RANCANGAN HYPOTHETICAL LEARNING TRAJECTORY (HLT) DALAM PEMBELAJARAN NUMERASI PADA ASPEK POLA BERULANG DI JENJANG PENDIDIKAN ANAK USIA DINI

Siti Azkia Salsabiila, - and Ocih Setiasih, - and Asep Deni Gustiana, - (2025) RANCANGAN HYPOTHETICAL LEARNING TRAJECTORY (HLT) DALAM PEMBELAJARAN NUMERASI PADA ASPEK POLA BERULANG DI JENJANG PENDIDIKAN ANAK USIA DINI. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Pola berulang adalah bagian dari pembelajaran numerasi yang mengacu pada kemampuan berpikir terhadap beragam situasi. Pola berulang masih kurang dipahami oleh guru PAUD, sehingga pembelajaran pola masih terbatas dan anak-anak kurang memperoleh pengalaman belajar yang optimal. Tujuan penelitian ini untuk merancang hypothetical learning trajectory pada pembelajaran pola berulang di jenjang pendidikan anak usia dini sebagai panduan alur belajar yang dapat diimplementasikan oleh guru. Pendekatan kualitatif dengan metode didactical design research digunakan dengan jumlah subjek 11 anak berusia 5-6 tahun dan seorang guru kelas. Data dikumpulkan melalui teknik observasi, wawancara, dan studi dokumentasi. Setelah dianalisis, peneliti memperoleh hasil penelitian yang menunjukkan bahwa sebagian besar anak belum mampu memperhatikan hubungan antar elemen, sehingga berbagai hambatan penyelesaian masalah ditemukan. Terdapat 3 jenis hambatan belajar yang dialami anak, yakni hambatan ontogenik bersifat instrumental dan konseptual yang disebabkan karena adanya ketidaksesuaian rangkaian tugas yang disajikan dengan karakteristik kemampuan anak; hambatan didaktik disebabkan oleh sajian rangkaian materi dan tugas yang kurang merepresentasikan keterkaitan struktural dan fungsional; dan hambatan epistemologi disebabkan oleh terbatasnya konteks masalah maupun bentuk tugas yang digunakan. Berdasarkan hasil temuan tersebut, hypothetical learning trajectory (HLT) dirancang dalam bentuk bagan dan lesson design yang berorientasi pada pengembangan kemampuan mengenal konsep pola berulang anak usia dini. Repeating patterns are part of numeracy learning that refers to the process of thinking about various situations. Repeating patterns are still poorly understood by early childhood education teachers, so the learning process is still limited and children do not get the best learning experience. The purpose of this study is to design a hypothetical learning trajectory for learning repeating patterns in early childhood education as a learning path that can be implemented by teachers. A qualitative approach using the didactical design research method was employed with 11 subjects aged 5–6 years and one classroom teacher. Data were collected through observation, interviews, and document analysis. After analyzing the data, the researcher found that most children were unable to notice the relationships between elements, resulting in various obstacles to problem-solving. There are three types of learning obstacles experienced by children: ontogenetic obstacles, which are instrumental and conceptual in nature and caused by the mismatch between the sequence of tasks presented and the characteristics of children's abilities; didactic obstacles caused by the presentation of material and tasks that do not adequately represent structural and functional relationships; and epistemological obstacles caused by the limited context of the problems and the form of tasks used. Based on these findings, a hypothetical learning trajectory (HLT) was designed in the form of a diagram and lesson design oriented toward developing young children's ability to recognize recurring patterns.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?hl=en&user=15NMOkQAAAAJ ID SINTA Dosen Pembimbing: Ocih Setiasih: 6123149 Asep Deni Gustiana: 5994314
Uncontrolled Keywords:	Hypothetical Learning Trajectory, Numerasi, Pola Berulang, Pendidikan Anak Usia Dini. Hypothetical Learning Trajectory, Numeracy, Repetitive Pattern, Early Childhood Education.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Fakultas Ilmu Pendidikan > Pendidikan Anak Usia Dini S2
Depositing User:	Siti Azkia Salsabiila
Date Deposited:	21 Oct 2025 09:11
Last Modified:	21 Oct 2025 09:11
URI:	http://repository.upi.edu/id/eprint/140118

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