PENGEMBANGAN BAHAN AJAR MATERI BARISAN DAN DERET GEOMETRI DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION UNTUK MEMBANGUN PEMAHAMAN KONSEP SISWA SEKOLAH MENENGAH PERTAMA

• Main Author: Raudina Rahmadhani, - (Author)
• Format: Book
• Published: 2021-08-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/65199/1/S_MAT_1700353_Title.pdf; http://repository.upi.edu/65199/2/S_MAT_1700353_Chapter1.pdf; http://repository.upi.edu/65199/3/S_MAT_1700353_Chapter2.pdf; http://repository.upi.edu/65199/4/S_MAT_1700353_Chapter3.pdf; http://repository.upi.edu/65199/5/S_MAT_1700353_Chapter4.pdf; http://repository.upi.edu/65199/7/S_MAT_1700353_Chapter5.pdf; http://repository.upi.edu/65199/8/S_MAT_1700353_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Pemahaman konsep perlu dikuasai agar siswa dapat mengembangkan kemampuan matematis yang lainnya. Namun, yang terjadi banyak siswa yang kurang memahami konsep matematika sehingga mereka mengalami kesulitan dalam menyelesaikan permasalahan matematika, salah satunya pada materi barisan dan deret geometri. Oleh karena itu, peneliti melakukan penelitian dengan tujuan untuk menyusun desain bahan ajar materi barisan dan deret geometri yang dapat membangun konsep matematika siswa. Materi ini terdapat pada bab pola bilangan, yaitu pada kelas 8 SMP. Perancangan ini dibuat menggunakan metode Design Research. Pertama-tama, peneliti mempelajari permasalahan yang ada dalam pembelajaran materi barisan dan deret geometri melalui studi literatur penelitian yang relevan serta melakukan uji permulaan. Uji permulaan diberikan kepada siswa kelas 8, yaitu sebanyak 6 siswa. Hal ini digunakan untuk merancang desain bahan ajar dengan menggunakan prinsip-prinsip Realistic Mathematics Education (RME), yaitu prinsip aktivitas, prinsip realitas, prinsip tingkatan, dan prinsip pembimbingan. Pendekatan RME ini menjadi salah satu solusi yang membuat pembelajaran lebih bermakna bagi siswa. Desain bahan ajar materi ini, dibagi menjadi tiga pertemuan dengan masing-masing terdapat tes formatif yang dapat digunakan untuk melihat perkembangan belajar siswa dalam memahami materi tersebut. Desain bahan ajar ini telah diujikan kepada 4 siswa kelas 7 yang belum mempelajari barisan dan deret geometri. Berdasarkan temuan di lapangan maka disusun desain bahan ajar revisi yang diharapkan dapat membangun konsep matematika siswa lebih baik lagi serta mengurangi kemungkinan munculnya kesulitan-kesulitan belajar yang dialami siswa dalam mempelajari materi barisan dan deret geometri. ABSTRACT Conceptual understanding needs to be mastered by students so that they are able to develop other cognitive abilities. However, there are many students who do not understand the mathematical concepts. As a consequence, many students have difficulties in solving mathematical problems, one of which is the difficulty in solving geometric sequences and series problems. Therefore, this research aims to design the teaching material for geometric sequences and series concept so that it can improve the students' mathematical concepts. This content is found in the number and pattern chapter, which is learned by year 8 junior high school students. Moreover, the teaching material design was made using the Design Research method. To reach this aim, several steps were conducted in this research. First, relevant study literatures and preliminary tests were done to identify the problems existed in learning the geometric sequences and series. A preliminary test is given to six year 8 junior high school students. Second, the literature studies and the result of preliminary tests were used to design the teaching material using the principles of Realistic Mathematics Education (RME); the principle of activity, the principle of reality, the principle of level, and the principle of guidance. The RME approach can be an effective solution that makes the learning process more meaningful for students. The design of the teaching material for this topic is divided into three meetings. Each meeting has a formative test that can be used to see the progress of students' learning in understanding the material. The design of this teaching material has been tested on four students in year 7 who have not studied geometric sequences and series. Based on the findings in the field, the design of revised teaching materials is expected to be able to improve students' mathematical concepts and reduce the possibility of learning difficulties experienced by students in studying geometric sequences and series material.