DESAIN DIDAKTIS PEMBELAJARAN ARITMATIKA SOSIAL BERDASARKAN TEORI PRAXEOLOGY

Norma Septiani, - (2025) DESAIN DIDAKTIS PEMBELAJARAN ARITMATIKA SOSIAL BERDASARKAN TEORI PRAXEOLOGY. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk mengidentifikasi secara komprehensif hambatan belajar (Learning Obstacles) yang dialami siswa pada pembelajaran aritmatika sosial, Hypothetical Learning Trajectory (HLT), serta menyusun desain didaktis berbasis teori praxeologi sebagai solusi untuk mengatasi hambatan belajar. Penelitian ini menggunakan pendekatan kualitatif dengan desain Didactical Design Research (DDR). Subjek penelitian yang digunakan yaitu 25 siswa kelas VII SMP di SMP Islam Al-Azhar 27 Cilegon. Pengumpulan data dilakukan melalui triangulasi data yaitu studi dokumen, observasi, wawancara, serta tes tertulis. Hasil penelitian menunjukkan bahwa siswa mengalami hambatan belajar yang teridentifikasi mencakup kesulitan siswa dalam memahami soal cerita, membuat model matematika, melakukan operasi hitung dengan bilangan pecahan dan desimal, serta menarik kesimpulan akhir. Berdasarkan analisis praxeology, desain didaktis yang dirancang mencakup blok praktis (jenis tugas dan teknik penyelesaian) dan blok teoretis (teknologi dan teori yang mendukung pemilihan teknik). Desain didaktis yang dihasilkan mencakup lintasan pembelajaran hipotetis (Hypothetical Learning Trajectory/HLT), yang dirancang untuk meningkatkan pemahaman siswa terhadap konsep aritmatika sosial. This study aims to comprehensively identify learning obstacles (Learning Obstacles) experienced by students in learning sosial arithmetic, Hypothetical Learning Trajectory (HLT), and to compile a didactic design based on praxeology theory as a solution to overcome these obstacles. This study uses a qualitative approach with a Didactic Design Research (DDR) design. The subjects of the study were 25 seventh grade junior high school students at SMP Islam Al-Azhar 27 Cilegon. Data collection was carried out through data triangulation, namely document studies, observations, interviews, and written tests. The results of the study showed that students experienced identified learning obstacles including students' difficulties in understanding story problems, making mathematical models, performing arithmetic operations with fractions and decimals, and drawing final conclusions. Based on the praxeology analysis, the didactic design designed includes practical blocks (types of tasks and completion techniques) and theoretical blocks (technology and theories that support the selection of techniques). The resulting didactic design includes a hypothetical learning trajectory (HLT), which is designed to enhance students' understanding of sosial arithmetic concepts.

	Text T_MTK_2013101_Title.pdf Download (423kB)
	Text T_MTK_2013101_Chapter1.pdf Download (204kB)
	Text T_MTK_2013101_Chapter2.pdf Restricted to Staf Perpustakaan Download (382kB)
	Text T_MTK_2013101_Chapter3.pdf Download (208kB)
	Text T_MTK_2013101_Chapter4.pdf Restricted to Staf Perpustakaan Download (1MB)
	Text T_MTK_2013101_Chapter5.pdf Download (87kB)
	Text T_MTK_2013101_Appendix.pdf Restricted to Staf Perpustakaan Download (2MB)

Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?view_op=view_citation&hl=en&user=ttewASMAAAAJ&citation_for_view=ttewASMAAAAJ:u5HHmVD_uO8C ID SINTA Dosen Pembimbing Endang Cahya Mulyaning A. : 6121877 Lukman : 6675529
Uncontrolled Keywords:	Learning Obstacles, Aritmatika Sosial, Hypothetical Learning Trajectory, Praxeology, Desain Didaktis. Learning Obstacles, Sosial Arithmetic, Hypothetical Learning Trajectory, Praxeology, Didactic Design.
Subjects:	L Education > L Education (General) Q Science > QA Mathematics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika - S2
Depositing User:	Norma Septiani
Date Deposited:	09 Feb 2025 15:43
Last Modified:	09 Feb 2025 15:43
URI:	http://repository.upi.edu/id/eprint/130444

Actions (login required)

View Item