DESAIN DIDAKTIS TOPIK PROPORSI BERDASARKAN PROPORTIONAL REASONING SISWA SEKOLAH MENENGAH PERTAMA

    Andi Sugianto, - and Rizky Rosjanuardi, - and Lukman, - (2025) DESAIN DIDAKTIS TOPIK PROPORSI BERDASARKAN PROPORTIONAL REASONING SISWA SEKOLAH MENENGAH PERTAMA. S2 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Proportional reasoning merupakan kompetensi kognitif esensial yang mencakup kemampuan mengidentifikasi, menginterpretasi, menganalisis, menjelaskan, serta menyusun argumen berbasis bukti logis mengenai hubungan proporsional antar besaran. Kemampuan ini penting tidak hanya dalam konteks pembelajaran matematika, tetapi juga dalam menyelesaikan permasalahan kehidupan sehari-hari. Namun demikian, berbagai studi menunjukkan bahwa siswa SMP masih mengalami kesulitan dalam menyelesaikan soal yang memerlukan proportional reasoning. Penelitian ini bertujuan untuk menghasilkan desain didaktis hipotetik berdasarkan kajian praxeology dan learning obstacle yang dihadapi siswa dalam membangun menyelesaikan masalah yang menuntut proportional reasoning, sebagai solusi pedagogis. Penelitian ini menggunakan pendekatan kualitatif dengan desain fenomenologi hermeneutik. Subjek penelitian ini melibatkan sepuluh siswa kelas VII dan seorang guru matematika, dengan teknik pengumpulan data berupa tes eksplorasi pengalaman belajar, wawancara mendalam, dan analisis dokumen. Hasil penelitian menunjukkan bahwa sebagian besar siswa menggunakan strategi penyelesaian yang keliru. Selain itu, analisis terhadap buku ajar menunjukkan potensi munculnya learning obstacle yang diklasifikasikan menjadi tiga: (1) ontogenic obstacle, akibat keterbatasan konseptual dan instrumental siswa; (2) didactical obstacle, yang terkait dengan penyajian materi dan tugas yang kurang merepresentasikan keterkaitan konseptual; dan (3) epistemological obstacle, yang muncul karena terbatasnya konteks dan ragam soal. Temuan ini menjadi dasar dalam pengembangan HLT dan desain didaktis untuk memperkuat kemampuan proportional reasoning siswa secara sistematis. Proportional reasoning is a key cognitive skill that involves the ability to identify, interpret, analyze, explain, and construct logical arguments about proportional relationships between quantities. This ability plays an important role not only in learning mathematics but also in solving everyday problems. However, research has consistently shown that many junior high school students still face difficulties when dealing with tasks that require proportional reasoning. This study aims to develop a hypothetical didactical design based on an analysis of praxeology and the learning obstacles students encounter in building their understanding of proportional reasoning. The research adopts a qualitative approach using a hermeneutic phenomenological design. Participants included ten seventh-grade students and one mathematics teacher. Data were gathered through exploratory learning experience tests, in-depth interviews, and document analysis. The findings reveal that many students tend to apply inappropriate strategies when solving proportional problems. Furthermore, a review of textbook tasks highlighted the potential for learning obstacles, which were grouped into three categories: (1) ontogenic obstacles, related to students’ conceptual and instrumental limitations; (2) didactical obstacles, stemming from how the material and tasks are presented, which often fail to reflect meaningful conceptual links; and (3) epistemological obstacles, due to the narrow range of contexts and task formats provided. These insights formed the basis for designing a hypothetical learning trajectory (HLT) and didactical framework intended to support students in developing their proportional reasoning skills in a more structured and meaningful way.

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    Official URL: https://perpustakaan.upi.edu/
    Item Type: Thesis (S2)
    Additional Information: https://scholar.google.com/citations?user=65QB8IcAAAAJ&hl=id ID SINTA Dosen Pembimbing Rizky Rosjanuardi: 5978531 Lukman: 6675529
    Uncontrolled Keywords: Desain Didaktis, Proporsi, Learning Obstacle, Proportional Reasoning Didactical Design, Proportions, Learning Obstacle, Proportional Reasoning
    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
    Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika - S2
    Depositing User: Andi Sugianto
    Date Deposited: 26 Aug 2025 04:28
    Last Modified: 26 Aug 2025 04:28
    URI: http://repository.upi.edu/id/eprint/136320

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