DESAIN DIDAKTIS MATERI POLA BILANGAN DI KELAS 4 SEKOLAH DASAR

Santika Putri, - (2024) DESAIN DIDAKTIS MATERI POLA BILANGAN DI KELAS 4 SEKOLAH DASAR. S2 thesis, Universitas Pendidikan Indonesia.

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Official URL: https://repository.upi.edu/

Abstract

Disain Didaktis pada dasarnya terdiri atas tiga tahapan yaitu: (1) analisis situasi didaktis sebelum pembelajaran yang wujudnya berupa Disain Didaktis Hipotetis termasuk ADP, (2) analisis metapedadidaktik, dan (3) analisis retrosfektif yakni analisis yang mengaitkan hasil analisis situasi didaktis hipotetis dengan hasil analisis metapedadidaktik. Penelitian ini bertujuan untuk mendeskripsikan desain didaktis materi pola bilangan di kelas 4 sekolah dasar berdasarkan analisis learning obstacle. Melalui pendekatan kualitatif deskriptif, penelitian ini menggunakan framework Didactical Design Research (DDR). Temuan penelitian ini adalah diperolehnya desain didaktis pada materi pola bilangan di keas 4 sekolah dasar. Implementasi desain didaktis hipotetik memperlihatkan bahwa seluruh rangkaian situasi didaktis dapat dilalui siswa, demikian juga dengan respon siswa terhadap situasi didaktis sesuai dengan prediksi respon sehingga antisipasi didaktis pedagogis yang telah disiapkan dapat mengatasi respon yang muncul. Menariknya, dalam penggunaan desain didaktis pada materi pola bilangan, tidak lagi ditemukan learning obstacle, baik ontogenic obstacle, didactical obstacle, maupun empirical obstacle. Selanjutnya pengembangan yang dilakukan terhadap disain didaktis hipotetis, berpijak pada hasil implementasi, menghasilkan desain didaktis empiris pada materi pola bilangan. Secara keseluruhan penelitian ini menegaskan pentingnya suatu desain didaktis dalam Pembelajaran matematika, khususnya pada Pembelajaran pola bilangan. Didactic Design basically consists of three stages, namely: (1) analysis of the didactic situation before learning, which is in the form of a Hypothetical Didactic Design including ADP, (2) metapedidactic analysis, and (3) retrospective analysis, namely analysis that links the results of the analysis of the hypothetical didactic situation with the results of the metapedidactic analysis. This study aims to describe the didactic design of number pattern material in 4th grade elementary school based on learning obstacle analysis. Through a descriptive qualitative approach, this study uses the Didactic Design Research (DDR) framework. The result of this research are the didactic design obtained on the material of number patterns in 4th grade elementary school. The implementation of the hypothetical didactic design shows that the entire series of didactic situations can be passed by students, as well as the students' responses to the didactic situations in accordance with the predicted responses so that the pedagogical didactic anticipation that has been prepared can overcome the responses that arise. Interestingly, in the use of didactic design on number pattern material, learning obstacles are no longer found, whether ontogenic obstacles, didactic obstacles, or empirical obstacles. Furthermore, the development carried out on the hypothetical didactic design, based on the implementation results, resulted in an empirical didactic design on the material of number patterns. Overall, this research confirms the importance of a didactic design in Mathematics Learning, especially in Number Pattern Learning.

Item Type: Thesis (S2)
Additional Information: https://scholar.google.com/citations?user=ZpJv3mgAAAAJ&hl=id ID SINTA Dosen Pembimbing: Didi Suryadi: 5994183 Sufyani Prabawanto: 5995121
Uncontrolled Keywords: Desain Didaktis, Pola Bilangan Didactical Design, Number Pattern
Subjects: L Education > L Education (General)
Divisions: Sekolah Pasca Sarjana > Pendidikan Dasar S-2
Depositing User: SANTIKA PUTRI
Date Deposited: 16 Aug 2024 02:22
Last Modified: 16 Aug 2024 02:22
URI: http://repository.upi.edu/id/eprint/120294

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