DESAIN DIDAKTIS PADA MATERI BANGUN RUANG SISI LENGKUNG: INTEGRASI TEKNOLOGI UNTUK EXTENDED COGNITION SISWA

Tri Nova Hasti Yunianta, - and Didi Suryadi, - and Rizky Rosjanuardi, - and Suhendra, - (2025) DESAIN DIDAKTIS PADA MATERI BANGUN RUANG SISI LENGKUNG: INTEGRASI TEKNOLOGI UNTUK EXTENDED COGNITION SISWA. S3 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya pemahaman siswa Sekolah Menengah Pertama (SMP) terhadap materi bangun ruang sisi lengkung, sebagaimana ditunjukkan oleh skor rata-rata nasional sebesar 44,42 selama lima tahun (2014–2019). Analisis praxeological-didactical turut mengindikasikan adanya potensi hambatan belajar (learning obstacles) yang bersumber dari buku teks yang digunakan. Penelitian ini bertujuan untuk merancang desain didaktis bangun ruang sisi lengkung dengan mengintegrasikan teknologi guna mendukung perluasan daya kognitif (extended cognition) siswa. Pendekatan yang digunakan adalah studi kualitatif fenomenologi hermeneutik dengan kerangka Didactical Design Research (DDR) yang mencakup tiga tahap, yaitu analisis prospektif (penyusunan desain didaktis hipotetik beserta antisipasi didaktis dan pedagogis), analisis metapedadidaktik (implementasi pembelajaran), dan analisis retrospektif (refleksi serta perbaikan desain). Subjek penelitian terdiri atas 81 siswa kelas IX-F, IX-G, dan IX-H pada tahun pelajaran 2023/2024, serta 96 siswa kelas IX-H, IX-I, dan IX-J pada tahun pelajaran 2025/2026, bersama seorang guru matematika. Data dikumpulkan melalui dokumentasi, observasi, wawancara, tes, angket, dan rekaman audio-video. Hasil penelitian menunjukkan adanya kesenjangan antara pengetahuan ilmiah (scholarly knowledge) dan pengetahuan yang diajarkan (taught knowledge), yang menjadi sumber munculnya hambatan belajar. Tiga jenis hambatan berhasil diidentifikasi, yaitu hambatan ontogenik (psikologis seperti motivasi rendah dan durasi video yang panjang; instrumental seperti kesulitan dalam operasi desimal dan ketergantungan pada kalkulator; serta konseptual seperti pemahaman yang lemah terhadap unsur lingkaran), hambatan didaktis (transisi antar tugas yang tidak mulus dan keterkaitan materi yang lemah), serta hambatan epistemologis (lompatan konsep yang tidak terjembatani). Rangkaian lintasan belajar hipotetik (hypothetical learning trajectory) disusun berdasarkan pengetahuan ilmiah dengan memperhatikan gradasi kesulitan, hubungan antartugas yang terjustifikasi, serta strategi antisipatif baik secara didaktis maupun pedagogis. Desain didaktis ini mengacu pada teori situasi didaktis melalui empat tahapan, yaitu aksi, formulasi, validasi, dan institusionalisasi. Implementasi desain yang didukung oleh pemanfaatan teknologi berhasil membentuk interaksi didaktis dan adidaktis yang menunjang akuisisi pengetahuan siswa, meskipun beberapa siswa masih membutuhkan bimbingan dalam hal operasi bilangan desimal dan penggunaan teknologi secara tepat. Secara keseluruhan, desain ini berpotensi menjadi alternatif desain didaktis yang efektif dalam pembelajaran bangun ruang sisi lengkung di tingkat SMP. This research is motivated by the low understanding of Junior High School (SMP) students regarding geometric solids with curved surfaces, as evidenced by a national average score of 44.42 over a five-year period (2014–2019). A praxeological-didactical analysis also indicates potential learning obstacles arising from the textbooks used. This study aims to develop a didactic design for curved-surface solids by integrating technology to support students’ extended cognition. The approach employed was a qualitative hermeneutic phenomenological study within a Didactical Design Research (DDR) framework, which encompasses three stages: prospective analysis (the development of a hypothetical didactic design along with didactic and pedagogical anticipations), metapedadidactic analysis (implementation of the instruction), and retrospective analysis (reflection and design improvement). The research subjects comprised 81 ninth-grade students from classes IX-F, IX-G, and IX-H in the 2023/2024 academic year, and 96 ninth-grade students from classes IX-H, IX-I, and IX-J in the 2025/2026 academic year, along with one mathematics teacher. Data were collected through documentation, observation, interviews, tests, questionnaires, and audio-video recordings. The research findings indicated a gap between scholarly knowledge and the knowledge taught, which became a source of learning obstacles. Three types of obstacles were identified: ontogenetic obstacles (psychological, such as low motivation and long video durations; instrumental, such as difficulties with decimal operations and reliance on calculators; and conceptual, such as weak understanding of circular elements), didactic obstacles (disjointed transitions between tasks and weak connections in the material), and epistemological obstacles (unbridged conceptual leaps). A series of hypothetical learning trajectories was constructed based on scholarly knowledge, taking into account a gradation of difficulty, justified inter-task relationships, and anticipatory strategies both didactically and pedagogically. This didactic design refers to the didactic situation theory through four phases: action, formulation, validation, and institutionalization. The implementation of this design, supported by the use of technology, successfully established didactic and adidactic interactions that supported students’ knowledge acquisition, although some students still required guidance in performing decimal calculations and using technology appropriately. Overall, this design has the potential to be an effective alternative didactic design for teaching curved-surface solids at the junior high school level.

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Item Type:	Thesis (S3)
Additional Information:	https://scholar.google.com/citations?user=MvQcDvgAAAAJ&hl=en&oi=ao SINTA ID DOSEN PEMBIMBING Didi Suryadi : 5994183 Rizky Rosjanuardi: 5978531 Suhendra: 6140435
Uncontrolled Keywords:	desain didaktis, praxeological-didactical analysis, bangun ruang sisi lengkung, integrasi teknologi, extended cognition didactical design, solid shapes, curved surfaces, technology integration, extended cognition
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika - S3
Depositing User:	Tri Nova Hasti Yunianta
Date Deposited:	12 Sep 2025 13:10
Last Modified:	12 Sep 2025 13:10
URI:	http://repository.upi.edu/id/eprint/138895

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