning obstacles that arose in the form of ontogenic obstacle, didactical obstacle, and epistemological obstacle. Ontogenic obstacle could be seen from students's understanding of the problems and solving the problems. Didactical obstacle was identified from students' answer focused on the informations that are contained in the textbook and from the learning process that did not emphasize the existence of multiplicative relationships in ratio. The epistemological obstacle was found from the limited knowledge of students about the context obtained. This was identified from the results of the answers of eighth grade students who had received proportions, the results of interviews with students and mathematics teachers, and the mathematics textbooks used. The development of didactical design was implemented to 32 junior high school students in grade VIII. The results show that it can be an alternative design which can minimize the emergence of learning obstacle by noticing the students' thinking.