Euis Gusanti Sri Rahayu, -) (2020) DESAIN DIDAKTIS MATERI GEOMETRI RUANG BERDASARKAN TEORI SITUASI DIDAKTIS UNTUK MENGEMBANGKAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA KELAS XII SMK. S2 thesis, Universitas Pendidikan Indonesia.
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
T_MTK_1803066_Title.pdf Download (404kB) |
|
Text
T_MTK_1803066_Chapter1.pdf Download (413kB) |
|
Text
T_MTK_1803066_Chapter2.pdf Restricted to Staf Perpustakaan Download (754kB) |
|
Text
T_MTK_1803066_Chapter3.pdf Download (276kB) |
|
Text
T_MTK_1803066_Chapter4.pdf Restricted to Staf Perpustakaan Download (1MB) |
|
Text
T_MTK_1803066_Chapter5.pdf Download (265kB) |
|
Text
T_MTK_1803066_Appendix.pdf Restricted to Staf Perpustakaan Download (3MB) |
Abstract
ABSTRAK Euis Gusanti Sri Rahayu. (1803066). Desain Didaktis Materi Geometri Ruang Berdasarkan Teori Situasi Didaktis untuk Mengembangkan Kemampuan Representasi Matematis Siswa Kelas XII SMK. Penelitian ini adalah penelitian kualitatif yang bertujuan mengembangkan desain didaktis konsep jarak pada geometri ruang terkait kemampuan representasi matematis siswa. Metode yang digunakan merupakan metode kualitatif dengan Didactical Design Research (DDR) yang terdiri dari tiga tahapan yaitu analisis sebelum pembelajaran dalam wujud Desain Didaktis Hipotetik termasuk Antisipasi Didaktis dan Pedagogis (ADP), tahapan analisis metapedadidaktik, dan tahapan analisis retrosfektif yang mengaitkan hasil analisis situasi hipotetik dengan metapedadidaktik. Desain didaktis hipotetik disusun berdasarkan learning obstacle dan hypothetical learning trajectory dengan memperhatikan theory of didactical situation. Subjek penelitian adalah 3 orang siswa SMK Negeri di Kabupaten Garut sebagai perwakilan dari 30 orang siswa yang telah mendapatkan pengalaman belajar materi jarak dalam Geometri Ruang serta telah diberikan tes identifikasi learning obstacle. Hasil studi mengidentifikasi learning obstacle, yaitu didactic obstacle dan epistemological obstacle yang meliputi (1) Kemampuan siswa dalam menyajikan konsep dalam berbagai bentuk representasi matematika, (2) Pemahaman materi proyeksi orthogonal antara titik pada garis dalam geometri ruang, (3) Membuat gambar bangun geometri ruang untuk memperjelas masalah, (4) Pemahaman representasi visual siswa yang berkaitan dengan kemampuan untuk menentukan kedudukan titik atau garis tegak lurus terhadap suatu garis, (5) Pemahaman prosedur perhitungan dengan menggunakan teorema Pythagoras dan konsep aljabar. Kata kunci: Desain Didaktis, Konsep Jarak dalam Geometri Ruang, Learning Obstacle, Learning Trajectory, Theory of Didactical Situation ABSTRACT Euis Gusanti Sri Rahayu. (1803066). Didactical Design for Distance Concept in Solid Geometry Based on Didactic Situation Theory to Develop Mathematical Representation Ability in Grade XII of Vocational High School. This is qualitative research about didactical design of distance concept in solid geometry which is aimed to develop mathematical representation ability. This research employs qualitative method with Didactical Design Research (DDR) that consists of three stages of didactical situation analysis before learning in the form of hypothetical didactical design, including Didactical and Pedagogical Anticipation (DPA), metapedadidactical analysis, and retrospective analysis, which connects the results of hypothetic situation analysis with metapedadidactical analysis. Hypothetical didactical design is arranged by learning obstacle and hypothetical learning trajectory with theory of didactical situation. The research subjects were 3 students of State Vocational High School in Garut as representatives of 30 students who had experience learning Distance Concept in Solid Geometry and had been given an identification test for learning obstacle. The study identified that learning obstacle is didactic and epistemological obstacle which covered five inaccuracies in (1) Students' ability in presenting concepts in various mathematical representation; (2) Understanding of the concept orthogonal projection between points on a line in the geometry; (3) construct geometric shapes of space to clarify the problem; (4) Understanding students' visual representations related to the ability to determine the position of a point or line perpendicular to a line; (5) Understanding of calculation procedures using the Pythagorean theorem and algebraic concepts Keywords: Didactical Design, Concept of Distance in Geometry, Learning Obstacle, Learning Trajectory, Theory of Didactical Situation.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | No Panggil : T MTK EUI d-2020; NIM :1803066 |
| Uncontrolled Keywords: | Desain Didaktis, Konsep Jarak dalam Geometri Ruang, Learning Obstacle, Learning Trajectory, Theory of Didactical Situation |
| Subjects: | L Education > L Education (General) Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-2 |
| Depositing User: | Euis Gusanti Sri Rahayu |
| Date Deposited: | 14 Sep 2020 03:06 |
| Last Modified: | 14 Sep 2020 03:06 |
| URI: | http://repository.upi.edu/id/eprint/53131 |
Actions (login required)
 |
View Item |