Ikbal Pauji, - (2023) ANALISIS SAJIAN MATERI PENGENALAN BILANGAN CACAH SAMPAI 10 BERBASIS TEORI PRAXEOLOGY DAN DAMPAKNYA TERHADAP LEARNING OBSTACLE SISWA. S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Segitiga didaktis adalah kerangka teori yang menggambarkan hubungan antara tiga elemen kunci dalam proses belajar mengajar: guru, siswa, dan materi. Penting untuk menjaga keseimbangan antara komponen-komponen dalam segitiga didaktis guna menciptakan proses pembelajaran yang efektif. Penelitian terdahulu mengungkapkan kualitas buku teks yang umumnya dipilih sebagai acuan dalam penyajian materi nyatanya masih disajikan dengan kurang baik yang menciptakan hambatan belajar bagi siswa. Tujuan penelitian ini untuk menganalisis sajian materi pengenalan bilangan dalam buku teks matematika kelas 1 sekolah dasar kurikulum merdeka menggunakan teori praxeology serta dampak aktualisasi materi terhadap pembentukan learning obstacle siswa. Hal tersebut dilakukan dalam rangka memastikan perkembangan pembelajaran yang koheren dan bermakna. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi fenomenologi. Penelitian juga merupakan bagian dari kerangka kerja penelitian Didactical Design Research (DDR) yang didasarkan pada paradigma interpretif. Analisis praxeology dilakukan pada buku teks matematika kelas 1 Sekolah Dasar Kurikulum Merdeka yang dikeluarkan oleh Kementerian Pendidikan dan Kebudayaan Republik Indonesia (Kemendikbud) sajian materi pengenalan bilangan. Subjek yang dipilih dalam penelitian ini yaitu siswa kelas 1 salah satu sekolah dasar di Kota Bandung dengan jumlah 30 siswa. Hasil penelitian menunjukan bahwa sebagian besar task disajikan tidak terstruktur dalam artian kurang memperhatikan organisasi praxeology dan belum memperhatikan sisi epistemik. Hal ini kemudian sejalan dengan temuan dampak penerapan desain bagi siswa dimana ditemukan beberapa kasus siswa teridentifikasi mengalami obstacle. Ontogenic obstacle yang dialami siswa belum mampu memberikan justifikasi jawaban, siswa belum benar - benar memiliki pemahaman yang kuat tentang makna konsep bilangan baik sebagai kuantitas maupun sebagai urutan, dan siswa menunjukkan motivasi dan ketertarikan yang rendah dalam mempelajari konsep bilangan. Epistemological obstacle yang teridentifikasi ketidakmampuan siswa menangkap elemen-elemen konseptual yang lebih mendalam dalam hal mengidentifikasi kumpulan bilangan. Didactical obstacle yang teridentifikasi penyajian konsep bilangan yang salah sehingga berdampak siswa memformulasi pengetahuan yang salah dan sajian visual yang kurang sesuai. Learning obstacle yang teridentifikasi pada penelitian ini dapat dijadikan sumber pertimbangan penyusunan desain didaktis pada materi pengenalan bilangan yang berdasar kepada karakteristik dan kebutuhan siswa yang diperoleh dari hasil penelitian ini. The didactic triangle is a theoretical framework that describes the relationship between three key elements in the teaching and learning process: teachers, students, and materials. It is important to maintain a balance between the components in the didactic triangle in order to create an effective learning process. Previous research revealed that the quality of textbooks that are generally chosen as references in presenting material are in fact still poorly designed which creates learning obstacles for students. The aim of this research is to analyze the presentation of number recognition material in independent curriculum primary school mathematics textbooks using praxeology theory and the impact of material actualization on the formation of students' learning obstacles. This is done in order to ensure coherent and meaningful learning development. This research uses a qualitative approach with a phenomenological study design. The research is also part of the Didactical Design Research (DDR) research framework which is based on the interpretive paradigm. Praxeological analysis was carried out on the 1st grade mathematics textbook for the Independent Curriculum Primary School issued by the Ministry of Education and Culture of the Republic of Indonesia (Kemendikbud) which presents material on number recognition. The subjects chosen in this research were grade 1st students of one of the elementary schools in Bandung City with a total of 30 students. The research results show that most of the tasks presented are unstructured in the sense that they do not pay enough attention to the praxeological organization and do not pay attention to the epistemic side. This is then in line with the findings of the impact of implementing design on students where several cases of students were identified as experiencing obstacles. Ontogenic obstacles experienced by students are not being able to provide justification for answers, students do not really have a strong understanding of the meaning of the concept of numbers both as quantities and as sequences, and students show low motivation and interest in studying the concept of numbers. The identified epistemological obstacle is the inability of students to grasp deeper conceptual elements in terms of identifying sets of numbers. The identified didactical obstacle is the presentation of incorrect number concepts, which results in students formulating incorrect knowledge and inappropriate visual presentation. The learning obstacles identified in this research can be used as a source of consideration for preparing didactical designs for number recognition material based on the characteristics and needs of students obtained from the results of this research.
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| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?user=cJnyg7IAAAAJ&hl=en ID SINTA Pembimbing: Didi Suryadi: 5994183 |
| Uncontrolled Keywords: | Analisis Praxeology, Learning obstacle, Didactical Design Research, Pengenalan Bilangan Praxeological Analysis, Learning obstacle, Didactical Design Research, Number Recognition |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education Q Science > QA Mathematics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Matematika - S1 |
| Depositing User: | Ikbal Pauji |
| Date Deposited: | 09 Jan 2024 04:35 |
| Last Modified: | 09 Jan 2024 04:35 |
| URI: | http://repository.upi.edu/id/eprint/114225 |
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