Wina Widiawati, - (2020) DESAIN DIDAKTIS KONSEP VOLUME BALOK DAN KUBUS UNTUK MENGEMBANGKAN KEMAMPUAN ABSTRAKSI MATEMATIS SISWA KELAS V SEKOLAH DASAR. S1 thesis, Universitas Pendidikan Indonesia.
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
S_PGSD_1607808_Title.pdf Download (512kB) |
|
Text
S_PGSD_1607808_Chapter1.pdf Download (155kB) |
|
Text
S_PGSD_1607808_Chapter2.pdf Restricted to Staf Perpustakaan Download (249kB) |
|
Text
S_PGSD_1607808_Chapter3.pdf Download (87kB) |
|
Text
S_PGSD_1607808_Chapter4.pdf Restricted to Staf Perpustakaan Download (588kB) |
|
Text
S_PGSD_1607808_Chapter5.pdf Download (68kB) |
|
Text
S_PGSD_1607808_Appendix.pdf Restricted to Staf Perpustakaan Download (4MB) |
Abstract
ABSTRAK Penelitian ini bertujuan untuk meminimalisasi hambatan belajar yang dialami siswa, serta mengembangkan kemampuan abstraksi matematis siswa pada konsep volume balok dan kubus. Pemahaman konsep volume balok dan kubus tidak dimiliki oleh siswa secara utuh karena adanya hambatan belajar terkait keterbatasan konteks yang dialami siswa pada saat pertama kali mempelajarinya. Konsep tersebut menjadi pondasi dalam pemecahan masalah konsep volume balok dan kubus, agar kemampuan abstraksi matematis siswa dapat tercapai. Sehingga hambatan belajar yang dialami siswa harus mendapatkan antisipasi dari guru melalui proses pembelajaran yang dapat mengatasi permasalahan tersebut berupa desain didaktis konsep volume balok dan kubus. Metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif dengan desain Didactical Design Research (DDR). Teknik pengumpulan data pada penelitian ini dilakukan dengan tes kemampuan abstraksi matematis yang diujikan kepada 26 siswa kelas V sekolah dasar, studi dokumentasi, wawancara tidak terstruktur, dan uji ahli desain didaktis oleh ahli materi dan ahli pedagogis. Desain didaktis dikembangkan berbasis pemecahan masalah berdasarkan indikator kemampuan abstraksi matematis sesuai tingkat kemampuan siswa kelas V sekolah dasar. Penelitian ini menghasilkan data mengenai hambatan belajar yang dialami oleh siswa, yakni pada tipe didactical obstacle dan epistemological obstacle. Serta berdasarkan hasil uji ahli, desain didaktis yang telah dibuat sudah baik dengan alur belajar mengacu pada teori Bruner yakni dari konkret ke abstrak. Maka disimpulkan bahwa desain didaktis konsep volume balok dan kubus dapat meminimalisasi hambatan belajar yang dialami siswa, serta dapat mengembangkan kemampuan abstraksi matematis siswa. Kata kunci: didactical obstacle, epistemological obstacle, kemampuan abstraksi matematis, desain didaktis ABSTRACT This purpose of this study is to minimize learning barriers experienced by students, as well as develop students' mathematical abstraction abilities on the concept of volume cuboid and cube. Students do not have complete understanding of the concept of volume of cuboid and cube because of learning barriers which are limited by the limitations of the context of students when they first learn them. This concept becomes the foundation in solving the problem of the volume of cuboid and cube, therefore that students' mathematical abstraction abilities can be achieved. Therefore that the learning obstacle experienced by students must be anticipated by the teacher through a learning process that can overcome these problems. The research method used in this research was a qualitative method with the design of Didactical Design Research (DDR). The data research technique in this study was carried out with a test of mathematical abstraction ability which was tested on 26 grade V elementary school students, documentation study, unstructured interviews, and didactical design expert tests by material experts and pedagogists. Didactical designs were developed based on problem solving based on indicators of mathematical abstraction abilities according to the ability level of grade V of elementary school students. This study produced data about the learning obstacle experienced by students, namely the didactical obstacle and epistemological obstacle. And based on the results of expert tests, the didactical design that has been made is good with the learning flow referring to Bruner's theory, namely from concrete to abstract. Thus, it is concluded that the didactical design of the volume of cuboid and cube can minimize the learning obstacle experienced by students, and can develop students' mathematical abstraction abilities. Keaywords: didactical obstacle, epistemological obstacle, mathematical abstraction ability, didactical design
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No Panggil : S PGSD WIN d-2020; NIM : 1607808 |
| Uncontrolled Keywords: | didactical obstacle, epistemological obstacle, kemampuan abstraksi matematis, desain didaktis |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Fakultas Ilmu Pendidikan > Pedagogik > PGSD Bumi Siliwangi |
| Depositing User: | Wina Widiawati |
| Date Deposited: | 09 Sep 2020 06:32 |
| Last Modified: | 09 Sep 2020 06:32 |
| URI: | http://repository.upi.edu/id/eprint/52784 |
Actions (login required)
 |
View Item |