Diana Anggraini, - (2022) DESAIN DIDAKTIS SOAL NON ROUTINE MATERI ARITMATIKA SOSIAL UNTUK MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS VII. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini merupakan desain didactical research (DDR) yang bertujuan untuk mendesain Lembar Kerja Siswa (LKS) dengan penyajian soal-soal non routine untuk mengembangkan kemampuan pemecahan masalah matematis siswa pada materi aritmatika sosial. Tahapan-tahapan dalam menyusun desain didaktis LKS ini terdiri atas 3 tahap (Tahapan Analisis Prospektif, Metapedidaktik, dan Retrospektif). Tahapan analisis prospektif dilaksanakan untuk mengetahui learning obstacle yang dialami oleh siswa sampai pada penyusunan desain didaktis hipotesis. Tahap analisis metapedidaktik dilakukan dengan mengimplementasikan desain didaktis hipotesis kepada siswa berdasarkan learning obstacle yang telah diidentifikasi. Selanjutnya, diperoleh hasil jawaban siswa yang menggunakan LKS yang didesain adalah sangat baik dengan perolehan rerata hasil jawaban siswa sebesar 93,75 dari skala 100 serta mengobservasi respon siswa terhadap LKS tersebut dengan hasil sangat baik sebesar 93,6%. Berikutnya, berdasarkan hasil identifikasi setelah siswa menggunakan LKS yang didesain, dapat diambil kesimpulan bahwa hambatan-hambatan belajar sebelumnya terminimalisir (tahap analisis restrospektif). LKS yang didesain ini di validasi oleh dua guru matematika dari dua sekolah yang berbeda. Pengembangan desain didaktis empiris dari LKS ini di-setting kontekstual, komikal, modifiable, dan bersifat derivasi. This is a didactical design research design that aims to design student worksheets by presenting non-routine questions in order to help develop students' mathematical problem solving skills on social arithmetic. The stages in preparing the didactic design of this worksheet consist of 3 stages; Prospective Analysis, Metapedidactic and Retrospective Stages. The prospective analysis was carried out to determine the learning obstacles experienced by students during the didactic hypothesis design preparation. The metapedidactic analysis was carried out by implementing a hypothetical didactic design to students which was based on the identified learning obstacles. Furthermore, based on the students’ result from the designed worksheets showed a good outcome with 93.75 out of 100. Meanwhile, by observing students’ responses to the designed worksheet showed a good result as well with 93.6%. Then, based on the identification process after students used the design worksheets, it can be concluded that the learning obstacles they previously encountered were minimized by using (retrospective analysis stage). Here, the designed worksheets were validated by two mathematics teachers from two different schools. Lastly, the development of the empirical didactic design of these worksheets was contextualized, comical, modifiable, and derivational.
| Item Type: | Thesis (S2) |
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| Uncontrolled Keywords: | Didactical Research Design (DDR), Student Worksheet (LKS), Non-Routine Questions, Social Arithmetic |
| Subjects: | L Education > L Education (General) Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-2 |
| Depositing User: | Diana Anggraini |
| Date Deposited: | 21 Apr 2022 06:47 |
| Last Modified: | 21 Apr 2022 06:47 |
| URI: | http://repository.upi.edu/id/eprint/71935 |
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