Kasim, Farhan Firmansyah (2017) DESAIN DIDAKTIS KONSEP OPERASI HITUNG BILANGAN PECAHAN PADA PEMBELAJARAN MATEMATIKA SMP. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini dilatarbelakangi oleh learning obstacle yang dialami oleh siswa dan juga banyaknya kasus siswa sulit melakukan operasi hitung pada bilangan pecahan. Berdasarkan hal tersebut maka penelitian ini dibuat dengan tujuan untuk meminimalisir learning obstacle yang ada dengan membuat desain didaktis sebagai alternatif yang dapat digunakan dalam pembelajaran. Desain didaktis disusun dengan memperhatikan learning trajectory dan teori belajar yang relevan dan disesuaikan dengan learning obstacle yang ada. Terdapat 4 desain didaktis pada konsep operasi hitung bilangan pecahan, yaitu yang pertama mengenai kaitan antara pecahan desimal dan pecahan biasa, kedua mengenai operasi penjumlahan dan pengurangan bilangan pecahan, ketiga mengenai operasi perkalian dan pembagian bilangan pecahan, dan keempat mengenai mengurutkan bilangan pecahan. Desain didaktis tersebut diimplementasikan kepada siswa kelas VII Sekolah Menengah Pertama. Metode penelitian yang digunakan adalah kualitatif dengan teknik pengumpulan data triangulasi melalui observasi, wawancara, dan dokumentasi. Dari hasil penelitian, diperoleh bahwa beberapa learning obstacle siswa dapat diantisipasi sedangkan masih terdapat learning obstacle yang belum mampu diantisipasi yaitu learning obstalce dalam mengurutkan bilangan pecahan. Berdasarkan hasil implementasi, dilakukan perbaikan kembali pada desain didaktis awal yang kemudian disebut desain didaktis revisi dan dapat dijadikan salah satu alternatif bahan ajar dalam pembelajaran operasi hitung bilangan pecahan baik pecahan biasa ataupun pecahan desimal.;---The research was distributed by the learning obstacle and also many cases of difficult students perform arithmetic operations on fractions. Based on that, this research has been created aiming to minimize learning obstacle which exist, with creating lesson design as an alternative that can be use in learning. Lesson design was drwan up thus show didactical learning trajectory and learning’s theory that are relevant and matched to the learning obstacle which exist. There are four design on the concept of arithmetic operations fractions, i.e. the first regarding the linkage between decimal fractions and common fraction, the second regarding operations of addition and subtraction of fractions, the third regarding multiplication and division of the fractions, and the fourt regarding ordering fractions. The lesson design was implemented to students of VII clas junior high school. The research methods used qualitative data collection techniques with triangulation through observation, interviews, and documentation. Based on the result of this research, provided that some students learning obstacle can be anticipated while there is still a learning obstacle that has not been able to anticipate i.e learning obstacle regarding ordering fractions. Based on the result of implementation, carried out the repairs back on the design of earlu lasson design later called lesson design revision and can serve as one alternative learning materials in learning arithmatic operations both common fractions or a decimal fraction.
| Item Type: | Thesis (S1) |
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| Additional Information: | No. Panggil : S MAT KAS d-2017; Pembimbing : I. Didi Suryadi, II. Endang Mulyana. |
| Uncontrolled Keywords: | desain didaktis, operasi hitung bilangan pecahan, learning obstacle, learning trajectory, Lesson Design, arithmatic operation on fraction, learning obstacle, learning trajectory |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Program Studi Pendidikan Matematika |
| Depositing User: | Mrs. Santi Santika |
| Date Deposited: | 29 Jan 2018 01:54 |
| Last Modified: | 29 Jan 2018 01:54 |
| URI: | http://repository.upi.edu/id/eprint/28781 |
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