DESAIN DIDAKTIS PEMBELAJARAN MATEMATIKA MENGENAI MATERI PERKALIAN BERSUSUN siswa kelas V di sekolah dasar

• Main Author: Ulfa Oktavia Suhendar, - (Author)
• Format: Book
• Published: 2020-09-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/55038/8/S_PGSD_1602453_Title.pdf; http://repository.upi.edu/55038/2/S_PGSD_1602453_Chapter1.pdf; http://repository.upi.edu/55038/3/S_PGSD_1602453_Chapter2.pdf; http://repository.upi.edu/55038/4/S_PGSD_1602453_Chapter3.pdf; http://repository.upi.edu/55038/5/S_PGSD_1602453_Chapter4.pdf; http://repository.upi.edu/55038/6/S_PGSD_1602453_Chapter5.pdf; http://repository.upi.edu/55038/7/S_PGSD_1602453_Appendix.pdf
• Keywords: L Education (General); LB2300 Higher Education

Penelitian ini dilatarbelakangi adanya hambatan belajar yang dialami peserta didik pada konsep perkalian besusun. Hambatan yang telihat berdasarkan tiga jenis, hambatan ontogeni yaitu kesiapan peserta didik sebelum pembelajaran, hambatan didaktis yaitu metode atau pendekatan yang digunakan guru, dan hambatan epistemologis keterbatasan peserta didik dalam memahami suatu materi. Untuk itu metode yang digunakan dalam penelitian ini adalah Penelitian Desain Dedaktis (Didactical Design Research). Teori yang mmendukung penelitian ini adalah Teori Burner dan Vygotsky. Adapun teknik pengumpulan data yang dilakukan dalam penelitian berupa tes dan non tes yaitu uji tes instrumen, observasi, wawancara, dan dokumentasi. Responden dalam penelitian ini adalah 4 orang peserta didik kelas V SD. Berdasarkan hasil penelitian diperoleh bahawa desain dedaktis konsep perkalian bersusun terdiri dari dua pertemuan. Desain dedaktis ini dapat meminimalisir hambatan belajar. Namun untuk mengembangkan desain dedaktis, kemudian penulis merevisi desain dedaktis konsep perkalian bersusun. This research was conducted based on the problem of learning obstacle experienced by students in the concept of long multiplication. The obstacles seen were based on three types, ontogenic obstacle, namely the readiness of students before learning, didactic obstacle, namely the methods or approaches used by the teacher, and epistemological obstacle, namely the limitations of students in understanding a material. For this reason, the method used in this research was the Didactical Design Research. The theories that support this research are the Burner and Vygotsky theory. The data collection techniques used in the study were tests and non-tests, namely test instruments, observation, interviews, and documentation. The respondents in this study were 4 students of the fifth grade of elementary school. Based on the research results, it was found that the didactical design of the long multiplication concept consisted of two meetings. This didactic design can minimize learning barriers. However, to develop the didactical design, then the writer revised the didactical design of the long multiplication concept.