DESAIN DIDAKTIS MATERI BARISAN DAN DERET GEOMETRI PADA PEMBELAJARAN MATEMATIKA DI SMK

• Main Author: Nelvita Febrina Hasan, - (Author)
• Format: Book
• Published: 2022-11-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/86550/1/T_MTK_2002226_Title.pdf; http://repository.upi.edu/86550/2/T_MTK_2002226_Chapter1.pdf; http://repository.upi.edu/86550/3/T_MTK_2002226_Chapter2.pdf; http://repository.upi.edu/86550/4/T_MTK_2002226_Chapter3.pdf; http://repository.upi.edu/86550/5/T_MTK_2002226_Chapter4.pdf; http://repository.upi.edu/86550/6/T_MTK_2002226_Chapter5.pdf; http://repository.upi.edu/86550/7/T_MTK_2002226_Appendix.pdf
• Keywords: L Education (General)

Desain Didaktis Materi Barisan dan Deret Geometri pada Pembelajaran Matematika di SMK. Barisan dan deret geometri merupakan salah satu materi yang sering kali ditemukannya learning obstacle pada siswa dalam mempelajarinya. Sebagai upaya untuk membangun pemahaman yang baik bagi siswa dalam mempelajari konsep barisan dan deret geometri penting dilakukan sebuah penelitian desain didaktis. Penelitian ini bertujuan untuk membuat desain didaktis rekomendasi pada pembelajaran barisan dan deret geometri siswa SMK yang terdiri dari tiga pertemuan berdasarkan situasi didaktis dan learning obstacle yang terjadi selama pembelajaran yang dilakukan oleh guru. Metode penelitian yang digunakan adalah penelitian kualitatif berupa Didactical Design Research (DDR). Partisipan dalam penelitian adalah siswa kelas X SMK pada salah satu SMK di Pekanbaru. Pengumpulan data dilakukan dengan menggunakan teknik observasi, wawancara, tes, dan dokumentasi. Hasil penelitian yang diperoleh adalah pembelajaran barisan dan deret geometri yang dilakukan oleh guru belum menunjukkan adanya situasi aksi, formulasi, validasi, dan institusionalisasi, sehingga berpotensi munculnya learning obstacle pada siswa. Learning obstacle siswa yang teridentifikasi meliputi pemberian rumus secara langsung tanpa adanya proses mengkonstruksi pengetahuan (didactical obstacle), kurangnya minat dan kesiapan siswa dalam menerima pembelajaran (ontogenic obstacle), serta siswa kesulitan menggunakan konsep barisan dan deret geometri dalam menyelesaikan soal bentuk cerita (epistemological obstacle). Berdasarkan situasi didaktis dan learning obstacle siswa yang teridentifikasi, maka dirancang sebuah desain didaktis materi barisan dan deret geometri. Hasil implementasi desain didaktis menunjukkan bahwa proses pembelajaran telah terjadi situasi aksi, formulasi, validasi, dan institusionalisasi, serta dapat meminimalisir munculnya learning obstacle pada siswa. Kekurangan pada desain didaktis direvisi sehingga menjadi desain didaktis rekomendasi yang dapat dijadikan salah satu alternatif bahan ajar pada pembelajaran barisan dan deret geometri. Kata Kunci: Situasi Didaktis, Learning Obstacle, Desain Didaktis, Barisan dan Deret Geometri. Didactical Design of Geometric Sequences and Series in Mathematics Learning in Vocational High School. Geometric sequences and series are one of the topics that students often have learning obstacles to. As an effort to build a good understanding for students in learning the concepts of geometric sequences and series, it is important to conduct didactical design research. This study aims to make a recommended didactical design for learning geometric sequences and series for Vocational High School students which consists of three meetings based on the didactical situation and learning obstacles that occur during the learning carried out by the teacher. The research method used is qualitative research in the form of a Didactical Design Research (DDR). Participants in the study were students of class X Vocational High School at one of the Vocational High Schools in Pekanbaru. The data analysis technique used observations, interviews, tests, and documentation. The results of the research obtained are that the learning of geometric sequences and series carried out by the teacher has not shown any situations of action, formulation, validation, and institutionalization, so that there is a potential for learning obstacles to arise in students. The identified student learning obstacles include giving formulas directly without any knowledge construction process (didactical obstacle), lack of interest and readiness of students in accepting learning (ontogenic obstacle), and students having difficulty using the concepts of geometric sequences and series in solving contextual problems (epistemological obstacle). Based on the didactical situation and identified student learning obstacles, a didactical design for geometric sequences and series is designed. The results of the implementation of the didactical design show that the learning process has occurred in situations of action, formulation, validation, and institutionalization, and can minimize the emergence of learning obstacles in students. Weaknesses in the didactical design were revised so that it became a recommended didactical design that could be used as an alternative teaching material for learning geometric sequences and series. Keywords: Didactical Situations, Learning Obstacles, Didactical Design, Geometric Sequences and Series.