Abstrak. Penelitian ini bertujuan untuk mengembangkan desain pembelajaran konsep peluang yang dirancang berdasarkan lintasan belajar siswa dan bentuk kearifan lokal masyarakat Indramayu. Desain yang dikembangkan menggunakan Didactical Design Research. Desain yang dibuat hanya pada konsep peluang suatu kejadian yang dimulai dari pengembangan lintasan belajar siswa. Metode penelitian ini menggunakan metode penelitian kualitatif dengan subjek penelitian 35 siswa SMA Negeri 1 Sliyeg. Tahap pertama yaitu analisis lintasan belajar yang sesuai kemampuan siswa, tahap kedua analisis bentuk kearifan lokal Indramayu yang sesuai dengan kehidupan sehari-hari siswa, dan tahap terakhir adalah mendesain pembelajaran konsep peluang. Desain pembelajaran konsep peluang berbasis kearifan lokal Indramayu diawali dengan penyajian bentuk cerita berkaitan dengan kegiatan telitian pari dan cerita tersebut disajikan dengan menggunakan beberapa situasi didaktis. Kata Kunci: Lintasan belajar siswa, Didactical Design Research, Kearifan lokal Indramayu.

Abstract. Identifying students' difficulties in learning concept of probability is important for teachers to prepare the appropriate learning processes and can overcome obstacles that may arise in the next learning processes. This study revealed the level of students' understanding of the concept of probability and identified their difficulties as a part of the epistemological obstacles identification of the concept of probability. This study employed a qualitative approach that tends to be the character of descriptive research involving 55 students of class XII. In this case, the writer used the diagnostic test of probability concept learning difficulty, observation, and interview as the techniques to collect the data needed. The data was used to determine levels of understanding and the learning difficulties experienced by the students. From the result of students' test result and learning observation, it was found that the mean cognitive level was at level 2. The findings indicated that students had appropriate quantitative information of probability concept but it might be incomplete or incorrectly used. The difficulties found are the ones in arranging sample space, events, and mathematical models related to probability problems. Besides, students had difficulties in understanding the principles of events and prerequisite concept.

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The need for developing students' higher order thinking skills is the main indicator in the application of HOTS-based questions in high school mathematics learning. The results of the implementation have not shown satisfactory results. The high level thinking ability of students in Indonesia in Mathematics is still very low. Therefore, a HOTS-based diagnostic test is needed which is able to detect the mathematical misconceptions of high school students as the aim of this study. Based on the research objectives, the method of this study is a qualitative method with research design using the Plomp model research design. The subjects of this study were several students and teachers at a school in Cirebon Regency. The results showed that four HOTS questions could be developed based on three aspects, namely, arithmetic, algebra, and geometry. The problem was developed to detect three forms of misconception, namely, theoretical, classification, and correlational misconceptions. The four questions that have been developed were assessed through the readability test of students and teachers, and CVR and CVI tests were carried out on eight mathematics teachers with valid results. Based on these results it can be concluded that the HOTS questions developed can be implemented for students to detect forms of mathematical misconceptions of high school students.

In the 21th century, the progress of learning mathematics requires students to have high-order thinking skills. In the class, it can be seen that the students high-order thinking skills are still low, which is addressed through the student’s difficulties in solving high-order thinking skills questions. One way to find student difficulties is to first analyze the form of misconceptions that students experience when solving high-order thinking skills questions. When the form of misconception can be explained, solutions to develop student’s high-order thinking skills will be found. The purpose of this research is to develop high-order thinking skills questions that can diagnose the misconceptions experienced by high school students and to determine the forms of misconceptions high school students in solving high-order thinking skills questions. The form of misconception that is the core of this research is viewed from the learning process of mathematics in the classroom and the ability to solve high-order thinking skills questions. The research method used in this research is qualitative research methods. Research subjects in this study were several high school students in Cirebon. This study uses four high-order thinking skill questions that have been validated by CVR and CVI. This study succeeded in revealing that many students experienced theoretical misconceptions which in students having difficulty changing problems into simpler forms of mathematics. Classification and correlational misconceptions become factors inhibiting students in developing their creating skills. The misconceptions found can be used as a reference for teachers and other researchers in developing mathematics learning based on the abilities and potential of students.