DESAIN DIDAKTIS PADA KONSEP BARISAN DAN DERET GEOMETRI BERDASARKAN KAJIAN LEARNING OBSTACLE

• Main Author: Magfiroh, - (Author)
• Format: Book
• Published: 2023-08-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/99229/1/T_MTK_2010273_Title.pdf; http://repository.upi.edu/99229/2/T_MTK_2010273_Chapter1.pdf; http://repository.upi.edu/99229/3/T_MTK_2010273_Chapter2.pdf; http://repository.upi.edu/99229/4/T_MTK_2010273_Chapter3.pdf; http://repository.upi.edu/99229/5/T_MTK_2010273_Chapter4.pdf; http://repository.upi.edu/99229/6/T_MTK_2010273_Chapter5.pdf; http://repository.upi.edu/99229/7/T_MTK_2010273_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; QA Mathematics

Barisan dan deret geometri merupakan materi matematika yang diajarkan pada jenjang Sekolah Menengah Atas. Berdasarkan hasil penelitian terdahulu ditemukan bahwa dalam menyelesaikan permasalahan terkait barisan dan deret geometri, terdapat sejumlah siswa yang salah dalam menggunakan rumus serta keliru dalam menyelesaikan operasi hitung. Hal tersebut dapat menimbulkan learning obstacle. Penelitian ini bertujuan untuk memperoleh gambaran learning obstacle yang dialami siswa pada materi barisan dan deret geometri serta memberikan alternatif desain dalam mengatasi permasalahan tersebut. Subjek dalam penelitian ini adalah siswa kelas XI dan XII pada salah satu Madrasah Aliyah di Kabupaten Cirebon Propinsi Jawa Barat. Pengumpulan data yang digunakan ialah dengan tes, wawancara guru dan siswa, serta studi dokumen. Desain penelitian ini menggunakan Didactical Design Research (DDR). Tahapan penelitian terbagi menjadi empat yaitu tahap persiapan, tahap analisis prospektif, tahap analisis metapedadidaktik, dan tahap analisis retrospektif. Hasil penelitian menunjukkan bahwa terdapat learning obstacle yang dialami siswa meliputi ontogenic obstacle, epistemological obstacle, dan didactical obstacle. Desain didaktis yang dikembangkan berdasarkan learning obstacle dapat diimplementasikan pada siswa kelas XI dan menjadi salah satu alternatif desain untuk meminimalisir learning obstacle. Geometrical sequences and series are mathematics topic that is taught at the senior high school level. Based on the results of previous research it was found that in solving problems related to geometric sequences and series, there were some students who were wrong in using formulas and were wrong in completing arithmetic operations. This can cause learning obstacles. This study aims to obtain an overview of the learning obstacles experienced by students in the material of geometric sequences and series as well as to provide alternative designs in overcoming these problems. The subjects in this study were students of class XI and XII at one of the Madrasah Aliyah in Cirebon District, West Java Province. The collection of data used is by tests, teacher and student interviews, as well as document studies. The research design uses Didactical Design Research (DDR). The research stages were divided into four, namely the preparation stage, the prospective analysis stage, the metepedidactic analysis stage, and the retrospective analysis stage. The results showed that there were learning obstacles experienced by students including ontogenic obstacles, epistemological obstacles, and didactical obstacles. Didactic designs developed based on learning obstacles can be implemented in class XI students and become an alternative design to minimize learning obstacles.