Pupils Inter-dialogue in the Context of Problem Solving Polyhedron Geometry in Junior High School: Phenomenological Studies

Abstract

The research aimed to describe pupils inter-dialogue during learning polyhedron. It based on learning obstacle. In didactical obstacles are found problems of conceptual interrelation, thinking continuity, and limitation experience of pupils in the polyhedron concept. So, the researchers designed a didactical design to minimize the learning obstacle by creating a more organizer and solve learning trajectory. The design implementation done on the pupils of grade VIII in Bandung during 3 continuous meetings. Inter-dialogue is expected to emerge when didactic design is designed so pupils dialogue with group friends to find solutions for solving problems. Dialogue that produces critical questions is commonly known as Socratic dialogue. The main idea in Socratic dialogue is the teacher’s task is not to give knowledge or provide information to pupils but the task of the teacher designing a learning situation where pupils will ask critical questions. The researcher using phenomenological studies to uncover pupils experience. By using Nonaka theory, the researcher found the pupils knowledge. The results showed the pupils intra-dialogue system in solving the polyhedron geometrical problem of phenomenological studies.

Integral (antiderivative) learning with APOS perspective: A case study

“…Students' understanding of integral concepts would be seen from their learning process. This is in line with what Maulida et al (2020) stated about the basis of learning is the teaching and learning process, which is not only focused on student achievement, but also on the learning process. Students' experience becomes the basis of understanding the meaning of the concepts in integral learning.…”