DESAIN TETRAHEDRON DIDAKTIS DENGAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS DITINJAU DARI STABILITAS EMOSI SISWA SMA

Wulan Resti Oktaviani, - and Darhim, - and Nurjanah, - and Kusnandi, - (2025) DESAIN TETRAHEDRON DIDAKTIS DENGAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS DITINJAU DARI STABILITAS EMOSI SISWA SMA. S3 thesis, Universitas Pendidikan Indonesia.

Abstract

Kemampuan penalaran matematis merupakan salah satu kompetensi esensial dalam pembelajaran matematika yang penting untuk dikembangkan, terutama dalam menghadapi tantangan asesmen nasional dan seleksi masuk perguruan tinggi. Namun, berbagai studi menunjukkan bahwa kemampuan ini masih tergolong rendah pada jenjang Sekolah Menengah Atas (SMA) dan faktor afektif seperti stabilitas emosi turut mempengaruhi proses berpikir siswa. Oleh karena itu, diperlukan inovasi pembelajaran yang memperhatikan aspek kognitif dan emosional siswa. Penelitian ini bertujuan untuk mengembangkan dan menguji efektivitas Desain Tetrahedron Didaktis berupa bahan ajar berbasis Desmos Classroom Activities dengan model discovery learning untuk meningkatkan kemampuan penalaran matematis siswa SMA, ditinjau dari stabilitas emosi. Desain ini mencakup empat komponen utama yaitu guru, siswa, materi, dan teknologi. Desmos digunakan sebagai platform interaktif yang memungkinkan eksplorasi konsep matematika secara mandiri. Model discovery learning diterapkan untuk mendorong keterlibatan aktif siswa dalam menemukan dan membangun pemahaman konsep. Penelitian ini menggunakan metode penelitian yang digunakan adalah Research and Development (R&D) dengan model ADDIE yang terdiri dari analysis, design, development, implementation, dan evaluation. Produk bahan ajar dikembangkan menggunakan Desmos Classroom Activities, sedangkan implementasinya dilakukan dengan model discovery learning. Uji kepraktisan dilakukan di SMA Negeri 3 dan SMA Negeri 14 Bandung, sedangkan implementasi dilakukan pada 144 siswa SMA Negeri 3 Bandung tahun ajaran 2024/2025, yang terdiri dari 72 siswa kelompok eksperimen 1 dan 72 siswa kelompok eksperimen 2. Hasil penelitian menunjukkan bahwa: 1) bahan ajar yang dikembangkan memenuhi kriteria sangat praktis dan efektif dalam meningkatkan kemampuan penalaran matematis siswa; 2) desain tetrahedron didaktis dengan model discovery learning memiliki karakteristik yang fleksibel dan adaptif untuk meningkatkan kemampuan penalaran matematis siswa SMA dengan mempertimbangkan stabilitas emosi siswa; 3) peningkatan dan pencapaian kemampuan penalaran matematis siswa yang memperoleh bahan ajar berbasis Desmos classroom activities dengan model discovery learning lebih tinggi daripada siswa yang belajar dengan model discovery learning berbantuan buku teks; 4) terdapat perbedaan signifikan dalam pencapaian kemampuan penalaran matematis antara siswa yang stabilitas emosinya tinggi, sedang, dan rendah; 5) tidak terdapat interaksi antara jenis pembelajaran dan stabilitas emosi terhadap pencapaian kemampuan penalaran matematis. Mathematical reasoning ability is one of the essential competencies in mathematics education that needs to be developed, particularly in preparing students for national assessments and university entrance selection. However, various studies indicate that this ability remains relatively low at the Senior High School (SMA) level, and affective factors such as emotional stability also influence students’ thinking processes. Therefore, instructional innovations that consider both cognitive and emotional aspects are necessary. This study aims to develop and evaluate the effectiveness of a Didactic Tetrahedron Design in the form of learning materials based on Desmos Classroom Activities, integrated with the discovery learning model to improve high school students’ mathematical reasoning skills, taking into account their emotional stability. The design consists of four key components: teacher, student, content, and technology. Desmos is used as an interactive platform that allows students to explore mathematical concepts independently. This study adopts a Research and Development (R&D) methodology using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The learning materials were developed using Desmos Classroom Activities and implemented through the discovery learning model. Practicality testing was conducted at SMA Negeri 3 and SMA Negeri 14 Bandung, while implementation was carried out with 144 students from SMA Negeri 3 Bandung in the 2024/2025 academic year, consisting of 72 students in Experimental Group 1 and 72 students in Experimental Group 2. The findings of the study indicate that: (1) the developed learning materials are highly practical and effective in improving students’ mathematical reasoning ability; (2) the Didactic Tetrahedron Design combined with the discovery learning model is flexible and adaptive in enhancing students’ reasoning abilities while considering their emotional stability; (3) the reasoning achievement and improvement of students taught using Desmos-based materials with discovery learning are higher than those taught using textbooks with the same learning model; (4) there are significant differences in mathematical reasoning achievement among students with high, moderate, and low emotional stability; and (5) there is no interaction between the type of instruction and emotional stability on mathematical reasoning achievement.

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Item Type:	Thesis (S3)
Additional Information:	https://scholar.google.com/citations?hl=en&user=--A-v9MAAAAJ Darhim:6166301 Nurjanah:5995393 Kusnandi: 6700094
Uncontrolled Keywords:	Discovery learning; Penalaran matematis; Stabilitas emosi; Tetrahedron didaktis; Desmos Classroom
Subjects:	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 > Pendidikan Matematika - S3
Depositing User:	Wulan Resti Oktaviani
Date Deposited:	24 Jun 2025 03:57
Last Modified:	24 Jun 2025 03:57
URI:	http://repository.upi.edu/id/eprint/133742

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