LEARNING OBSTACLES SISWA SMP DALAM PEMECAHAN MASALAH MATEMATIS PADA MATERI PERTIDAKSAMAAN LINEAR SATU VARIABEL

    Salsabila Afifah, - and Didi Suryadi, - and Imam Nugraha Albania, - (2025) LEARNING OBSTACLES SISWA SMP DALAM PEMECAHAN MASALAH MATEMATIS PADA MATERI PERTIDAKSAMAAN LINEAR SATU VARIABEL. S1 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Penelitian ini bertujuan untuk mengidentifikasi learning obstacles yang dialami siswa SMP dalam pemecahan masalah matematis pada materi pertidaksamaan linear satu variabel serta menyusun desain didaktis rekomendasi sebagai alternatif solusi untuk meminimalisir learning obstacles yang terjadi. Pemahaman terhadap learning obstacles penting untuk membantu guru merancang strategi pembelajaran yang lebih sesuai. Penelitian ini merupakan penelitian kualitatif yang menerapkan Didactical Design Research (DDR) dengan pendekatan fenomenologi. Subjek dari penelitian ini merupakan siswa kelas VII pada salah satu SMP Negeri di Kota Bandung. Teknik pengumpulan data meliputi tes tertulis, wawancara siswa dan guru, serta studi dokumentasi. Sebanyak 29 siswa diberikan tes tertulis, kemudian berdasarkan pengelompokan tipe jawaban yang muncul, dipilih 6 siswa yang dianggap dapat mewakili untuk di wawancara lebih lanjut terkait potensi learning obstacles yang ditemukan. Ontogenic obstacles yang teridentifikasi terbagi menjadi tiga, yaitu instrumental (siswa kesulitan menerapkan operasi aljabar), konseptual (siswa kesulitan memahami konteks soal, konsep himpunan penyelesaian, pembalikan tanda, makna variabel, dan menghubungkan pengetahuan), serta psikologis (siswa kurang percaya diri dan motivasi). Epistemological obstacles terlihat dari kesulitan siswa mengaitkan konsep pada tipe soal berbeda dan pemahaman prosedur yang belum sistematis. Didactical obstacles muncul karena aktivitas pembelajaran belum cukup mengaitkan konsep pertidaksamaan linear satu variabel dengan masalah kontekstual. Sebelum menyusun desain didaktis rekomendasi, peneliti terlebih dahulu menyusun alur pembelajaran rekomendasi. Desain didaktis rekomendasi disusun berdasarkan empat tahapan situasi didaktis yaitu situasi aksi, formulasi, validasi, dan institusionalisasi. Penerapan desain ini diharapkan dapat meningkatkan pemahaman siswa secara konseptual dan kontekstual pada materi pertidaksamaan linear satu variabel. This study aims to identify learning obstacles experienced by junior high school students in solving mathematical problems related to linear inequality in one variable and to develop didactical design recommendations as an alternative solution. Understanding these obstacles is important to help teachers design more appropriate learning strategies. This qualitative research uses Didactical Design Research (DDR) with a phenomenological approach. The subjects are seventh-grade students at a public junior high school in Bandung. Data collection techniques include written tests, interviews with students and teachers, and documentation. A total of 29 students took a written test, and six representative students were selected for interviews based on the variety of their responses. The ontogenic obstacles identified are divided into three categories: instrumental (students have difficulty applying algebraic operations), conceptual (Students have difficulty understanding problem context, the concept of solution sets, sign reversal, the meaning of variables, and connecting existing knowledge), and psychological (students lack confidence and motivation). Epistemological obstacles are evident in students difficulties in relating concepts to different types of problems and their lack of systematic understanding of procedures. Didactical obstacles arise because learning activities do not sufficiently relate the concept of linear inequality with one variable to contextual problems. Before developing the didactical design recommendations, the researcher first outlined a recommended learning sequence. This design was then developed based on four stages of didactical situations: action, formulation, validation, and institutionalization. Implementing this design is expected to enhance students conceptual and contextual understanding of linear inequality in one variable.

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    Official URL: https://repository.upi.edu/
    Item Type: Thesis (S1)
    Additional Information: https://scholar.google.com/citations?hl=en&user=xzyqpR4AAAAJ ID SINTA Dosen Pembimbing: Didi Suryadi: 5994183 Imam Nugraha Albania: 6711447
    Uncontrolled Keywords: Hambatan belajar, Desain didaktis rekomendasi, Pemecahan masalah matematis, Pertidaksamaan linear satu variabel Learning obstacles, Didactical design recommendations, Mathematical problem solving, Linear inequality in one variable
    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 > Program Studi Matematika - S1 > Program Studi Pendidikan Matematika
    Depositing User: Salsabila Afifah
    Date Deposited: 13 Aug 2025 07:24
    Last Modified: 13 Aug 2025 07:24
    URI: http://repository.upi.edu/id/eprint/135453

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