Fentiawati Trysna Dinata, - (2025) KONSTRUKSI DAN PENERAPAN DESAIN DIDAKTIS MATERI SISTEM PERSAMAAN LINEAR TIGA VARIABEL DENGAN PENDEKATAN METAKOGNITIF PADA KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA. S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Tujuan penelitian adalah untuk merancang desain didaktis hipotetis materi sistem persamaan linear tiga variabel melalui pendekatan metakognitif dengan mempertimbangakan learning obstacle dan kemampuan pemecahan masalah matematis siswa. Penelitian ini merupakan penelitian kualitatif berupa Didactical Design Research (DDR) yang meliputi tiga tahapan yaitu analisis prospektif, analisis metapedadidaktik dan analisis retrospektif. Partisipan pada tahap pertama berjumlah 22 orang yang telah mempelajari materi SPLTV dan tahap kedua berjumlah 22 orang yang akan mempelajari materi SPLTV. Penelitian ini dilakukan di salah satu sekolah SMA di Kabupaten Bandung. Pengumpulan data dilakukan melalui triangulasi data yang meliputi tes kemampuan pemecahan masalah, wawancara, observasi dan studi dokumentasi. Hasil penelitian menunjukkan bahwa: (1) kemampuan pemecahan masalah matematis pada permasalahan SPLTV sebelum desain didaktis diimplementasikan memiliki rata-rata sebesar 31% berada pada kategori rendah; (2) ditemukan learning obstacles pada siswa dalam menyelesaikan soal kemampuan pemecahan masalah terkait permasalahan SPLTV yang meliputi ontogenic learning obstacles (konseptual, instrumental, psikologis), epistemological learning obstacle, dan didactical learning obstacle; (3) HLT dikembangkan berdasarkan tujuan pembelajaran, aktivitas pembelajaran serta prediksi kemungkinan yang terjadi pada proses pembelajaran; (4) desain didaktis hipotetis dikembangkan berdasarkan pendekatan metakognitif dengan merujuk pada tahapan situasi didaktis yaitu situasi aksi, formulasi, validasi dan institusionalisasi. Langkah-langkah pendekatan metakognitif meliputi mengidentifikasi informasi, merencanakan dan melakukan pengaturan diri, menyatakan proses berpikir, melaporkan kembali proses berpikir dan evaluasi. Setiap langkah-langkah pendekatan metakognitif yang memuat tahapan situasi didaktis terdapat prediksi respon siswa dan Antisipasi Didaktis Pedagogis (ADP); (5) implementasi desain didaktis sebagian besar tidak ditemukan kembali learning obstacle, meliputi ontogenic learning obstacle semua tipe, epistemological learning obstacle, serta didactical learning obstacle. Namun, telah ditemukan kembali sebagian kecil ontogenic learning obstacle tipe instrumental. Rata-rata kemampuan pemecahan masalah matematis siswa setelah desain didaktis diimplementasikan memperoleh persentase 79% berada pada kategori tinggi; serta (6) perbaikan desain didaktis dilakukan pada bahan ajar berupa Lembar Kerja (LK) dengan memperhatikan langkah-langkah setiap pengerjaan yang dirancang agar siswa dapat mengembangkan kemampuan pemecahan masalah. The purpose of the study is to design a hypothetical didactic design of three-variable linear equation system materials through a metacognitive approach by considering learning obstacles and students' mathematical problem-solving skills. This research is qualitative in the form of Didactical Design Research (DDR), which includes three stages, namely prospective analysis, metapedidactic analysis, and retrospective analysis. Participants in the first stage are 22 people who have studied SPLTV material, and the second stage is 22 who will study SPLTV material. This research was conducted in one of the high schools in the Bandung district. Data collection is carried out through data triangulation, which includes KPM tests, interviews, observations, and documentation studies. The results showed that: (1) the ability to solve mathematical problems in SPLTV problems before the didactic design was implemented had an average of 31% in the lower category; (2) learning obstacles were found in students in solving problem-solving problems related to SPLTV problems, which included ontogenic learning obstacles (conceptual, instrumental, psychological), epistemological learning obstacles, and didactical learning obstacles; (3) HLT is developed based on learning objectives, learning activities and predictions of possibilities that occur in the learning process (4) hypothetical didactic design is developed based on a metacognitive approach by referring to the stages of didactic situations, namely action situations, formulation, validation, and institutionalization. The steps of the metacognitive approach include identifying information, planning and self-organizing, expressing thought processes, and reporting back on thinking processes and evaluations. Each step of the metacognitive approach that includes the stages of the didactic situation includes a prediction of student response and Pedagogical Didactic Anticipation (ADP); (5) the implementation of didactic design is mostly not rediscovered learning obstacles, including ontogenic learning obstacles of all types, epistemological learning obstacles, and didactical learning obstacles. However, a small percentage of instrumental-type ontogenic learning obstacles have been rediscovered. The average mathematical problem-solving ability of students after the didactic design was implemented obtained a percentage of 79%, which was in the high category; (6) improvements to didactic designs are carried out on teaching materials in the form of worksheets (LK) by paying attention to the steps of each work that is designed so that students can develop problem-solving skills.
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| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?user=r3kPT4UAAAAJ&hl=id ID SINTA Dosen Pembimbing: Siti Fatimah: 5978161 Kartika Yulianti: 5979108 |
| Uncontrolled Keywords: | Learning Obstacles, Didactical Design Research, Pendekatan Metakognitif, Kemampuan Pemecahan Masalah Matematis Siswa Learning Obstacles, Didactical Design Research, Metacognitive Approach, Problem Solving Skill |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education Q Science > QA Mathematics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika - S2 |
| Depositing User: | Fentiawati Trysna Dinata |
| Date Deposited: | 11 Feb 2025 01:24 |
| Last Modified: | 11 Feb 2025 01:24 |
| URI: | http://repository.upi.edu/id/eprint/130533 |
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