DESAIN DIDAKTIS KONSEP JARAK DALAM RUANG DIMENSI TIGA PADA PEMBELAJARAN MATEMATIKA SMA
Penelitian ini merupakan penelitian kualitatif desain didaktis konsep jarak dalam ruang dimensi tiga yang bertujuan mengembangkan desain didaktis konsep tersebut, sehingga dapat mengakomodasi learning obstacle. Metode yang digunakan merupakan metode kualitatif dengan Didactical Design Research (DDR)...
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| Format: | Academic Paper |
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2016-07-20.
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| Online Access: | http://repository.upi.edu/25284/ |
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| LEADER | 04936 am a22003373u 4500 | ||
|---|---|---|---|
| 001 | repoupi_25284 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Andriatna, Riki |e author |
| 245 | 0 | 0 | |a DESAIN DIDAKTIS KONSEP JARAK DALAM RUANG DIMENSI TIGA PADA PEMBELAJARAN MATEMATIKA SMA |
| 260 | |c 2016-07-20. | ||
| 500 | |a http://repository.upi.edu/25284/1/T_MTK_1402024_Title.pdf | ||
| 500 | |a http://repository.upi.edu/25284/2/T_MTK_1402024_Abstract.pdf | ||
| 500 | |a http://repository.upi.edu/25284/3/T_MTK_1402024_Table_of_Content.pdf | ||
| 500 | |a http://repository.upi.edu/25284/4/T_MTK_1402024_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/25284/5/T_MTK_1402024_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/25284/6/T_MTK_1402024_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/25284/7/T_MTK_1402024_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/25284/8/T_MTK_1402024_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/25284/9/T_MTK_1402024_Bibliography.pdf | ||
| 500 | |a http://repository.upi.edu/25284/10/T_MTK_1402024_Appendix%201.pdf | ||
| 500 | |a http://repository.upi.edu/25284/11/T_MTK_1402024_Appendix%202.pdf | ||
| 500 | |a http://repository.upi.edu/25284/12/T_MTK_1402024_Appendix%203.pdf | ||
| 520 | |a Penelitian ini merupakan penelitian kualitatif desain didaktis konsep jarak dalam ruang dimensi tiga yang bertujuan mengembangkan desain didaktis konsep tersebut, sehingga dapat mengakomodasi learning obstacle. Metode yang digunakan merupakan metode kualitatif dengan Didactical Design Research (DDR) yang terdiri dari tahapan analisis sebelum pembelajaran dalam wujud Desain Didaktis Hipotetik termasuk Antisipasi Didaktis dan Pedagogis (ADP), tahapan analisis metapedadidaktik, dan tahapan analisis retrosfektif yang mengaitkan hasil analisis situasi hipotetik dengan metapedadidaktik. Desain didaktis hipotetik disusun berdasarkan learning obstacle dan hypothetical learning trajectory dengan memperhatikan theory of didactical situation. Subjek penelitian adalah siswa SMA Negeri 1 Kuningan yang terdiri dari subjek identifikasi learning obstacle yaitu siswa yang telah mendapatkan pengalaman belajar materi jarak dalam dimensi tiga dan subjek implementasi desain yaitu siswa yang belum mendapatkan pengalaman belajar materi jarak. Hasil studi pendahuluan mengidentifikasi learning obstacle, yaitu didactic, onthogenic, dan epistemological obstacle yang meliputi: (1) kesalahan terkait concept image jarak dalam dimensi tiga; (2) kesalahan terkait materi proyeksi orthogonal; (3) kesalahan terkait prosedur perhitungan menggunakan teorema phytagoras dan konsep aljabar; (4) kesalahan terkait koneksi konsep jarak dalam dimensi tiga dengan konsep matematis lain; dan (5) kesalahan spasial siswa yang berkaitan dengan kemampuan untuk menentukan jenis segitiga dan kedudukan garis tegak lurus garis atau bidang. Analisis retrosfektif menghasilkan desain didaktis empirik konsep jarak yang dapat dikembangkan kembali melalui ketiga tahapan DDR.;--- The research is qualitative research about didactical design of distance concept in three dimensional geometry which is aimed to develop its design and accommodate learning obstacle. This research employs qualitative method with Didactical Design Research (DDR) that consists of three stages of didactical situation analysis before learning in the form of hypothetical didactical design, including Didactical and Pedagogical Anticipation (DPA), metapedadidactical analysis, and retrospective analysis, which connects the results of hypothetic situation analysis with metapedadidactical analysis. Hypothetical didactical design is arranged by learning obstacle and hypothetical learning trajectory with theory of didactical situation. The subject of the research is students of SMA Negeri 1 Kuningan that consist of two subjects of identification. Firstly, the identification subject of learning obstacle is students who get learning experience of distance matter in three dimension. Secondly, the implementation subject is students who have not got learning experience of distance matter yet. The preliminary study identified that learning obstacle is didactic, onthogenic, and epistemological obstacle which covered five inaccuracies in (1) the concept image of distance; (2) orthogonal projection; (3) calculation procedure using phytagorean theorem and algebra concept; (4) connection concept of distance with other mathematics concept; and (5) students spatial to determine triangles variant and perpendicular two lines or plane position. Restrospective analysis produces empiric didactical design of distance concept can be redeveloped by three stages of DDR. | ||
| 546 | |a en | ||
| 690 | |a LB1603 Secondary Education. High schools | ||
| 690 | |a QA Mathematics | ||
| 655 | 7 | |a Thesis |2 local | |
| 655 | 7 | |a NonPeerReviewed |2 local | |
| 787 | 0 | |n http://repository.upi.edu/25284/ | |
| 787 | 0 | |n http://repository.upi.edu | |
| 856 | 4 | 1 | |u http://repository.upi.edu/25284/ |