Abstrak: Makalah ini memaparkan hasil penelitian pengembangan bahan ajar pelajaran TIK SMP yang bercirikan pembelajaran berbasis proyek. Tujuan penelitian ini untuk melakukan validasi kelayakan bahan ajar ditinjau dari aspek substansi dan buku sebagai media pembelajaran. Metode digunakan adalah metode information repackaging, yakni mengumpulkan bahan-bahan dari bukubuku teks yang sudah ada dengan memperhatikan standar kompetensi dan kompetensi dasar pada silabus. Pada pengembangannya, buku teks menggunakan karakteristik pembelajaran berbasis proyek. Diharapkan kegiatan pembelajaran dapat berorientasi pada peserta didik, fokus pada pemecahan masalah, menyelesaikan tugas-tugas otentik dan menghasilkan produk pada akhir kegiatan pembelajaran. Hasil penelitian menyimpulkan bahwa isi materi buku ajar sesuai dengan kurikulum tingkat satuan pendidikan, karakteristik pembelajaran berbasis proyek, dan mudah dipahami siswa meski membutuhkan pemahaman ekstra.Kata kunci : bahan ajar, pembelajaran berbasis proyek, TIK.Abstract: This paper discusses the development of junior high school's informational technology and information class material that characterizes project-based learning. The research aimed at the subtance validation and feasibility of the teaching materials as learning media. Using information repackaging method, researchers collected materials from the existing textbooks while considering the competence standard and the basic competence as listed in the class syllabus. In their development, the textbooks incorporate project-based learning characteristics. It is expected that learning activities are student-centered, focusing on problem solving and completing authentic tasks as well as creating products in the end of the semester. The study concludes that the book contents are in accordance with the school-based curriculum, the project-based learning characteristics, and are easy to comprehend, despite the need for extra understanding.

This research aims to develop the design principles of STEM learning in elementary schools using educational design research. In this study, five STEM learning projects have been designed for fourth grade elementary students. This article presents the results of analysis and exploration as the first phase of educational design research that includes initial orientation, literature review, field-based investigation, site visit, professional meeting and networking. The analysis and exploration phase was carried out through the methods: interview, focus group discussion, observation and document analysis with the strategies: policy synthesis strategy, portrait field, perception pool and SWOT analysis. The results confirm that the integration of STEM learning into the Indonesia elementary curriculum is very appropriate to be implemented to support the development of 21st century skills of elementary school students. Products resulting from this phase are problem definitions, long-range goals, partial design requirements and initial design requirements.

Abstract. When students learn algebra for the first time, inevitably they are experiencing transition from arithmetic to algebraic thinking. Once students could apprehend this essential mathematical knowledge, they are cultivating their ability in solving daily life problems by applying algebra. However, as we dig into this transitional stage, we identified possible students' learning obstacles to be dealt with seriously in order to forestall subsequent hindrance in studying more advance algebra. We come to realize this recurring problem as we undertook the processes of re-personalization and recontextualization in which we scrutinize the very basic questions: 1) what is variable, linear equation with one variable and their relationship with the arithmetic-algebraic thinking? 2) Why student should learn such concepts? 3) How to teach those concepts to students? By positioning ourselves as a seventh grade student, we address the possibility of children to think arithmetically when confronted with the problems of linear equation with one variable. To help them thinking algebraically, Bruner's modes of representation developed contextually from concrete to abstract were delivered to enhance their interpretation toward the idea of variables. Hence, from the outset we designed the context for student to think symbolically initiated by exploring various symbols that could be contextualized in order to bridge student traversing the arithmeticalgebraic fruitfully.

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This study intends to investigate didactical and epistemological obstacles that occur when students accomplish the problem on the topic of geometry transformation. The data were collected through the students’ answer and interviews of 16 ninth graders and 16 twelfth graders when solving the test instrument used is eight problems related to geometry transformation where there are five of them which are contextual problems. The data analysis reveals that most students have difficulty in identifying contextual problems related to geometry transformation; not quite firm to know the characters from each type of geometry transformation (reflection, translation, rotation, and dilation); use procedural knowledge rather than conceptual understanding; and erroneous in applying previous material concepts related to solving geometry transformation problems. These findings are expected to overcome didactical and epistemological obstacles in teaching and learning of geometry transformation.