DESAIN DIDAKTIS KONSEP VOLUME BANGUN RUANG SISI DATAR UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS SISWA SMP - Diski Novianda, - (2023)
Penelitian ini dilatarbelakangi oleh rendahnya pemahaman konsep geometri dan rendahnya kemampuan penalaran matematis siswa SMP pada konsep volume bangun ruang sisi datar. Terkait permasalahan tersebut, perlu dirancang alternatif pembelajaran dalam memahami konsep geometri serta dapat mengembangkan kemampuan penalaran matematis siswa. salah satunya adalah mendesain situasi pembelajaran yang mengaplikasi penggunaan kemampuan penalaran matematis dengan mempertimbangkan learning obstacle, learning trajectory, dan respon siswa yang dituangkan dalam suatu desain didaktis. Perancangan desain pembelajaran yang dimaksud dilakukan dalam sebuah penelitian kualitatif dengan menggunakan tahapan Didactical Design Research (DDR), yang dimulai dari penemuan learning obstacle yang muncul pada pembelajaran konsep volume bangun ruang sisi datar di salah satu SMP kota Jambi. Berdasarkan hasil analisis terhadap learning obstacle tersebut kemudian disusun hypothetical learning trajectory (HLT) sebagai acuan merancang desain didaktis hipotesis. Hasil studi mengidentifikasi learning obstacle, yaitu ontogenical obstacle, didactical obtacle, dan epistemological obstacle yang meliputi (1) yaitu terbatasnya pengetahuan konsep prasyarat siswa yaitu pengetahuan tentang konsep bangun datar segitiga dan segi empat serta jenis-jenis bangun ruang sisi datar, (2) terbatasnya kemampuan matematika dasar siswa seperti operasi bilangan desimal, (3) rendahnya motivasi belajar siswa, (4) keterbatasan kemampuan penalaran matematis siswa, (5) siswa tidak terfasilitasi dengan baik dalam memaknai konsep, (6) sajian materi tidak memfasilitasi siswa untuk melakukan aksi dan formulasi, (7) Penyajian gambar bangun ruang yang tidak mempermudah siswa untuk memahami bangun ruang sisi datar (8) Sajian materi tidak memfasilitasi siswa untuk melakukan penalaran, (9) keterbatasan pemahaman siswa terhadap permasalahan non-rutin, (10) keterbatasan pemahaman siswa dalam pemecahan masalah penalaran matematis. Berdasarkan temuan learning obstacle tersebut disusunlah hypothetical learning trajectory (HLT) dilanjutkan dengan perancangan desain didaktis hipotesis dengan memanfaatkan LKPD bantuan GeoGebra sebagai upaya mengurangi learning obstacle dan diharapkan dapat mengembangkan kemampuan penalaran matematis siswa. The background of this research is the lower understanding among junior high school students regarding geometric concepts as well as their mathematical reasoning ability in the volume concept of polyhedron. Related to these problems, it is necessary to design learning alternatives in understanding geometric concepts and which enable students to develop their mathematical reasoning abilities. One of the solutions is designing learning situations which implement the use of mathematical reasoning abilities by considering the learning obstacles, learning trajectories, and student responses as outlined in the didactic design. The design of the intended learning design was carried out in a qualitative study using the Didactical Design Research (DDR) stages, which began with the discovery of learning obstacles that arose in the learning of the volume concept of polyhedron in one of junior high schools in Jambi. Based on the results of the analysis of the learning obstacles, a hypothetical learning trajectory (HLT) was then prepared as a reference for designing hypothetical didactic designs. The results of the study identified learning obstacles, namely ontogenical obstacles, didactical obstacles, and epistemological obstacles which included (1) limited knowledge of students' prerequisite concepts, namely knowledge of the concept of triangular and rectangular shapes and types of polyhedron, (2) limitations students' basic mathematical concepts related to the operation of decimal number (3) lower learning motivation of students, (4) limited students' mathematical reasoning abilities, (5) students are lacking supported in interpreting the concepts, (6) presentation material does not facilitate students to perform their action and formulation, (7) students are struggling to comprehend presentation of geometrical shapes (8) presentation material does not ease the students in performing reasoning, (9) limitations of students' understanding of non-routine problems, and, (10) limitations of students' understanding in solving mathematical reasoning problems. Based on the findings of these learning obstacles, a hypothetical learning trajectory (HLT) was prepared, followed by designing a hypothetical didactic design by utilizing the GeoGebra-assisted LKPD as an effort to reduce learning obstacles and expected to develop students' mathematical reasoning abilities.