@mastersthesis{repoupi136566,
           title = {KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SEKOLAH INKLUSIF MELALUI IMPLEMENTASI DESAIN DIDAKTIS},
            note = {https://scholar.google.com/citations?hl=en\&user=YrqDltQAAAAJ

ID SINTA Dosen Pembimbing:
Siti Fatimah: 5978161
Lukman: 6675529},
           month = {August},
            year = {2025},
          school = {Universitas Pendidikan Indonesia},
             url = {https://repository.upi.edu/},
        keywords = {komunikasi matematis, sekolah inklusif, learning obstacle, desain didaktis, lamban belajar.

mathematical communication, inclusive school, learning obstacles, didactic design, slow learner.},
        abstract = {Penelitian menggunakan pendekatan Didactical Design Research (DDR) dengan melalui tiga tahap: analisis prospektif, metapedadidaktik, dan retrospektif. Subjek penelitian kelas awal adalah siswa kelas VII SMP inklusif yang terdiri dari enam siswa reguler dan satu siswa berkebutuhan khusus dengan jenis slow learner. Data dikumpulkan melalui observasi pembelajaran, tes kemampuan komunikasi matematis, wawancara siswa, dan wawancara guru. Hasil penelitian menunjukkan siswa reguler mengalami ontogenic obstacle, didactical obstacle, dan epistemological obstacle, sedangkan siswa slow learner didominasi ontogenic obstacle dan didactical obstacle. Hypothetical Trajectory Learning (HLT) yang dikembangkan berbasis Theory of Didactical Situations (TDS) dengan model problem-based learning melalui enam kegiatan pembelajaran. Hasil implementasi desain didaktis hipotetik sesuai dengan prediksi dan antisipasi respon pedagogis. Hasil setelah intervensi menunjukkan efektivitas dalam penurunan learning obstacle dan peningkatan kemampuan komunikasi matematis. Siswa reguler seluruhnya teratasi dengan peningkatan signifikan pada semua indikator kemampuan komunikasi matematis. Siswa slow learner mengalami reduksi ontogenic dan didactical obstacles, namun masih menghadapi hambatan pada mathematical expression dan writing. Penelitian ini memberikan kontribusi dalam pengembangan pembelajaran matematika inklusif yang adaptif terhadap keberagaman kognitif siswa.

This study applies Didactical Design Research (DDR) approach, consisting of three stages: prospective analysis, metapedadidactic analysis, and retrospective analysis. The initial research subjects were seventh-grade students in an inclusive junior high school, comprising six regular students and one student with special needs identified as a slow learner. Data were collected through classroom observations, mathematical communication tests, student interviews, and teacher interviews. The results indicated that regular students experienced ontogenic, didactical, and epistemological obstacles, while the slow learner primarily encountered ontogenic and didactical obstacles. The Hypothetical Learning Trajectory (HLT) was developed based on the Theory of Didactical Situations (TDS) and implemented through six problem-based learning activities. The implementation of the didactical design aligned with the predicted learning responses and pedagogical anticipations. Post-intervention results showed a decrease in learning obstacles and an improvement in mathematical communication abilities. All regular students demonstrated significant improvement across all indicators. The slow learner showed reduced ontogenic and didactical obstacles but continued to face challenges in mathematical expression and writing. This research contributes to the development of inclusive mathematics learning designs that are adaptive to the cognitive diversity of students.},
          author = {Widya Rahmadini, - and Siti Fatimah, - and Lukman, -}
}