DESAIN PEMBELAJARAN INTEGRAL: KAJIAN TRANSPOSISI DIDAKTIS MAHASISWA TEKNIK SIPIL

Lina nurhayati, - and Didi Suryadi, - and Tatang Herman, - and Siti Fatimah, - (2025) DESAIN PEMBELAJARAN INTEGRAL: KAJIAN TRANSPOSISI DIDAKTIS MAHASISWA TEKNIK SIPIL. S3 thesis, Universitas Pendidikan Indonesia.

Abstract

Salah satu tantangan dalam pembelajaran matematika di program studi Teknik Sipil adalah hambatan mahasiswa dalam memahami konsep integral tak tentu. Untuk mengatasinya, diperlukan desain materi ajar yang kontekstual dan relevan dengan bidang teknik sipil. Penelitian ini bertujuan menghasilkan desain didaktis pembelajaran integral tak tentu menggunakan pendekatan Didactical Design Research (DDR). Data dikumpulkan melalui tes, wawancara, observasi, FGD, dokumentasi, dan triangulasi. Partisipan meliputi 19 mahasiswa, 3 alumni, dan 3 dosen yang juga insinyur sipil. Hasil penelitian berupa desain didaktis yang dikembangkan melalui tiga tahapan DDR: analisis prospektif (perencanaan), analisis metapedadidaktik (implementasi), dan analisis retrospektif (refleksi). Desain ini didasarkan pada kajian transposisi didaktis, dengan penyesuaian sistemik terhadap kebutuhan mahasiswa Teknik Sipil dan penyelarasan epistemik dengan scholarly knowledge. Selain itu, desain mempertimbangkan hambatan belajar mahasiswa, baik ontogenik (konseptual dan psikologis) maupun epistemologis. Dengan menerapkan teori situasi didaktis, desain ini menekankan penguatan makna integral tak tentu pada tahap institusionalisasi, terutama dalam konteks mekanika bahan dan dinamika struktur, sehingga pembelajaran menjadi lebih aplikatif dan mampu meminimalkan hambatan belajar. One of the key challenges in meaningful mathematics learning at the university level, particularly in Civil Engineering programs, lies in students' difficulties in understanding the concept of indefinite integrals. To address this issue, a contextual and discipline-relevant instructional design is required. This study aims to develop a didactical design for teaching indefinite integrals to Civil Engineering students using the Didactical Design Research (DDR) approach. Data were collected through tests, interviews, observations, focus group discussions, documentation, and triangulation. The participants consisted of 19 students, 3 alumni, and 3 lecturers who are also practicing civil engineers. The resulting didactical design was developed through three DDR stages: prospective analysis (planning), metapedadidactical analysis (implementation), and retrospective analysis (evaluation). The design is based on a didactical transposition study, showing systemic adaptation to Civil Engineering needs and epistemic alignment with scholarly knowledge. It also incorporates identified learning obstacles, including ontogenic (conceptual and psychological) and epistemological barriers. By applying the theory of didactical situations, the design emphasizes strengthening the meaning of indefinite integrals during institutionalization, particularly in the context of material mechanics and structural dynamics. This makes the learning process more applicable and helps reduce the identified learning obstacles.

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Item Type:	Thesis (S3)
Additional Information:	https://scholar.google.com/citations?hl=id&user=21F3nnIAAAAJ ID SINTA Dosen Pembimbing: Didi Suryadi: 5994183 Tatang Herman: 5986217 Siti Fatimah: 5978161
Uncontrolled Keywords:	Didactical design research, Integral tak tentu, learning obstacle, transposisi didaktis, pembelajaran integral Teknik sipil. Didactical Design Research, Indefinite Integral, Learning Obstacles, Didactical Transposition, Integral learning in Civil Engineering.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education T Technology > TA Engineering (General). Civil engineering (General)
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika - S3
Depositing User:	Lina Nurhayati
Date Deposited:	30 Jul 2025 06:47
Last Modified:	30 Jul 2025 06:47
URI:	http://repository.upi.edu/id/eprint/134894

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