DESAIN DIDAKTIS PEMBELAJARAN OPERASI BILANGAN BULAT DI KELAS VII SMP

Rima Kurniasi, - (2023) DESAIN DIDAKTIS PEMBELAJARAN OPERASI BILANGAN BULAT DI KELAS VII SMP. S2 thesis, Universitas Pendidikan Indonesia.

[img] Text
T_MAT_2010209_Title.pdf

Download (778kB)
[img] Text
T_MAT_2010209_Chapter 1.pdf

Download (398kB)
[img] Text
T_MAT_2010209_Chapter 2.pdf
Restricted to Staf Perpustakaan

Download (622kB)
[img] Text
T_MAT_2010209_Chapter 3.pdf

Download (163kB)
[img] Text
T_MAT_2010209_Chapter 4.pdf
Restricted to Staf Perpustakaan

Download (2MB)
[img] Text
T_MAT_2010209_Chapter 5.pdf

Download (107kB)
[img] Text
T_MAT_2010209_Appendix.pdf
Restricted to Staf Perpustakaan

Download (2MB)
Official URL: http://repository.upi.edu

Abstract

Operasi bilangan bulat merupakan materi dasar yang sangat penting dalam matematika. Materi ini akan terus digunakan pada materi selanjutnya. Namun banyak ditemukan learning obstacle siswa pada materi ini. Learning obstacle dapat menghambat pencapaian siswa memahami tujuan pembelajaran. Maka dari itu diperlukan sebuah desain didaktis untuk mereduksi learning obstacle tersebut. Tujuan dari penelitian ini adalah memperoleh deskripsi tentang desain didaktis untuk mengurangi learning obstacle pada pembelajaran bilangan bulat di kelas VII SMP. Metode penelitian yang digunakan adalah Didactical Design Research (DDR). Hasil penelitian yang diperoleh adalah terdapat learning obstacle pada pembelajaran operasi bilangan bulat dikelas VII SMP. Learning obstacle yang ditemukan yaitu: durasi pembelajaran yang kurang memadai akibat pandemi covid-19, penggunaan rumus praktis oleh guru, guru kurang menekankan definisi dasar operasi bilangan bulat, dan contoh soal yang kurang bervariasi (didactical obstacle). Siswa kurang memahami materi prasyarat dan perbedaan konsep operasi bilangan asli dan bilangan bulat (ontogenic obstacle). Siswa hanya menghafal prosedur penggunaan rumus tanpa memahami konsepnya, siswa terbiasa menjawab soal yang serupa dengan contoh soal, dan siswa kesulitan mengubah bentuk soal cerita ke dalam bentuk operasi matematika (epistemological obstacle). Berdasarkan analisis learning obstacle terbentuklah sebuah desain didaktis untuk mereduksi learning obstacle tersebut. Desain didaktis berupa rancangan situasi didaktis dan antisipasinya serta lembar kerja siswa. Hasil implementasi desain didaktis menunjukkan telah terjadi empat situasi didaktis: situasi aksi, situasi formulasi, situasi validasi, dan situasi institusionalisasi dalam proses pembelajaran. Learning obstacle yang terjadi telah dapat diminimalisir. Siswa mampu menyelesaikan soal operasi campuran bilangan bulat. Siswa mampu mengubah soal cerita ke dalam bentuk matematika serta memilih penyelesaian soal cerita yang tepat. Operations on integers are a crucial primary material in mathematics. This material will continue to be used in the following material. However, there are many student learning obstacles found in this material. Learning obstacles can hinder student achievement in understanding learning objectives. Therefore we need a didactic design to reduce the learning obstacle. The purpose of this research is to obtain a description of the didactic design to reduce learning obstacles in learning integers in class VII SMP. The research method used is Didactical Design Research. The research results show that there are learning obstacles in integer operations in class VII SMP. The learning obstacles were: inadequate learning duration due to the co-19 pandemic, the use of practical formulas by the teacher, the teacher should have emphasized the basic definition of integer operations, and examples of questions that did not vary (didactical obstacle). Students need help understanding the prerequisite material and the difference between operating natural numbers and integers (ontogenic obstacle). Students only memorize the procedure for using formulas without understanding the concept, students are used to answering questions that are similar to the example questions, and students have difficulty changing the form of word problems into the form of mathematical operations (epistemological obstacle). Based on the learning obstacle analysis, a didactic design is formed to reduce the learning obstacle. The didactic design is in the form of a didactic situation design and its anticipation, as well as student worksheets. The results of the implementation of the didactical design show that there have been four didactical situations: action situations, formulation situations, validation situations, and institutionalization situations in the learning process. Learning obstacles that occur can be minimized. Students can solve mixed-integer operations. Students can change word problems into mathematical form and choose the correct word problem solutions.

Item Type: Thesis (S2)
Additional Information: Link Google Scholar: https://scholar.google.com/citations?hl=id&view_op=list_works&gmla=AJsN-F6Yd8GXyMwPB4ptYKOav-AK7PntUKz6iGVc3aG3IYLoUnuLiAdRiglplGO3VheRbuzX84CE4AB1rB4hsmEAwEYGXjVcme9xhdBo0UONiug9CFs0pT0&user=mtgw_I8AAAAJ ID SINTA Dosen Pembimbing: Nurjanah : 5995393 Endang Cahya Mulyaning A : 6121877
Uncontrolled Keywords: Learning Obstacle, Learning Trajectory, Desain Didaktis, Situasi Didaktis, Operasi Bilangan Bulat.
Subjects: L Education > L Education (General)
Q Science > QA Mathematics
Divisions: Sekolah Pasca Sarjana > Pendidikan Matematika S-2
Depositing User: RIMA KURNIASI
Date Deposited: 25 Jan 2023 03:39
Last Modified: 25 Jan 2023 03:39
URI: http://repository.upi.edu/id/eprint/87537

Actions (login required)

View Item View Item