DESAIN DIDAKTIS MATERI BARISAN DAN DERET BERORIENTASI LITERASI MATEMATIS MENGGUNAKAN KONTEKS ISU SOSIAL DAN LINGKUNGAN

Niakmatul Husni, - and Tatang Herman, - and Jarnawi Afgani Dahlan, - (2025) DESAIN DIDAKTIS MATERI BARISAN DAN DERET BERORIENTASI LITERASI MATEMATIS MENGGUNAKAN KONTEKS ISU SOSIAL DAN LINGKUNGAN. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan mengidentifikasi learning obstacle yang dialami siswa SMA dalam menyelesaikan masalah literasi matematis pada materi barisan dan deret menggunakan konteks isu sosial–lingkungan, serta mengembangkan desain didaktis hipotetis dalam kerangka Didactical Design Research (DDR). Penelitian melibatkan 35 siswa kelas XI sebagai partisipan pada tahap studi pendahuluan. Data diperoleh melalui tes diagnostik berbasis konteks dan wawancara untuk mengungkap proses berpikir siswa secara mendalam. Hasil analisis menunjukkan tiga kategori utama hambatan belajar. Hambatan ontogenik tampak pada kesulitan siswa dalam mengenali pola perubahan linear dan proporsional, keterbatasan generalisasi simbolik, dan lemahnya kemampuan representasi. Hambatan epistemologis terlihat dari miskonsepsi mengenai beda, rasio, akumulasi deret, serta ketidakpahaman terhadap konsep tak hingga dan konvergensi. Hambatan didaktis mencakup dominasi pembelajaran prosedural, penggunaan konteks yang tidak bermakna, serta penekanan pada substitusi rumus tanpa pemahaman struktural. Sebagai respons terhadap temuan tersebut, penelitian ini menyusun enam situasi didaktis hipotetis yang merepresentasikan lintasan belajar dari pola linear hingga barisan dan deret geometri tak hingga, serta pemodelan fenomena kompleks. Setiap situasi didaktis dirancang dengan memanfaatkan konteks sosial–lingkungan yang autentik sebagai titik awal proses guided reinvention untuk membangun struktur matematis secara progresif. Penelitian ini menyimpulkan bahwa desain didaktis berbasis konteks dan reinvensi terbimbing berpotensi meminimalkan learning obstacle yang teridentifikasi. Studi lanjutan direkomendasikan untuk mengimplementasikan desain ini secara empirik guna mengevaluasi efektivitasnya terhadap perkembangan kemampuan literasi matematis siswa. This study aims to identify senior high school students’ learning obstacles in solving mathematical literacy tasks on sequences and series situated in socio-environmental contexts, and to develop a hypothetical didactical design within the framework of Didactical Design Research (DDR). The preliminary study involved 35 eleventh-grade students as participants. Data were collected through a context-based diagnostic test and interviews to examine students’ reasoning processes in depth. The analysis revealed three major categories of obstacles. Ontogenic obstacles include difficulties in recognizing linear and proportional patterns, limited symbolic generalization, and weak representational abilities. Epistemological obstacles manifest in students’ misconceptions regarding differences, ratios, accumulation in arithmetic and geometric series, and misunderstandings of infinity and convergence. Didactical obstacles arise from predominantly procedural instruction, decontextualized tasks, and heavy reliance on formula substitution without structural comprehension. In response to these findings, six hypothetical didactical situations were constructed to outline a learning trajectory extending from linear patterns to infinite geometric series and the modeling of complex socio-environmental phenomena. Each situation was designed to employ authentic contexts as a starting point for guided reinvention, enabling students to construct the underlying mathematical structures progressively. The study concludes that contextualized didactical design grounded in guided reinvention has the potential to reduce the identified learning obstacle. Further research is recommended to experimentally implement and evaluate the proposed design to determine its effectiveness in enhancing students’ mathematical literacy abilities.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?hl=en&user=5og9lTIAAAAJ ID SINTA Dosen Pembimbing: Tatang Herman: 5986217 Jarnawi Afgani Dahlan: 5974544
Uncontrolled Keywords:	barisan dan deret, desain didaktis hipotetis, Didactical Design Research, konteks sosial–lingkungan, learning obstacle, literasi matematis. sequences and series, hypothetical didactical design, Didactical Design Research, socio-environmental contexts, learning obstacle, mathematical literacy.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education Q Science > QA Mathematics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika - S2
Depositing User:	Niakmatul Husni
Date Deposited:	31 Dec 2025 03:00
Last Modified:	31 Dec 2025 03:00
URI:	http://repository.upi.edu/id/eprint/146217

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