LOCAL INSTRUCTION THEORY PERSAMAAN LINEAR SATU VARIABEL DALAM PENDEKATAN PEMBELAJARAN STEM UNTUK MENGEMBANGKAN MATHEMATICAL PROFICIENCY SISWA SMP

• Main Author: Siti Maryam Rohimah, - (Author)
• Format: Book
• Published: 2022-08-08.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/79265/5/D_MTK_1707570_Title.pdf; http://repository.upi.edu/79265/1/D_MTK_1707570_Chapter1.pdf; http://repository.upi.edu/79265/2/D_MTK_1707570_Chapter2.pdf; http://repository.upi.edu/79265/4/D_MTK_1707570_Chapter3.pdf; http://repository.upi.edu/79265/32/D_MTK_1707570_Chapter4.pdf; http://repository.upi.edu/79265/3/D_MTK_1707570_Chapter5.pdf; http://repository.upi.edu/79265/33/D_MTK_1707570_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Beberapa penelitian terdahulu telah mendokumentasikan learning obstacles yang dialami siswa SMP dalam mempelajari materi Persamaan Linear Satu Variabel (PLSV), yang berakibat pada rendahnya hasil belajar matematika. Tujuan penelitian ini merancang Local Instruction Theory (LIT) melalui Hypothetical Learning Trajectory (HLT) yang merupakan proses perancangan intervensi pembelajaran dalam serangkaian kegiatan sistematis untuk mengembangkan mathematical proficiency siswa. Rancangan LIT dalam penelitian ini yaitu pada materi PLSV menggunakan pendekatan pembelajaran Science, Technology, Engineering, dan Mathematics (STEM). Metode penelitian yang digunakan yaitu design research yang dilakukan sebanyak dua siklus. Masing-masing siklus dilakukan dalam tiga tahap design research yaitu preliminary design, teaching experiment, dan retrospective analysis. Subjek penelitian ini sebanyak 50 siswa dengan masing-masing siklus melibatkan 25 siswa. Siklus I dilakukan selama 6 minggu dengan melibatkan siswa kelas VII di SMPN 53 Bandung. Siklus II dilakukan selama 6 minggu dengan melibatkan siswa kelas VII di SMPN 27 Bandung. Pembelajaran di kedua siklus dilakukan secara daring di masa pandemi COVID-19. Data dikumpulkan dari berbagai sumber yaitu dari hasil tes, lembar kerja siswa, lembar observasi guru dan siswa, dokumentasi, wawancara, dan rekaman video selama pembelajaran. Hasil penelitian ini mendeskripsikan bagaimana desain LIT PLSV dalam pola integrasi STEM embedded (tertanam) dengan materi utama PLSV dan materi tertanam sains mengenai pengukuran perpindahan, jarak, waktu, dan kecepatan, teknologi yaitu penggunaan internet untuk mencari informasi terkait materi pembelajaran, dan engineering yaitu perancangan dynamo-powered toy car. LIT pada materi PLSV menjelaskan langkah-langkah yang dilalui siswa pada submateri pengertian PLSV, penyelesaian PLSV, penyelesaian PLSV pecahan, dan penerapan PLSV. Penerapan LIT PLSV dalam pendekatan pembelajaran STEM berkontribusi pada pengembangan setiap indikator dari mathematical proficiency. Secara keseluruhan, rata-rata siklus I mencapai kategori approaching proficiency dan berkembang pada siklus II yang mencapai rata-rata kategori proficient. Oleh karena itu, LIT yang dihasilkan berdampak pada pengembangan mathematical proficiency siswa yang baik. Previous studies have documented the learning obstacles that junior high school students experienced while learning about Linear Equations in One Variable (LEOV), which accounted for their low mathematics learning outcomes. The objective of this study is to design the Local Instruction Theory (LIT) through Hypothetical Learning Trajectory (HLT), which is a process of creating the learning intervention for a series of systematic activities to develop the students' mathematical proficiency. The LIT design in this study involved the subject of LEOV using Science, Technology, Engineering, and Mathematics (STEM) Learning approach. The research method used in this study was design research conducted in two cycles. Each cycle is carried out in three stages of design research, namely the preliminary design, teaching experiment, and retrospective analysis. This study involves 50 students as subjects during the two cycles, with 25 students in each cycle. The first cycle was carried out for 6 weeks, involving seventh-grade students of SMPN 53 Bandung. The second cycle was carried out for 6 weeks, involving seventh-grade students of SMPN 27 Bandung. The learning in both cycles was conducted online during the COVID-19 pandemic. Data were collected from multiple resources such as test results, student's workbooks, teachers' and student's observation sheets, records, interviews, and video recordings of the learning process. The results of this study describe how the design of LIT on LEOV in STEM's integration pattern is embedded with the LEOV's main subject and the science-embedded subjects on measuring, displacement, distance, time, speed, and technology. This study focuses on utilizing the Internet to gather information related to learning materials and engineering, specifically on assembling a dynamo-powered toy car. The LIT on LEOV describes the steps the students have to complete on the sub materials of LEOV definition, LEOV settlement, fractional LEOV settlement, and LEOV implementation. The implementation of LIT on LEOV in STEM contributes to the development of each indicator of mathematical proficiency. The first cycle reaches the category of approaching proficiency, which was developed in the second cycle and resulted in the proficient category. Therefore, the conducted LIT impacts the development of students' good mathematical proficiency.