LEARNING OBSTACLES DALAM PEMBELAJARAN OPERASI PENJUMLAHAN PECAHAN DI KELAS VII

• Main Author: Syein Fadilla Putri Sumirat, - (Author)
• Format: Book
• Published: 2023-01-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini membahas tentang hambatan yang dialami oleh siswa kelas VII di salah satu SMP di kota Bandung dalam mempelajari materi operasi penjumlahan pecahan. Hambatan tersebut dapat dilihat dari jawaban siswa dalam menyelesaikan soal-soal yang telah diberikan yang kemudian dilakukan wawancara mendalam kepada siswa dan guru mata pelajaran serta melalui observasi selama proses pembelajaran, pengerjan soal dan wawancara. Tujuan dari penelitian ini yaitu untuk menganalisis secara mendalam tentang hambatan belajar (learning obstacles) yang dialami oleh siswa. Metode yang digunakan dalam penelitian ini menggunakan pendekatan kualitatif dengan kerangka penelitian desain didaktis (Didactical Design Research). Berkaitan dengan hal itu, teknik pengumpulan data dilakukan dengan studi literatur dari hasil penelitian sebelumnya yang relevan dan studi lapangan dengan menggunakan teknik triangulasi yaitu gabungan dari tes tertulis, wawancara, observasi dan studi dokumentasi. Hasil penelitian menunjukkan bahwa secara dominan siswa mengalami hambatan belajar didactical obstacle yaitu siswa kurang memahami penjelasan yang disampaikan guru serta siswa kesulitan memahami buku-buku pembelajaran dan modul pengayaan. Kedua, ontogenic obstacle yaitu siswa kurang memahami konsep materi prasyarat dan proses pembelajaran cenderung kurang efektif dan terlalu sulit bagi siswa dan yang terakhir yaitu epistemological obstacle yaitu siswa mengalami keliru dalam menghitung dan menyederhanakan nilai dari suatu operasi hitung serta siswa kesulitan menyelesaikan masalah yang berkaitan dengan operasi penjumlahan pecahan This study discusses the obstacles experienced by class VII students at one of the junior high school at Bandung city in learning fraction addition operations. These obstacles can be seen from the students' answers in solving the questions that have been given, which are then carried out in-depth interviews with students and subject teachers and also through observation during the learning process, work on questions and interviews. The purpose of this study is to analyse in depth the learning obstacles experienced by students. The method used in this study uses a qualitative approach with a didactical design research framework. In this regard, the techniques to collect the data were carried out by means of literature studies from relevant previous research results and field studies using triangulation techniques, namely a combination of written tests, interviews, observation and documentation studies. The results of the study show that students experience learning barriers, namely didactical obstacle which means that students do not understand the explanation delivered by the teacher and students have difficulty understanding the learning package book and enrichment module. Secondly, ontogenic obstacle which means that students do not understand the concept of prerequisite material and the learning process tends to be less effective and too difficult for students and the last is the epistemological obstacle which means that students experience errors in calculating and simplifying the value of a calculation operation and students have difficulty solving problems related to fraction addition operations.

Item Description

http://repository.upi.edu/90349/7/S_MAT_1801680_Title.pdf
http://repository.upi.edu/90349/2/S_MAT_1801680_Chapter1.pdf
http://repository.upi.edu/90349/3/S_MAT_1801680_Chapter2.pdf
http://repository.upi.edu/90349/4/S_MAT_1801680_Chapter3.pdf
http://repository.upi.edu/90349/5/S_MAT_1801680_Chapter4.pdf
http://repository.upi.edu/90349/6/S_MAT_1801680_Chapter5.pdf
http://repository.upi.edu/90349/1/S_MAT_1801680_Appendix.pdf