Rifani, Raden Hanna (2017) DESAIN DIDAKTIS PADA MATERI FLUIDA DINAMIS KELAS XI SMA BERDASARKAN ANALISIS HAMBATAN BELAJAR. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Pada setiap proses pembelajaran yang berlangsung tidak selalu berjalan lancar sesuai perencanaan yang telah dibuat oleh guru. Siswa mungkin saja mengalami situasi dimana mereka tidak dapat mengikuti pembelajaran dengan baik akibat tidak memahami materi yang diajarkan. Situasi yang demikian dinamakan leaning obstacle (hambatan belajar). Hambatan dibagi menjadi tiga yaitu hambatan ontogeni, didaktis dan epistimologis. Hambatan belajar dapat ditanggulangi oleh guru dengan melakukan proses repersonalisasi dan rekontektualisasi yang dilakukan sebelum pembelajaran. Proses repersonalisasi dan proses rekontekstualisasi adalah tahapan yang ada pada proses penelitian desain didaktis. Penelitian ini memiliki tujuan untuk mengidentifikasi hambatan belajar berdasarkan hasil Tes Kemampuan Responden (TKR), mendeskripsikan learning trajectory, serta membuat desain didaktis pada materi fluida dinamis yang dibatasi pada materi fluida ideal, persamaan kontinuitas dan debit. Pada proses penelitian, desain didaktis diimplementasikan pada tiga kelas dengan kemampuan peserta didik yang relatif sama. Metode penelitian yang digunakan pada penelitian ini adalah kualitatif deskriptif dan desain penelitian berupa Didactical Design Reasearch. Hasil dari penelitian ini adalah diperolehnya hambatan belajar siswa berdasarkan hasil TKR, desain didaktis serta learning trajectory pada setiap konsep esensial yaitu pada fluida ideal, persamaan kontinuitas, serta debit. ---------- Learning processes are not always proceeding smoothly according to the plan made by the lecturer. Students might encounter difficulties on following the flow of lectures which are resulted in misunderstood the lessons. The situation above indicated as learning obstacle. Learning obstacle classified by three types; ontogeny, didactic and epistemological. The learning obstacle could be prevented by depersonalization and reconceptualization prepared by the lecturer before the delivery of knowledge transfer happened. Those two process are presented as steps on research in didactic design. The aim of this research are to identify the learning obstacles based on respondent’s ability test, describe learning trajectory, and create didactic design on fluid dynamic subject restricted to ideal fluid, continuity equation and debit subjects. Furthermore, didactic design is implemented to three classes in senior high school with similar student’s capacity. Method used in this research are qualitative descriptive and research design on didactical research. Based on respondent’s ability test, didactic design and learning trajectory, the result shows there is indication of learning obstacles on several essential concepts, such as ideal fluid, continuity equation, and debit.
| Item Type: | Thesis (S1) |
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| Additional Information: | No. Panggil: S FIS RIF d-2017; Pembimbing: I. Harun Imansyah, II. Heni Rusnayati; NIM: 1300958 |
| Uncontrolled Keywords: | hambatan belajar, learning trajectory, desain didaktis, didactic design, learning obstacles. |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QC Physics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Fisika > Program Studi Pendidikan Fisika |
| Depositing User: | Mr. Arif Rezkyana Nugraha |
| Date Deposited: | 07 Aug 2018 08:31 |
| Last Modified: | 07 Aug 2018 08:31 |
| URI: | http://repository.upi.edu/id/eprint/30366 |
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