Developing Learning Trajectory Based Instruction of the Congruence for Ninth Grade Using Central Java Historical Building

Fahrurozi, Achmad; Maesaroh, Suci; Suwanto, Imam; Nursyahidah, Farida

doi:10.23917/jramathedu.v3i2.6616

Cited by 13 publications

(10 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hal tersebut selaras dengan hasil penelitian Dewi, Khodijah, dan Setiawan (2020) yang menyatakan bahwa siswa terbukti termotivasi dengan digunakannya aplikasi GeoGebra pada konsep transformasi. Beberapa penelitian sebelumnya juga telah menggunakan konteks lokal dalam pembelajaran matematika yaitu motif kain batik Sidoarjo (Lestariningsih, 2017), bangunan bersejarah (Fahrurozi, et al, 2018;Nursyahidah, Saputro, & Albab, 2020), dan tradisi masyarakat (Aisyah, Nursyahidah, & Kusumaningsih, 2020;Nursyahidah, et al, 2021). Oleh karena itu, lintasan belajar dengan menggunakan konteks Klenteng Sam Poo Kong Semarang dapat menjadi salah satu alternatif dalam pembelajaran refleksi dan translasi.…”

Section: Pembahasanunclassified

Desain Pembelajaran Refleksi dan Translasi Berkonteks Klenteng Sam Poo Kong Semarang

Lestari

Nugroho

Nursyahidah

2021

jel

Self Cite

View full text Add to dashboard Cite

Reflection and translation material are critical to be mastered by students in learning transformation material. However, reflection and translation material are still difficult for students to understand. Therefore, this study aims to develop a learning trajectory that will assist ninth-grade students of Junior High School in grasping the notion of reflection and translation in the context of the Sam Poo Kong Temple in Semarang. The research used the design research method, which consisted of three stages: the preliminary design, the design experiment (pilot experiment and teaching experiment), and retrospective analysis. The PMRI approach was used to develop learning activities in this research. This study involved 32 ninth-grade students at a junior high school in Semarang city. The results of this study is a learning trajectory that includes a series of learning processes in four activities. These are observing the Sam Poo Kong Semarang video and analyzing the properties of reflection, finding the reflection formula, analyzing the properties of translation, discovering the translation formula, and solving contextual problems related to reflection and translation. The activities conducted can enable students to develop a better understanding of material reflection and translation. The research's findings indicate that using the Sam Poo Kong Semarang temple context can equip ninth-grade students to comprehend the concept of material reflection and translation. Additionally, the outcome of this study offers additional local wisdom options that can be used as a context in mathematics.

show abstract

Section: Pembahasanunclassified

Desain Pembelajaran Refleksi dan Translasi Berkonteks Klenteng Sam Poo Kong Semarang

Lestari

Nugroho

Nursyahidah

2021

jel

Self Cite

View full text Add to dashboard Cite

show abstract

“…IRME, which has been going on since 2001, has five main characteristics (Widyawati et al, 2016), namely the use of context, models, student contributions, linkages, and interactivity, that can facilitate students in understanding the concepts well. The use of IRME in this study is drawn upon the results of previous studies, which revealed that IRME could increase students' motivation in learning (Nursyahidah et al, 2018;Fahrurozi et al, 2018;Hartono et al, 2021), improve students' understanding (Sari et al, 2015), ease students to understand concepts (Fitri & Prahmana, 2018;Lestari et al, 2021), direct students' understanding from the informal stage to the formal stage, and create meaningful learning (Hartono et al, 2021).…”

Section: Introductionmentioning

confidence: 98%

Development of Learning Trajectory on the Set Topic for 7th Grade in the Context of Sedekah Laut Tradition

Hartono

Khaeriyah

Sari

et al. 2021

KJPM

Self Cite

View full text Add to dashboard Cite

Set is an important topic to be mastered by students because it influences the development of mathematics in daily life. However, many students still have difficulty learning the topic. Therefore, it is necessary to design a learning trajectory using the appropriate approach, context, and media. This research resulted in the learning development using Sedekah Laut context to create meaningful learning and increase students' understanding of sets. The method used in this study was design research proposed by Gravemeijer & Cobb with three stages: preliminary design, experimental design (pilot experiments and teaching experiments), and retrospective analysis. However, this article only presented the results from the Preliminary design stage. The participants involved in this study were 7th-grade students of SMP Negeri 6 Semarang. The resulting hypothetical learning trajectory consists of a series of learning processes: observing context videos to find the concepts of sets, non-sets, empty sets, universal sets, and Venn diagrams; explaining the properties of the set; defining set operations; and solving problems related to sets.

show abstract

“…Moreover, it is crucial for the teacher to design meaningful learning to maximize the effectiveness and efficiency of learning, improve concept understanding, create meaningful learning, and achieve optimal learning objectives (Nursyahidah et al, 2021a) by choosing appropriate approaches. One of the approaches that are suitable for constructing a given concept using a familiar context to students and allow students to be active in learning (Kusumaningsih et al, 2020) is Indonesian Realistic Mathematics Education (IRME) (Nursyahidah et al, 2013(Nursyahidah et al, , 2018Fahrurozi et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…IRME has been used since 2001. It can increase students' ability and motivation to solve problems (Nursyahidah et al, 2013(Nursyahidah et al, , 2018Fahrurozi et al, 2018) and can make students think critically and creatively so that it http://journals.ums.ac.id/index.php/jramathedu is easy to understand mathematical concepts using several things that are close to students (Simanulang, 2014;Fitri & Prahmana, 2018;2020;Kusumaningsih et al, 2019). In addition, this approach can create meaningful, effective, efficient, and fun learning objectives such as the ability to solve problems can be achieved (Nursyahidah et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…It can be used as a bridge from the informal to the formal stage (Nursyahidah et al, 2021a). Several contexts have been used in mathematics, such as traditional games (Nursyahidah et al, 2013;Edo, 2016), rating games (Kusumaningsih et al, 2019), folklore, legends (Widyawati et al, 2016), traditions, and community habits (Nursyahidah et al, 2018;Aisyah et al, 2020;Nursyahidah et al, 2021b), historical buildings (Fahrurozi et al, 2018;Nursyahidah et al, 2021a), and formal mathematical form (Puspasari et al, 2015). In this study, the context used is the Joglo Traditional House context.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Learning design of lines and angles for 7th -grade using Joglo traditional house context

Hartono

Nursyahidah

Kusumaningsih

2021

J. Res. Adv. Math. Educ

Self Cite

View full text Add to dashboard Cite

Lines and angles are essential for students because of geometry and its many applications in daily life. However, there are still many students who have difficulty grasping the material. Therefore, it is necessary to design learning using the right approach, context, and media. This study aims to produce a learning trajectory that can assist students in understanding the concept of lines and angles, maximize the effectiveness and efficiency of learning, create meaningful learning, and motivate student learning. This study used the Joglo Traditional House context as a starting point and the design research method developed by Gravemeijer and Cobb with three main steps: preparing for the experiment, designing the experiment (pilot experiment and teaching experiment), and retrospective analysis. However, in design experiment step is limited to the pilot experiment. In this study, all activities were designed based on Indonesian Realistic Mathematics Education. It involves six 7th-grade students from one of the junior high schools at Juwana Resident with three different abilities, namely two students for each level with high, moderate, and low ability. The learning trajectory generated in this study consists of a series of learning processes in four activities that can be used to develop local instructional theories and develop designs for further activities. Those are observing Joglo traditional house video for understanding lines and angles concepts, deducing line positions, discovering the angles' properties on parallel lines intersected by other lines, and solving lines and angles problems.

show abstract

Developing Learning Trajectory Based Instruction of the Congruence for Ninth Grade Using Central Java Historical Building

Cited by 13 publications

References 14 publications

Desain Pembelajaran Refleksi dan Translasi Berkonteks Klenteng Sam Poo Kong Semarang

Desain Pembelajaran Refleksi dan Translasi Berkonteks Klenteng Sam Poo Kong Semarang

Development of Learning Trajectory on the Set Topic for 7th Grade in the Context of Sedekah Laut Tradition

Learning design of lines and angles for 7th -grade using Joglo traditional house context

Contact Info

Product

Resources

About