Sukma Murni, - and Didi Suryadi, - and Sufyani Prabawanto, - and Tatang Herman, - (2025) LITERASI MATEMATIS SISWA MELALUI IMPLEMENTASI DESAIN DIDAKTIS PADA MATERI BANGUN DATAR. S3 thesis, Universitas Pendidikan Indonesia.
Abstract
Literasi matematis merupakan kemampuan individu yang sangat penting untuk dimiliki siswa agar dapat menyelesaikan masalah sehari-hari dalam berbagai konteks. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan literasi matematis siswa melalui implementasi desain didaktis pada materi bangun datar, khususnya pada segitiga dan persegi panjang. Subjek penelitian ini adalah 34 siswa kelas VII di salah satu SMP Negeri di Kota Cimahi, yang telah diidentifikasi mengalami hambatan dalam pemahaman konsep dasar bangun datar. Penelitian ini menggunakan pendekatan Didactical Design Research (DDR), dengan menganalisis data prospektif, metapedagogik, dan retrospektif melalui asesmen diagnostik dan wawancara terstruktur. Hasil penelitian menunjukkan bahwa siswa mengalami hambatan epistemologis, ontogenik, dan didaktik yang menghalangi pemahaman mereka terhadap konsep dasar bangun datar dan penerapan rumus dalam kehidupan sehari- hari. Siswa kesulitan dalam memformulasikan rumus, menggunakan rumus secara tepat, dan menyimpulkan hasil perhitungan dengan benar. Berdasarkan temuan tersebut, penelitian ini mengembangkan dan menguji desain didaktis yang berfokus pada literasi matematis dan pemahaman konsep dasar bangun datar dan penerapan pembelajaran berbasis masalah yang kontekstual. Implementasi desain didaktis terbukti efektif dalam mengatasi hambatan belajar, dengan meningkatkan kemampuan literasi matematis siswa terhadap materi segitiga dan persegi panjang, serta kemampuan mereka dalam menghubungkan konsep matematika dengan situasi dunia nyata. Penelitian ini juga menekankan pentingnya penguatan pemahaman dasar sebelum beralih ke topik yang lebih kompleks. Sebagai rekomendasi, pembelajaran geometri sebaiknya lebih mengaitkan teori dengan aplikasi praktis untuk membantu siswa dalam memahami dan menerapkan konsep-konsep matematis. Evaluasi berkelanjutan terhadap desain pembelajaran ini juga sangat penting untuk memastikan kesesuaian dengan kebutuhan dan dinamika kelas. Mathematical literacy is a fundamental competence that enables individuals to apply mathematical knowledge and reasoning to analyze, interpret, and solve real-world problems across diverse contexts. This study aims to analyze and describe students’ mathematical literacy through the implementation of didactical design in plane geometry, particularly on triangles and rectangles. The subjects of this research were 34 seventh-grade students at a public junior high school in Cimahi City, who had been identified as experiencing difficulties in understanding the basic concepts of plane geometry. The study employed a Didactical Design Research (DDR) approach, analyzing prospective, metapedadidactic, and retrospective data through diagnostic assessments and structured interviews. The findings revealed that students encountered epistemological, ontogenic, and didactic obstacles that hindered their understanding of fundamental geometric concepts and the application of formulas in daily life. Students struggled to formulate formulas, apply them correctly, and accurately conclude the results of calculations. Based on these findings, the study developed and tested a didactical design focusing on mathematical literacy and conceptual understanding of plane geometry through the application of contextual problem-based learning. The implementation of the didactical design proved effective in overcoming learning barriers by enhancing students’ mathematical literacy on the topics of triangles and rectangles, as well as their ability to connect mathematical concepts with real-world situations. The study also emphasizes the importance of strengthening basic conceptual understanding before transitioning to more complex topics. As a recommendation, geometry learning should be more closely linked to practical applications to support students in comprehending and applying mathematical concepts. Continuous evaluation of this learning design is also essential to ensure alignment with classroom needs and dynamics.
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| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?user=0zosa2IAAAAJ&hl=en ID SINTA Dosen Pembimbing: Didi Suryadi: 5994183 Sufyani Prabawanto: 5995121 Tatang Herman: 5986217 |
| Uncontrolled Keywords: | Literasi Matematis, Desain Didaktis, Didactical Design Research, Learning Obstacle, dan Bangun Datar. Mathematical Literacy, Didactical Design, Didactical Design Research, Learning Obstacle, and Plane Geometry. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Sukma Murni |
| Date Deposited: | 31 Dec 2025 07:50 |
| Last Modified: | 31 Dec 2025 07:50 |
| URI: | http://repository.upi.edu/id/eprint/146169 |
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