LEARNING OBSTACLE PADA MATERI BENTUK ALJABAR KELAS VII SMP

Syahrizal Kurniawan Brata, - and Dadan Dasari, - and Lukman, - (2025) LEARNING OBSTACLE PADA MATERI BENTUK ALJABAR KELAS VII SMP. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Kemampuan berpikir aljabar siswa kelas VII masih rendah akibat adanya potensi learning obstacle yang bersumber dari desain sajian materi dalam buku teks. Penelitian ini bertujuan menganalisis sajian materi bentuk aljabar dalam buku teks matematika kelas VII berbasis teori praxeology serta mengidentifikasi learning obstacle yang muncul. Metode penelitian menggunakan pendekatan kualitatif dengan desain fenomenologi untuk menggali pengalaman belajar siswa melalui analisis dokumen, tes diagnostik, dan wawancara mendalam. Penelitian dilakukan dalam dua tahap, yaitu analisis dokumen buku teks berdasarkan komponen praxeology dan analisis learning obstacle melalui tes diagnostik terhadap 30 subjek. Hasil menunjukkan bahwa meskipun struktur praxeology telah digunakan secara relatif lengkap, ditemukan beberapa hambatan belajar, termasuk didactical obstacle seperti penyajian gambar yang multitafsir dan urutan konsep yang kurang runtut, epistemological obstacle berupa keterbatasan pengetahuan awal siswa dan penggunaan istilah yang tidak ilmiah, serta ontogenic obstacle berupa hambatan psikologis, konseptual, dan instrumental. Faktor utama penghambat pemahaman konseptual siswa adalah ketidakteraturan urutan konsep, kelemahan visualisasi, serta keterbatasan konteks dan motivasi. Perbaikan desain pembelajaran diperlukan untuk mendukung konstruksi pengetahuan aljabar siswa secara lebih optimal.

The algebraic thinking ability of seventh-grade students remains low due to potential learning obstacles originating from the design of textbook material presentation. This study aims to analyze the presentation of algebraic forms in seventh-grade mathematics textbooks based on praxeological theory and to identify the resulting learning obstacles. The research employed a qualitative approach with a phenomenological design to explore students' learning experiences through document analysis, diagnostic tests, and in-depth interviews. The study was conducted in two stages: document analysis based on praxeological components and learning obstacle analysis through diagnostic tests involving 30 participants. The results indicate that although the praxeological structure was relatively well-implemented, several learning obstacles were identified, including didactical obstacles such as ambiguous illustrations and disorganized concept sequencing; epistemological obstacles such as limited prior knowledge and the use of non-scientific terminology; and ontogenic obstacles such as psychological, conceptual, and instrumental difficulties. The main factors hindering students' conceptual understanding were irregular sequencing of concepts, weaknesses in visualization, and limitations in contextualization and motivation. Improving the instructional design is essential to better support students' construction of algebraic knowledge.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?view_op=list_works&hl=en&user=OjgTGd0AAAAJ ID SINTA Dosen Pembimbing: Dadan Dasari: 6000619 Lukman: 6675529
Uncontrolled Keywords:	Learning obstacle, praxeology, praksiologi, DDR, didactical design research, learning trajectory, buku teks, buku paket, analisis konten, content analysis
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Matematika - S1 > Program Studi Pendidikan Matematika
Depositing User:	Syahrizal Kurniawan Brata
Date Deposited:	15 May 2025 03:44
Last Modified:	15 May 2025 03:44
URI:	http://repository.upi.edu/id/eprint/133247

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