ANALISIS LEARNING TRAJECTORY MATEMATIS PADA MATERI PECAHAN DI KELAS RENDAH SEKOLAH DASAR - Astri Marlia, - (2020)
Abstrak Dalam upaya melahirkan pembelajaran materi pecahan yang berkualitas dibutuhkan learning trajectory yang tepat, yang mempertimbangkan konstruksi pemahaman siswa terhadap materi pecahan. Dan tidak dapat dipungkiri bahwa tolak ukur penyusunan sebuah learning trajectory yang ada perlu memperhatikan adanya hambatan belajar (learning obstacle) siswa terhadap pembelajaran materi pecahan. Sehingga fokus penelitian ini berusaha menungkapkan learning obstacle dan analisis pola learning trajectory siswa pada materi pecahan di kelas rendah sekolah dasar. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus dan subjek penelitian adalah siswa kelas III sekolah dasar. Berdasarkan hasil analisis data, yakni tes dan wawancara terdapat beberapa hambatan belajar siswa, diantaranya yang meliputi pertama, didactical obstacles yang teridentifikasi dari kesalahan-kesalahan pengerjaan soal yang diakibatkan oleh pelaksanaan proses pembelajaran siswa. Kedua, epistemological obstacles yang muncul dari kesalahan-kesalahan pengerjaan soal yang diakibatkan oleh keterbatasan konteks pengetahuan yang dimiliki siswa. Ketiga, ontogenical Obstacle yang terjadi karena proses pembelajaran yang tidak sesuai dengan kesiapan siswa. Identifikasi learning obstacle siswa pada materi pecahan, dapat menjadi rujukan guru dalam membuat prediksi tentang bagaimana kemungkinan berpikir dan pemahaman siswa akan berkembang dalam aktivitas belajar yang dirancang oleh guru. Maka didapatkan berdasarkan hasil penelitian secara umum terdapat empat pola learning trajectory siswa pada materi pecahan di kelas rendah sekolah dasar yaitu: Bagian part yang sama pada kuantitas pecahan yang diperhatikan dan suatu keseluruhan yang utuh (whole), membandingkan pecahan (comparison of fraction), pecahan senilai (Equivalent fractions), dan operasi penjumlahan dan pengurangan pecahan (adding and subtracting fractions). Sehingga diharapkan pengajaran konsep pecahan dapat diperkenalkan kepada siswa sesuai dengan tingkat kognitif pada jenjangnya, serta dengan pengajaran yang aplikasinya dapat diterapkan dalam berbagai konteks aplikasi kehidupan. Kata Kunci: learning trajectory, learning obstacle, pecahan, didactical obstacles, epistemological obstacle, ontogeny obstacle, siswa kelas rendah Sekolah Dasar. Abstract To give birth to quality learning on fraction material, an appropriate learning trajectory is needed, which takes into account the construction of students' understanding of fraction material. And it cannot be denied that the benchmarks for the preparation of a learning trajectory need to pay attention to the existence of learning obstacles from students towards fraction learning material. So that the focus of research is trying to reveal learning obstacles and analysis of student learning trajectories on fraction material in low-grade elementary schools. This study used a qualitative approach with a case study method and the research subjects were grade III elementary school students. Based on the results of data analysis, specifically tests and interviews, there were several obstacles to student learning, including the first, didactic obstacles that were identified from problem processing errors caused by the implementation of the student learning process. Second, an epistemological obstacle that arises from errors in the processing of questions caused by the limited context of knowledge that students have. Third, the ontogeny obstacle that occurs because the learning process is not by the readiness of students. Identification of student learning obstacles on fraction material can be a reference for teachers in making predictions about how students' thinking and understanding will likely develop in learning activities designed by the teacher. Based on the results of the study, in general, there are four patterns of student learning on fraction material in low-grade elementary school, namely: The same part of the number of fractions that pay attention and the intact whole, comparison of fractions, equivalent fractions, operations addition and subtracting fractions. So it is hoped that teaching the concept of fractions can be introduced to students according to the cognitive level at the level, as well as with teaching whose application can be applied in various contexts of life applications. Key words: learning trajectory, learning obstacle, fraction, didactical obstacles, epistemological obstacle, ontogeny obstacle, lower-grade of elementary school.