PENGEMBANGAN LEARNING TRAJECTORY UNTUK PENGENALAN KONSEP PECAHAN PADA SISWA SEKOLAH DASAR - Alma Elfridayani, - (2020)
Pembelajaran matematika pada konsep pecahan penting untuk dipelajari lebih dalam karena masalah pecahan banyak dijumpai dalam kehidupan sehari-hari yang membutuhkan penyelesaian secara logis dan realistis (Romdhani & Suryadi, 2016). Hal ini, dilatar belakangi dari adanya temuan kesulitan belajar siswa (learning obstacles) akibat keterbatasan konsep pecahan pada bahan ajar yang disajikan (didactical obstacles). Konsep pecahan dianggap sulit karena membutuhkan pemahaman tentang bagaimana suatu bagian keseluruhan tertentu dibagi dengan bagian yang sama besar. Untuk itu, pembelajaran konsep pecahan perlu disampaikan dengan melihat alur belajar siswa (learning trajectory). Penelitian ini bertujuan untuk mengatasi learning obstacles serta mengembangkan learning trajectory konsep pecahan. Penelitian ini dilakukan di SDN Ciputat terhadap 31 siswa kelas IV sebagai partisipan yang mengalami learning obstacles dan implementasi learning trajectory dilakukan terhadap 4 siswa kelas IV SDN Ciceri Indah. Hasil penelitian berupa learning trajectory konsep pecahan menggunakan metode DDR (Didactical Design Research). Learning trajectory dikembangkan melalui tiga tahapan. Pertama, peneliti menyusun desain didaktis awal berdasarkan kesulitan siswa sebelumnya, kedua analisis metapedadidaktik dilakukan saat pembelajaran berlangsung dan ketiga retrospektif dilakukan dengan cara membandingkan hasil uji learning obstacles awal dan hasil uji learning obstacles akhir. Hasil data di lapangan, menunjukan penurunan learning obstacles pada sebagian besar siswa. Dengan begitu, dapat disimpulkan learning trajectory ini dapat digunakan pada pembelajaran konsep pecahan. Kendati demikian, learning trajectory ini perlu dikembangkan kembali oleh peneliti selanjutnya agar menjadi lebih baik lagi. Mathematics learning on the concept of fractions is importat to be studied more deeply because fractions problems are often found in daily life that requires logical and realistic solutions (Romdhani & Suryadi, 2016). This is based on the existence of learning difficulties in students (learning obstacles) due to the limitation of the concept of fractions in the teaching material presented (didactical obstacles). The concept of fractions is considered difficult because it requires an understanding of how a certain whole part is divided by equal parts. For this reason, learning the concept of fractions needs to be conveyed by looking at the learning trajectory of the student. This study aims to resolve the obstacle learning and to develop the fractions concept learning trajectory. This research was conducted at Ciputat Elementary School on 31 fourth grade students as participants who experienced obstacle learning and the implementation of learning trajectory was conducted on 4 fourth grade students at Ciceri Indah Elementary School. The results of this study are in the form of learning trajectory fractions using the DDR (Didactical Design Research) method. Learning trajectory is developed through three stages. Firstly, the researcher arranging an initial didactic design based on previous students' difficulties, secondly the metaphorical analysis conducted when learning takes place and thirdly retrospectives were conducted by comparing the results of the initial obstacle learning test and the results of the final obstacle learning test. The results of the data in the field, showed a decrease in learning obstacles in most student. That way, it can be concluded that this learning trajectory can be used in learning the concept of fractions. Nevertheless, this learning trajectory needs to be developed by further researchers in order to become even better.