ANALISIS LEARNING TRAJECTORY KONSEP NILAI TEMPAT PADA PEMBELAJARAN MATEMATIKA SISWA KELAS SATU SEKOLAH DASAR

Purnamawati, Asty (2016) ANALISIS LEARNING TRAJECTORY KONSEP NILAI TEMPAT PADA PEMBELAJARAN MATEMATIKA SISWA KELAS SATU SEKOLAH DASAR. S2 thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repository.upi.edu

Abstract

Banyak guru mengalami kesulitan dalam mengajarkan konsep nilai tempat yang bersifat abstrak kepada siswa kelas satu sekolah dasar. Hal demikian dapat menyebabkan ketidakpahaman siswa terhadap konsep nilai tempat, yang berakibat membuat siswa kesulitan saat mengerjakan penjumlahan atau pengurangan dua angka. Hal ini mendorong peneliti untuk mengkaji lebih jauh tentang learning trajectory nilai tempat siswa kelas satu sekolah dasar melalui penelitian. Fokus penelitian ini adalah berusaha mengkaji: (1) hypothethical learning trajectory nilai tempat, (2) empirical learning trajectory, dan (3) desain didaktis alternatif nilai tempat. Penelitian ini dilakukan di salah satu SD di Bandung dengan guru dan siswa sebagai subjeknya. Penelitian ini menggunakan pendekatan kualitatif serta menggunakan design research pembelajaran untuk membuat disain didaktis alternatif konsep nilai tempat. Pengumpulan data dilakukan dengan menggunakan teknik dokumentasi, wawancara, tes dan observasi. Hasil dari penelitian ini berupa rekomendasi: pertama pembelajaran nilai tempat di kelas satu sebaiknya dilakukan setelah siswa mempelajari penjumlahan dan pengurangan dengan hasil paling besar sembilan. Kedua prasyarat siswa mempelajari nilai tempat hendaknya sudah menguasai betul mental aritmetik bilangan dari satu sampai sembilan, sehingga pada saat melakukan penjumlahan dengan hasil di atas sembilan siswa menyelesaikannya dengan proses making ten. ; Based on experiences of teachers, many difficulties encountered by teacher who teach abstract concepts place value to student at first grade of elementary school. Students 'misunderstanding of the concept of place value to make students' difficulties when doing addition or subtraction of two numbers. This prompted researcher to study the learning trajectory on place value of first-grade primary school students. The aims of this research was to design: (1) hypothethical learning trajectory of place value, (2) empirical learning trajectory, and (3) alternative didactical design of place value. This study used qualitative research approach with case study as the method and the site of this study was one of primary school in Bandung, then the teacher and the student of that school as the main subject. Furthermore, this study also used design research approach to make the design of alternative place value concepts. In addition, paper study document, observations, and interview was used as instrument to reveal the data from lesson plan, teachers, and students. The research recomended: the first learning place value in the first grade should be done after students learn addition and subtraction with the greatest amount of nine. The second precondition students learn the value of the place should have mastered the mental arithmetic correct numbers from one to nine, so that when the summation of the results over nine students finish with ten making process.

Item Type: Skripsi,Tesis,Disertasi (S2)
Additional Information: No Panggil : T PD PUR a-2016; Nama Pembimbing : I. Didi Suryadi . II. Solehuddin .
Uncontrolled Keywords: learning trajectory, design research, nilai tempat, siswa kelas satu Sekolah Dasar. ; place value, first-grade elementary school
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Sekolah Pasca Sarjana > Pendidikan Dasar S-2
Depositing User: Mr mhsinf 2017
Date Deposited: 14 Sep 2017 08:00
Last Modified: 14 Sep 2017 08:00
URI: http://repository.upi.edu/id/eprint/26034

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