DESAIN DIDAKTIS PADA KONSEP PERSAMAAN KUADRAT BERDASARKAN ANALISIS LEARNING OBSTACLE DAN LEARNING TRAJECTORY DI SMP

    Redo Martila Ruli, - (2018) DESAIN DIDAKTIS PADA KONSEP PERSAMAAN KUADRAT BERDASARKAN ANALISIS LEARNING OBSTACLE DAN LEARNING TRAJECTORY DI SMP. S2 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Dalam mempelajari konsep persamaan kuadrat, masih banyak siswa yang mengalami berbagai hambatan. Penelitian ini bertujuan untuk merancang desain didaktis persamaan kuadrat untuk kelas IX SMP. Dengan menerapkan Didactical Design Research, peneliti melakukan repersonalisasi dan rekontekstualisasi persamaan kuadrat untuk menelusuri learning obstacle dan learning trajectory yang terkait persamaan kuadrat. Desain didaktis persamaan kuadrat ini terbagi menjadi lima bagian antara lain: 1) membentuk persamaan kuadrat x2+bx+c=0; 2) menentukan solusi persamaan kuadrat dengan faktorisasi; 3) menentukan persamaan kuadrat dengan melengkapkan kuadrat; 4) menurunkan rumus persamaan kuadrat; dan 5) menentukan solusi persamaan kuadrat ax2+bx+c=0 dengan a > 1. Dengan menyajikan konteks luas tanah yang berbentuk persegi panjang maupun persegi, siswa menerjemahkan permasalahan ke dalam kalimat matematika. Dengan menyajikan permasalahan kontekstual terkait persamaan kuadrat tersebut, siswa dapat membentuk persamaan kuadrat dan menemukan solusi dari persamaan kuadrat, tetapi pada saat yang bersamaan siswa mengalami kesulitan dalam menurunkan rumus persamaan kuadrat karena siswa dihadapkan pada simbol. Dalam hal ini scaffolding dari guru serta saling belajar dari teman sebaya sangat membantu siswa yang mengalami beberapa kesulitan. Hasil penelitian menunjukkan bahwa learning obstacle dapat diantisipasi walaupun belum sepenuhnya.--In studying the concept of quadratic equation, the students still encounter many obstacles. Thus, this study aims to develop didactical design research of quadratic equation for ninth graders. By applying the didactical design research, the researcher repersonalized and recontextualized quadratic equation for tracing learning obstacle and learning trajectory. The didactical design was divided into five parts: 1) forming the quadratic equation x2+bx+c=0; 2) determining the solution of quadratic equation by applying factorization; 3) determining the quadratic equation by completing the quadrate; 4) deriving the formula; and 5) determining the solution of the quadratic equation ax2+bx+c=0 with a > 1. By presenting the context of rectangular and square land, the students translate the problems into mathematical sentences. By presenting the contextual problems deal with the quadratic equation, the students constructed the quadratic equation and found the solution for the problems. However, at the same time, they encounter some difficulties in deriving the formula because they deal with some unfamiliar symbols. In this case, the teacher’s scaffolding and mutual learning from peers are highly helpful for the students who encounter such difficulties. The results of this study show that the learning obstacle can be anticipated, albeit not thoroughly yet.

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    Official URL: http://repository.upi.edu/
    Item Type: Thesis (S2)
    Additional Information: No. Panggil : T MAT RED p-2018; Pembimbing : I. Sufyani Prabawanto, II. Endany Mulyana; NIM : 1602680
    Uncontrolled Keywords: persamaan kuadrat.-- didactical design research, learning obstacle, learning trajectory, quadratic equation
    Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
    Q Science > QA Mathematics
    Divisions: Sekolah Pasca Sarjana > Pendidikan Matematika S-2
    Depositing User: Rika Maysani
    Date Deposited: 09 Aug 2019 07:04
    Last Modified: 09 Aug 2019 07:04
    URI: http://repository.upi.edu/id/eprint/37517

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