DESAIN DIDAKTIS KONSEP PERBANDINGAN UNTUK SISWA SEKOLAH MENENGAH PERTAMA (SMP)

Sriwahyuningrum, Ayunda (2017) DESAIN DIDAKTIS KONSEP PERBANDINGAN UNTUK SISWA SEKOLAH MENENGAH PERTAMA (SMP). S2 thesis, Universitas Pendidikan Indonesia.

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

Abstract

Penelitian ini bertujuan untuk mengembangkan desain didaktis konsep perbandingan yang didasari atas munculnya learning obstacle pada topik rasio dan proporsi kelas VII Sekolah Menengah Pertama (SMP). Learning obstacle yang muncul berupa ontogenic obstacle, didactical obstacle, dan epistemological obstacle. Ontogenic obstacle terlihat dari pemahaman siswa tentang rasio dan proporsi yang tidak didasari definisi, pemahaman cara merepresentasikan, maupun strategi penyelesaian. Didactical obstacle teridentifikasi dari pola pikir siswa yang menitikberatkan pada pengetahuan prosedural daripada pemahaman konseptual. Adapun epistemological obstacle ditemukan dari adanya keterbatasan pengetahuan siswa dalam menerapkan pemahaman konsep rasio dan proporsi ke dalam konteks yang tidak pernah mereka dapatkan sebelumnya di kelas. Ini teridentifikasi dari hasil jawaban siswa kelas VIII yang pernah mendapatkan pembelajaran perbandingan, hasil wawancara siswa dan guru matematika, serta buku teks matematika yang digunakan. Penelitian ini merupakan penelitian desain didaktis (Didactical Design Research). Desain didaktis yang telah dikembangkan diimplementasikan kepada 36 siswa kelas VII SMP. Hasil penelitian menunjukkan bahwa desain didaktis tersebut dapat menjadi salah satu alternatif desain yang dapat meminimalisasi munculnya learning obstacle dengan memperhatikan alur berpikir siswa. ;---This study aims to develop didactical design of ratio and proportion concept for seventh graders based on the emergence of learning obstacles which are ontogenic obstacle, didactical obstacle, and epistemological obstacle. Ontogenic obstacle is identified from students’ understanding of ratio and proportion which are not based on the definition, understanding of representation, and the strategies of solving the problems. Didactical obstacle is identified from the students’ thinking that focus on procedural knowledge rather than conceptual understanding, while epistemological obstacle is found from the lack of knowledge in applying the concept of ratio and proportion to the contexts they have never got before in the class. It was identified by analyzing the answers of eighth graders who had learned about ratio and proportion, the interview of students and mathematics teacher, as well as mathematics textbooks used. This study was didactical design research. Didactical design developed was implemented to 36 seventh grade students. The result shows that it can be one of alternative designs which can minimize the learning obstacles in teaching and learning of ratio and proportion by noticing students’ thinking.

Item Type: Skripsi,Tesis,Disertasi (S2)
Additional Information: No. Panggil : T MTK SRI d-2017; Pembimbing : I. Didi Suryadi, II. Turmudi; NIM : 1502353.
Uncontrolled Keywords: desain didaktis, learning obstacle, rasio, proporsi, didactical design, learning obstacle, ratio, proportion.
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Sekolah Pasca Sarjana > Pendidikan Matematika S-2
Depositing User: Mrs. Santi Santika
Date Deposited: 22 Feb 2018 02:06
Last Modified: 22 Feb 2018 02:06
URI: http://repository.upi.edu/id/eprint/29339

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