Desain Didaktis Penalaran Matematis untuk Mengatasi Kesulitan Belajar Siswa SMP pada Luas dan Volume Limas

Sulistiawati, Sulistiawati; Suryadi, Didi; Fatimah, Siti

doi:10.15294/kreano.v6i2.4833

Cited by 25 publications

(27 citation statements)

References 2 publications

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“…Banyak hambatan-hambatan yang dialami peserta didik dalam belajar. Hambatan belajar atau learning obstacle ini terjadi karena tiga faktor, yaitu hambatan ontogeni (kesiapan mental belajar), didaktik (pengajaran guru atau bahan ajar), dan epistimologi (pengetahuan siswa yang memiliki konteks terbatas) (Sulistiawati, Suryadi, & Fatimah, 2015).…”

Section: Pendahuluanunclassified

“…Menurut Brousseau hambatan belajar ini terbagi ke dalam tiga jenis (Sulistiawati et al, 2015), yaitu: Ontogenical learning obstacle, yaitu kesulitan belajar siswa berdasarkan psikologis atau dari segi mental siswanya. Epistemological learning obstacle, yaitu kesulitan belajar siswa terhadap materi karena materi yang ditangkap oleh siswa tidak lengkap.…”

Section: Pendahuluanunclassified

“…Metapedadiktik terdiri dari tiga komponen penting, yaitu kesatuan, fleksibilitas, dan koherensi atau pertalian logis (Sulistiawati et al, 2015). Kesatuan maksudnya guru mampu memandang sisi-sisi segitiga didaktis yang dimodifikasi sebagai sesuatu yang utuh.…”

Section: Pendahuluanunclassified

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Desain Didaktis Materi Trigonometri dalam Upaya Meminimalisir Hambatan Belajar Siswa

Sakinah¹,

Darwan²,

Haqq³

2019

Suska J. Math. Educ.

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Penelitian ini bertujuan untuk menghasilkan sebuah desain didaktis pada materi trigonometri. Metode yang digunakan dalam penelitian ini adalah design didactical research yang dikembangkan oleh Suryadi. Metode pengumpulan data yang digunakan dalam penelitian ini, yaitu: tes, wawancara, observasi, dokumentasi, dan angket. Penelitian ini dilakukan pada kelas XI IIK sebagai kelas yang telah menerima materi trigonometri untuk mengetahui hambatan belajar yang dialami siswa pada materi trigonometri. Setelah ditemukannya hambatan belajar yang dialami siswa, peneliti menyusun desain didaktis hipotesis yang disesuaikan dengan hambatan belajar siswa dan alur pembelajaran siswa. Desain didaktis hipotesis ini diimplementasikan kepada kelas X IIK 2 sebagai kelas implementasi yang belum pernah mendapatkan materi trigonometri. Dari hasil analisis uji hambatan belajar preimplentasi dan pascaimplementasi terdapat penurunan hambatan belajar sehingga hambatan belajar dapat terminimalisir dengan dibuatnya desain didaktis hipotesis.

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Section: Pendahuluanunclassified

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Desain Didaktis Materi Trigonometri dalam Upaya Meminimalisir Hambatan Belajar Siswa

Sakinah¹,

Darwan²,

Haqq³

2019

Suska J. Math. Educ.

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“…Desain didaktis sebagai bahan ajar yang digunakan oleh guru dalam proses pembelajaran dan dirancang, diimplikasikan serta dikembangkan untuk membangun sebuah konsep atau mengurangi kesulitan belajar (LO) (Sulistiawati, Suryadi, & Fatimah, 2015). (Brosseau, 2002) mengemukakan 3 jenis kesulitan belajar (LO).…”

Section: Didaktik Berasal Dariunclassified

Desain Didaktis Materi Lingkaran Pada Madrasah Tsanawiyah

Haqq¹,

Nasihah²,

Muchyidin³

2018

Eduma : Mathematics Education Learning and Teaching

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This research is motivated by the learning barriers of epistemology in the matter of circle at Madrasah Tsanawiyah level such as relationship of center angle and circumference, arc length and segment of circle. These learning barriers were found based on data obtained from students in the class who had received the previous circle material then planned to create a proper didactic design. This research aims to develop didactic design on the circle material at Madrasah Tsanawiyah level. This research was conducted in MTs Salafiyah Cirebon City in grade 8 as many as 27 respondents by using descriptive qualitative method. The didactic design was developed through 3 stages, ie didactic situation analysis, metapedadidactic analysis, and retrospective analysis. The result of this research is early didactic design, hypotetic learning trajectory, learning obstacle test result, learning obstacle post-implementation, and didactic empirical design. The early didactic design still needs to be revised to address the LO experienced by the students so that it becomes a more perfect empirical didactic design.

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“…Students find it difficult to explain a mathematical idea related to circles with pictures, construct conjectures, and relevant generalizations of the circle's concepts. Learning barriers here are learning barriers commonly known as the epistemological learning obstacle Sulistiawati, Suryadi, & Fatimah (2015) explained the cause of the epistemological learning obstacle is due to a lack of conformity of teaching materials presented to students with the condition of students in learning mathematics material. One way that is thought to be able to overcome the epistemological learning obstacle is by designing a learning materials.…”

Section: Introductionmentioning

confidence: 99%

Design of Learning Materials on Circle Based on Mathematical Communication

Rosita

Nopriana

Silvia

2019

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Mathematical communication skills is an important role in mathematics learning. However, the importance of mathematical communication skills has not been fully realized in learning, especially circle material. Design a learning material based on mathematical communication is one way to develop this ability. The preliminary study produced the findings of an epistemological learning obstacle so that students' mathematical communication skills were still in the low category. This study aimed to analyze learning obstacle and designing learning materials based on the material mathematical communication circle. This study is design research that contained two stages of Didactical Design Research (DDR), didactic situation and metapedadidactional stage. Research result obtained are students difficulties in relating the material defining elements of the circle with their own language, identifying circle elements that were known and explaining through pictures, calculating the circumference and distance of circular objects based on problems, calculating the surface area of circular objects based on the problems, and rearrange the formula which states the relationship of circle elements. To solve that learning obstacle, we recommend some learning trajectory in a circle that useful for teachers. This design of learning material is valid and practical to implement in the classroom.

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Desain Didaktis Penalaran Matematis untuk Mengatasi Kesulitan Belajar Siswa SMP pada Luas dan Volume Limas

Cited by 25 publications

References 2 publications

Desain Didaktis Materi Trigonometri dalam Upaya Meminimalisir Hambatan Belajar Siswa

Desain Didaktis Materi Trigonometri dalam Upaya Meminimalisir Hambatan Belajar Siswa

Desain Didaktis Materi Lingkaran Pada Madrasah Tsanawiyah

Design of Learning Materials on Circle Based on Mathematical Communication

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