%0 Thesis %9 S1 %A Risa Intan Andini, - %A Dindin Abdul Muiz Lidinillah, - %A Ika Fitri Apriani, - %B KODEPRODI86288#PGSD_Kampus_Tasikmalaya_S1 %D 2025 %F repoupi:137110 %I Universitas Pendidikan Indonesia %K Desain Didaktis, Realistic Mathematics Education (RME), Pola Bilangan, Aljabar, Sekolah Dasar Didactical Design, Realistic Mathematics Education (RME), Number Patterns, Algebra, Elementary School %T DESAIN DIDAKTIS POLA BILANGAN BERBASIS REALISTIC MATHEMATICS EDUCATION DI KELAS IV SD %U http://repository.upi.edu/137110/ %X Pola bilangan menjadi salah satu materi yang dipelajari dalam elemen aljabar di sekolah dasar. Studi pendahuluan yang dilakukan menghasilkan beberapa learning obstacle berupa hambatan epistemologis yang dialami peserta didik. Maka dari itu, penelitian ini bertujuan untuk menyusun desain didaktis pola bilangan di kelas IV Sekolah Dasar berdasarkan pada hambatan epistemologis yang dialami peserta didik. Desain didaktis juga dirancang dengan pendekatan Realistic Mathematics Education (RME) untuk membantu peserta didik memahami materi melalui konteks nyata yang dekat dengan kehidupan peserta didik. Metode penelitian yang digunakan yakni Didactical Design Research (DDR) dengan tiga tahapan penelitian yakni analisis prospektif, analisis metapedadidaktik dan analisis retrospektif. Penelitian dilaksanakan di kelas IV SDN 2 Bunisari dan SDN 3 Cimindi, Kecamatan Cigugur, Kabupaten Pangandaran. Data dalam penelitian diperoleh melalui uji learning obstacle, wawancara, studi dokumentasi dan angket. Data yang diperoleh kemudian dianalisis dengan pendekatan kualitatif dan kuantitatif. Berdasarkan hasil analisis terhadap learning obstacle, peneliti merancang Hypothetical Learning Trajectory (HLT) beserta Antisipasi Didaktis dan Pedagogis (ADP). Penelitian ini menghasilkan desain didaktis pembelajaran pola bilangan untuk dua pertemuan pembelajaran. Hasil implementasi desain didaktis menunjukkan bahwa peserta didik mampu memahami materi pola bilangan melalui berbagai aktivitas pembelajaran yang terdapat dalam desain didaktis. Hasil analisis retrospektif yang dilakukan menunjukkan bahwa desain didaktis yang dikembangkan mampu memfasilitasi proses belajar peserta didik, meskipun terdapat beberapa perbaikan yang dilakukan untuk meminimalisir kesulitan yang dialami peserta didik. Hasil angket yang diberikan kepada peserta didik dan guru menunjukkan respons yang sangat baik terhadap desain didaktis. Number patterns are one of the topics studied within the algebra strand in elementary school. A preliminary study revealed several learning obstacles in the form of epistemological barriers experienced by students. Therefore, this study aims to develop a didactical design for teaching number patterns in Grade IV of elementary school based on the epistemological obstacles faced by students. The didactical design is developed using the Realistic Mathematics Education (RME) approach to help students understand the topic through real-life contexts that are familiar to them. The research method used is Didactical Design Research (DDR), which includes three main stages: prospective analysis, metapedadidactic analysis, and retrospective analysis. The study was conducted in Grade IV at SDN 2 Bunisari and SDN 3 Cimindi, located in Cigugur Subdistrict, Pangandaran Regency. Data were collected through learning obstacle tests, interviews, document analysis, and questionnaires. The collected data were then analyzed using both qualitative and quantitative approaches. Based on the analysis of learning obstacles, the researcher designed a Hypothetical Learning Trajectory (HLT) along with Didactical and Pedagogical Anticipations (ADP). The study resulted in a didactical design for teaching number patterns over two learning sessions. The implementation of the design showed that students were able to understand the concept of number patterns through a variety of learning activities provided in the design. The retrospective analysis indicated that the developed didactical design facilitated student learning, although some revisions were made to address learning difficulties. The questionnaire responses from both students and teachers showed very positive feedback toward the didactical design. %Z https://scholar.google.com/citations?view_op=new_profile&hl=id ID SINTA Dosen Pembimbing: Dindin Abdul Muiz Lidinillah: 5977469 Ika Fitri Apriani: 6649299