Design of Learning Materials on Circle Based on Mathematical Communication

Abstract

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.

Digital Didactical Design: The Role of Learning Obstacles in Designing Combinatorics Digital Module for Vocational Students

“…The results of the learning obstacle analysis are in line with the results of previous studies. It was stated that difficulties arise due to several errors, such as confusion about the use of permutations [3], [8], [14], students solving the combination problem by using the permutation problem [15], misinterpretation of the question, creation of solutions using incorrect arithmetic operations, an incorrect formula used, and inability to remember the meaning of values for parameters in combinatorics formula [14], and problems with the meaning of these concepts [34]. In general, students still experience learning obstacles in solving combination problems, hence the digital module design can be an effort to minimize the learning obstacle.…”

“…Several previous studies suggest TDS as the theory for designing learning materials. For instance, the design of circle material based on mathematical communication [8], [35] and learning activities in negative integers [36].…”

Implementation of Didactical Design on Circle Material at Junior High School

“…The surface of the circle is presented using cardboard to help students think more creatively. The design revision is in line with the student's learning trajectory in determining the area of the circle, as stated by Rosita et al (2019). To generalize the formula for the area of a circle, starting with selecting the area of a square, then a polygon, so that students can generalize the formula for the area of a circle.…”

“…Through geometry, almost every everyday problem can be solved (Ulfa & Jupri, 2020). Geometry can be found in objects in balls, tubes, squares, lines, circles and so on (Rosita et al, 2019). Özerem (2012) states that by studying geometry, students are trained to analyze and interpret their environment and equip them with tools that they can apply in other areas of mathematics.…”

Pengaruh Model Pembelajaran Problem Based Learning Dan Tingkat Kecemasan Matematika Terhadap Kemampuan Komunikasi Matematis Siswa

“…Matematika merupakan sarana untuk mengkomunikasikan ide secara jelas, akurat, dan sistematis. Dalam kegiatan pembelajaran, kemampuan komunikasi matematis penting untuk dimiliki sehingga perlu ditekankan dan menjadi fokus ketika mempelajari matematika (Rosita et al, 2019). Dalam proses belajar siswa pada pelajaran matematika, kemampuan kognitif yang optimal dapat dicapai apabila tidak ada penghambat didalamnya.…”