Siti Aminah, - (2022) DESAIN DIDAKTIS BERDASARKAN LEARNING OBSTACLES PEMAHAMAN KONSEP MATEMATIS PADA MATERI TRIGONOMETRI. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
ABSTRAK Penelitian ini dilatarbelakangi oleh siswa yang mengalami kesulitan dalam pembelajaran nilai perbandingan trigonometri pada sudut istimewa dan identitas trigonometri. Tujuan penelitian ini yaitu untuk mengidentifikasi hambatan belajar pada konsep trigonometri berdasarkan pemahaman konsep matematis. Metode penelitian yang digunakan yaitu metode penelitian kualitatif dengan studi fenomenologi, subjek penelitian adalah 8 dari 28 siswa kelas X dan seorang guru matematika SMA di Indramayu. Data diperoleh melalui analisis tes tertulis siswa, wawancara siswa dan guru, analisis catatan siswa dan buku bahan ajar yang digunakan. Instrumen tes disusun berdasarkan pemahaman konsep matematis yaitu pemahaman instrumental yang terdiri dari tiga soal dan pemahaman relasional yang terdiri dari dua soal. Hasil penelitian ini menunjukkan bahwa ada tiga temuan hambatan belajar yaitu hambatan ontogenik, epistemologi dan didaktik. Temuan dari hambatan ontogenik ditunjukkan dengan respon siswa yang kurang memahami materi prasyarat seperti penggunaan teorema Pythagoras, hubungan derajat dan radian begitupun dengan penggunaan perbandingan trigonometri itu sendiri. Hambatan epistemologi ditunjukkan dengan respon siswa ketika mengerjakan soal kontekstual dan relasional. Siswa tidak memiliki kemampuan untuk menerapkan pengetahuan konsep perbandingan trigonometri, nilai perbandingan trigonometri, aturan sinus dan cosinus serta materi prasyarat lainnya pada tipe soal yang berbeda dari biasanya. Hambatan didaktik yang teridentifikasi yaitu siswa hanya dibiasakan untuk menyelesaikan soal-soal prosedural, adanya indikasi dari pembelajaran yang dilakukan masih berujung pada hafalan rumus, serta ditemukan adanya loncatan materi terkait tidak dijelaskannya konsep trigonometri sebagai fungsi. Dari temuan hambatan belajar tersebut menunjukkan bahwa pemahaman konsep matematis siswa hanya mampu mencapai pemahaman instrumental yang termasuk pemahaman yang rendah. Indikator pemahaman yang mampu dicapai siswa yaitu indikator mengingat konsep dan menerapkan suatu konsep pada masalah matematika yang sederhana. Untuk mengatasi hambatan belajar disusun desain didaktis hipotetik yang terdiri dari delapan Lembar Kerja Siswa (LKS). Kata kunci: Hambatan belajar; Hambatan Ontogenik; Hambatan Epistemologi; Hambatan Didaktik; Pemahaman Konsep Matematis; Trigonometri; Lintasan Belajar; Desain didaktis. ABSTRACT This research is motivated by students who have difficulty in learning the value of trigonometric comparsions on special angles and trigonometric identities. This research aims to identify the learning obstacle on concept of trigonometry based on understanding mathematical concepts. The research method used is a qualitative method with phenomenlology. The research subjects were 8 of 28 tenth grade students and a high school mathematics teacher in Indramayu. The data was obtained through analysis of student written-test, students and teacher interview, analysis of student records and the textbook used. The test instrument arranged based on mathematical understanding skills, there is instrumental understanding skill which consists of three questions and relational understanding skill which consists two questions. The result of this research showed that there is three learning obstacles consist of ontogenic, epistemology, and didactic. The finding of ontogenic obstacle showed by the student responses who has the lack of understanding prerequisite material such as the use of Pythagorean theorem, lack of understanding how to relate degrees and radians as well as the use of trigonometry comparsions it self. Epistemological obstacles showed by the student responses when working on contextual and relational type of questions. Students do not have the ability to apply their knowledge of trigonometric comparsion concepts, trigonometric comparsion values, sine and cosine rules and other prerequisite material on different types of questions than usual. Didactical obstacles was identified by students who are only accustomed to solving procedural questions, there are indications that the learning carried out still leads to memorizing formulas, and it was found that there was a jump in material related to the lack of explanation of the concept of trigonometry as a function. From the findings of learning obstacles showed that student’s understanding of mathematical concept was only able to achieve instrumental understanding, which includes to low level understanding skill. Indicators of understanding that can be achieved by students are indicators of remembering concepts and applying a concept to simple math problems. To overcome the learning obstacles that have been found, a hypothetical didactic design was arranged consisting of eight student worksheets. Keyword: Learning Obstacles; Ontogenic Obstacles; Epistemology Obstacles; Didactic Obstacles; Mathematical Undersatnding Concepts; Trigonometry; Learning Trajectory; Didactic Design.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | ID SINTA Dosen Pembimbing Elah Nurlaelah : 6665327 Aan Hasanah : 6000349 |
| Uncontrolled Keywords: | Hambatan belajar; Hambatan Ontogenik; Hambatan Epistemologi; Hambatan Didaktik; Pemahaman Konsep Matematis; Trigonometri; Lintasan Belajar; Desain didaktis. |
| Subjects: | L Education > L Education (General) Q Science > QA Mathematics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Program Studi Pendidikan Matematika |
| Depositing User: | Siti Aminah |
| Date Deposited: | 06 Sep 2022 01:52 |
| Last Modified: | 06 Sep 2022 01:52 |
| URI: | http://repository.upi.edu/id/eprint/77766 |
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