scholarly journals THE CONTEXT OF ARCHIPELAGO TRADITIONAL CAKE TO EXPLORE STUDENTS’ UNDERSTANDING IN INTEGERS DIVISION CLASS VII

2019 ◽  
Vol 14 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Elis Muslimah Nuraida ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Junior High School ◽  
Design Research ◽  
Mathematics Learning ◽  
Learning Trajectory ◽  
Mathematics Problems ◽  
Learning Path ◽  
Starting Point ◽  
Hypothetical Learning Trajectory ◽  
Integer Division ◽  
Division Operation

This study aims to explore the students’ mathematical understanding in integer division operation through the context of archipelago traditional cakes in class VII. This research is related to the Indonesian Realistic Mathematics Approach (PMRI) as a learning approach used. The methodology used in this study is Design Research consisting of three stages: preliminary design, experimental design, and retrospective analysis. The study was conducted on VII grade students of Palembang 1 Junior High School. The learning path (Hypothetical Learning Trajectory) in design research plays an important role as a research design and instrument. The Hypothetical Learning Trajectory (HLT) was developed together with a series of activities using the context of archipelago traditional cakes such as: omelette roll, bakpia, milk pie, etc. The medium used in this study was the Students’ Activity Sheet. The results of this study indicate that exploration using the context of traditional archipelago cakes can help students understanding in multiplication and division of integers. The conclusion of this study is the use of archipelago traditional cakes as starting point in mathematics learning in integer division operation material helps the students to explore their understanding in solving mathematics problems.

scholarly journals Hypothetical learning trajectory (HLT) for proof logic topics on algebra course: What’re the experts think about?

2020 ◽  
Vol 11 (1) ◽  
pp. 101-110
Author(s):  
Riza Agustiani ◽  
Rahmat Nursalim
Keyword(s):  
Design Research ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
History Of Mathematics ◽  
Teaching Experience ◽  
Learning Trajectory ◽  
Design Experiment ◽  
Research Experience ◽  
Expert Review ◽  
Hypothetical Learning Trajectory

Proof has a role in the formation and development of mathematics in the history of mathematics. The ability to construct proof is one indicator of mathematical reasoning which is an important component of mathematics learning outcomes, especially in Algebra. This qualitative research aims to describe the design process of the Hypothetical Learning Trajectory for Proof Logic Topics. This research is based on design research. This research consists of three stages: preparing for the experiment, the design experiment, and the retrospective analysis. Data collection techniques in this research are walkthrough and interview. The walkthrough and interview were conducted in the first stage of design research (preparing the experiment) with two activities: expert review and reader proof to collect materials to revise the HLT. Four experts participated in the expert review. The experts are chosen based on the experience, both research experience, and teaching experience. The result of this research is the design of HLT for proof logic topics consist of four activities: reading proof, completing proof, examining proof, and Constructing proof. The four activities were well-done on the design experiment stage. 

scholarly journals HYPOTHETICAL LEARNING TRAJECTORY PADA PEMBELAJARAN BILANGAN NEGATIF BERDASARKAN TEORI SITUASI DIDAKTIS DI SEKOLAH MENENGAH

2018 ◽  
Vol 6 (1) ◽  
pp. 13-24 ◽  
Author(s):  
Nyiayu Fahriza Fuadiah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Design Research ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Learning Goals ◽  
Learning Trajectory ◽  
Mathematical Activity ◽  
Negative Numbers ◽  
Hypothetical Learning Trajectory

Penelitian ini bertujuan untuk mendesain Hypothetical Learning Trajectory (HLT) pada pembelajaran bilangan negatif sebagai hasil dari tahap pertama Didactical Design Research yaitu Analisis Prospektif. HLT ini merupakan tindak lanjut dari hasil identifikasi Learning Obstacle yang yang dilakukan peneliti dalam pembelajaran bilangan negatif yang terintegrasi dalam materi Bilangan Bulat di kelas 7 sekolah menengah pertama. Observasi mendalam terhadap proses belajar mengajar di kelas yang diamati peneliti memperlihatkan kesulitan guru dalam menanamkan konsep bilangan negatif dan operasi bilangan yang melibatkan bilangan negatif serta beberapa kesalahan konstruksi konsep yang dialami oleh siswa. Istilah HLT merujuk pada rencana pembelajaran berdasarkan antisipasi belajar siswa yang mungkin dicapai dalam proses pembelajaran yang didasari pada tujuan pembelajaran matematika yang diharapkan pada siswa, pengetahuan, dan perkiraan tingkat pemahaman siswa, serta pilihan aktivitas matematika secara berurut. HLT ini disusun berdasarkan analisis terhadap Learning Obstacle, tahap berpikir siswa, dan analisis terhadap kurikulum dengan tetap berpijak pada konsep materi yang harus dipahami siswa.This research aims to design Hypothetical Learning Trajectory (HLT) on learning of negative numbers as a result of the first stage on Didactical Design Research specifically in Prospective Analysis. This HLT is a follow up of the results of the identification of the Learning Obstacle conducted by researcher in learning negative numbers that integrated in the material Integer in the 7th grade secondary school. From the observations conducted by researcher on the teaching and learning process in the classroom showed the difficulties of teachers in embedding the concept of negative numbers and arithmetic operations involving negative numbers and several construction errors of concepts that experienced by the students. Term of HLT refers to a lesson plan based on the anticipation of student learning possibly achievable in the learning process which is based on mathematics learning goals expected on students, knowledge, estimates of the level of students understanding, and the selection of mathematical activity sequentially. This HLT is compiled based on an analysis of the Learning Obstacle, level of students thinking, and analysis of the curriculum that standing on the concept that must be understood by the students.

scholarly journals DESAIN PEMBELAJARAN MATERI HUBUNGAN ANTAR GARIS YANG MENDUKUNG PEMAHAMAN KONSEP SISWA

2021 ◽  
Vol 5 (1) ◽  
pp. 60
Author(s):  
Rika Firma Yenni ◽  
Malalina Malalina
Keyword(s):  
Retrospective Analysis ◽  
Design Research ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Design Experiment ◽  
Preliminary Design ◽  
Instructional Theory ◽  
Pilot Experiment ◽  
Starting Point ◽  
Hypothetical Learning Trajectory

Peran guru tak lebih dari seorang fasilitator, moderator atau evaluator. sedangkan peran siswa lebih banyak aktif untuk berfikir dan mengkomunikasikan argumentasinya, menjustifikasi jawaban, serta melatih nuansa demokrasi dengan menghargai pendapat atau strategi teman lain. Penelitian ini bertujuan menghasilkan Local Instructional Theory (LIT) dalam pembelajaran materi hubungan antar garis yang mendukung pemahaman konsep siswa di kelas IV Sekolah Dasar. Pada materi ini, menuntut siswa dapat menyelesaikan permasalahan hubungan antar garis secara kontekstual. Subjek penelitian adalah siswa kelas IV MI Fajar Siddiq Palembang. Metode yang digunakan adalah design research terdiri dari tiga tahap, yaitu: preliminary design, design experiment (pilot experiment dan teaching experiment), dan retrospective analysis. Namun pada penelitian ini hanya dilakukan sampai pada tahap pilot experiment. Penelitian ini mengembangkan hasil pembelajaran hubungan antar garis dengan menunjukkan aktivitas dan prosedur serta strategi siswa dalam menemukan ide atau strategi dalam mendeskripsikan materi hubungan antar garis. Pada bagian ini, akan dibahas penggunaan garis lurus sebagai starting point pembelajaran hubungan antar garis dengan Pendidikan Matematika Realistik Indonesia (PMRI) sebagai pendekatan yang mendukung aktivitas dari penggunaan konteks tersebut. Selain itu, perubahan dari Hypothetical Learning Trajectory (HLT) ke Learning Trajectory (LT) melalui aktivitas, dilakukan dengan pengumpulan data menggunakan lembar observasi, wawancara, rekaman video, foto, dan lembar aktivitas siswa

scholarly journals LINTASAN PEMBELAJARAN PECAHAN MENGGUNAKAN MATEMATIKA REALISTIK KONTEKS PERMAINAN TRADISIONAL SIKI DOKA

2018 ◽  
Vol 6 (3) ◽  
pp. 311-322
Author(s):  
Sri Imelda Edo ◽  
Damianus Dao Samo
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Learning Trajectory ◽  
Simple Fraction ◽  
Text Book ◽  
Mathematics Problems ◽  
Third Grade Students ◽  
Lecture Method ◽  
Traditional Game ◽  
Is Design

AbstrakMateri pecahan merupakan salah satu materi matematika yang rumit. Kerumitan pecahan tidak saja dialami oleh siswa, tetapi juga mahasiswa dan guru. Penyebabnya adalah penguasaan konsep pecahan yang rendah. Karena guru pada jenjang pendidikan Dasar memperkenalkan pecahan dengan metode ceramah dan langsung memberi contoh soal kemudian siswa mengerjakan soal latihan. Guru mengajarkan algoritma rutin dalam mengerjakan soal, Edo. I.S (2016). Metode ini dipraktekan secara turun temurun. Karena itu siswa merasa jenuh dan tidak tertarik belajar. Elly Risman (2008) mengatakan bahwa,” Ada tiga cara penyampaian yang efektif bagi anak, yakni dengan bermain, bernyanyi, dan bercerita. Sementara Pendekatan pembelajaran yang berlandaskan pada filosofi bahwa matematika merupakan aktivitas Insani adalah pendekatan Pembelajaran Matematika Realistik. Karena itu penelitian ini bertujuan untuk mengetahui bagaimana desain pembelajaran pecahan dengan menggunakan pendekatan Matematika Realistik Konteks Permainan Siki Doka (taplak). Adapun metode penelitian yang digunakan adalah Desain Riset yang dilaksanakan di SDN. Angkasa Kupang dan SDK. Kristen Tunas Bangsa Kupang pada siswa kelas III. Hasilnya adalah siswa sangat antusias dan menikmati seluruh aktivitas pembelajaran karena mereka belajar melalui kegiatan bermain, menggambar, mewarnai, menggunting dan menyusun kertas origami yang berwarna warni. Siswa bukan saja telah memahami konsep pecahan sederhana, membandingkan pecahan sederhana, dan memecahkan masalah yang berkaitan dengan pecahan sederhana tetapi juga mereka sudah terlibat dalam aktivitas yang berhubungan dengan konsep penjumlahan dan kelipatan pecahan.Kata Kunci: Pembelajaran Pecahan, Konsep Pecahan, Perbandingan Pecahan, Pembelajaran pecahan dengan RME, pembelajaran pecahan conteks permainan tradisional.AbstractFraction is one of hard subject of mathematics. Fractional complexity is not only experienced by students, but also students and teachers. They found difficulty to solve any mathematics problems related to fractions due to weak of fraction concept and disspointed learning method. Because teachers in elementary taught them using lecture method through routin algorthm. Teacher began the lessons by given short explanation, then some routin example provided on students’ text book. In the end of the lessons students did some exercise, Edo.I. S (2016). Therefore, students bored to follow all of learning process. Whereas Elly Risman (2008) said that there are three effective ways to teach children i.e. by playing, singing and storytelling. While Mathematics learning approach which assume that mathematics as human activity is Realistics Mathematics Education (RME). Therefore, this study aimed to design simple fraction learning trajectory using RME approach through traditional game namely siki Doka as a context. The Research method used in this research is Design Research which conducted in SDN Angkasa Kupang and SDK. Tunas Bangsa Kupang in the third grade students. The result showed that students were very enthusiastic and enjoy all the learning activities because they learned while playing, drawing, Coloring, cutting and arrange colorful origami paper. Students not only understand the concept of simple fractions, compare simple fractions, and solve problems related to simple fractions as well they are already involved in the activities to found the concept of fractional addition and its multiples.Keyword: Fractional Learning, Concepts of Fraction, comparing fraction, Fractional Learning using RME approach, fraction learning using traditional game.

scholarly journals LEARNING TRAJECTORY OF GEOMETRY TRANSFORMATION BASED ON ETHNOMATEMATICS OF TRADITIONAL BALINESE HOUSES

2020 ◽  
Vol 9 (10) ◽  
pp. 8-15
Keyword(s):  
Junior High School ◽  
Mathematical Knowledge ◽  
Design Research ◽  
Mathematics Learning ◽  
Learning Trajectory ◽  
Mathematical Literacy ◽  
Mathematical Ideas ◽  
Mathematics Literacy ◽  
Geometrical Transformation ◽  
Research Type

Various studies show that Indonesian students' mathematics literacy is very low. The low level of mathematics literacy is influenced by many factors including the fact that mathematics learning does not relate to culture. The term used to relate mathematics to culture is called Ethnomatematics. The purpose of this study is to determine the learning trajectory of geometrical transformation based on Ethnomatematics of Traditional Balinese Houses that can improve mathematical literacy. This type of research used is a design research type validation study consisting of 3 phases, namely: (1) preparation of experiments, (2) experiments, and (3) retrospective analysis. The study was conducted of Laboratory Undiksha Junior High School. The data of this study were collected by observation, interviews, and tests. Furthermore, the data were analyzed descriptively. The results showed that the learning trajectory of geometry transformation begins with the giving of problems, phenomena, patterns, pictures, which are related to Ethnomatematics of Traditional Balinese Houses. Furthermore, students conduct investigations individually or in pairs related to mathematical ideas that exist in Ethnomatematics. Through discussion, students construct mathematical knowledge. Another result is that students become more enthusiastic in learning, and students' abilities in solving mathematics literacy problems become better.

scholarly journals DESAIN HYPOTHETICAL LEARNING TRAJECTORY DALAM PEMBELAJARAN ROTASI MENGGUNAKAN MOTIF BATIK KAWUNG

2018 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Irma Risdiyanti ◽  
Rully Charitas Indra Prahmana
Keyword(s):  
Design Research ◽  
Learning Trajectory ◽  
Design Experiment ◽  
Trajectory Design ◽  
Preliminary Design ◽  
Starting Point ◽  
Hypothetical Learning Trajectory

Penelitian ini bertujuan untuk mendesain lintasan belajar rotasi menggunakan motif batik Kawung sebagai starting point atau konteks pembelajaran. Metode yang digunakan dalam penelitian ini yaitu design research dengan tahapan preliminary design, design experiment dan analysis restrospective. Subjek dalam penelitian ini yaitu beberapa sampel siswa kelas VII SMP. Hasil dari penelitian ini berupa desain hypothetical learning trajectory dalam pembelajaran rotasi menggunakan motif batik Kawung dengan lintasan belajar yaitu siswa menggambar motif batik Kawung secara bebas, siswa menggambar motif batik Kawung dengan ketentuan yang telah disepakati, siswa mendata titik awal dan titik akhir hasil rotasi dalam aktivitas menggambar motif batik Kawung serta menemukan hubungan keduanya dan yang terakhir, siswa menemukan rumus rotasi.Kata Kunci: hypothetical learning trajectory, design research, rotasi, batik Kawung

scholarly journals Pembelajaran Pecahan dengan Menggunakan Manik Susun

2017 ◽  
Vol 2 (2) ◽  
pp. 153-166 ◽  
Author(s):  
Kiki Rizkiah Pertiwi ◽  
Zulkardi Zulkardi ◽  
Darmawijoyo Darmawijoyo
Keyword(s):  
Retrospective Analysis ◽  
Design Research ◽  
Learning Activity ◽  
Learning Trajectory ◽  
Design Experiment ◽  
Learning Sequence ◽  
Learning Path ◽  
Hypothetical Learning Trajectory ◽  
Instruction Theory ◽  
Actual Learning

This study aimed to design a learning path which can help students to understand fractions based on Pendidikan Matematika Realistik Indonesia (PMRI) approach. The subject is 30 students of 4th grade of PP Qodratullah Langkan. Method of this research is design research, Hypothetical Learning Trajectory (HLT) developed from learning activity series using context stacked beads. The implementation of this research in 3 stages: preparing the design experiment, conducting the learning (the design experiment), and retrospective analysis in order to contribute to Local Instruction Theory support to students in studying fractions. The designed Hypothetical Learning Trajectory (HLT) is then compared to Actual Learning Trajectory (ALT) students during the learning to analyze whether students learn or not from what has been designed in the learning sequence. A retrospective analysis of the implementation of learning suggests that the use of the stacking bead context can help students understand fractions.

scholarly journals The Profile of Student Analytical Skills through Hypothetical Learning Trajectory on Colligative Properties Lesson

2019 ◽  
Vol 7 (3) ◽  
pp. 455
Author(s):  
Said Ali Akbar ◽  
Hasby Hasby
Keyword(s):  
Learning Outcomes ◽  
Learning Trajectory ◽  
Ability Test ◽  
Student Responses ◽  
Qualitative And Quantitative ◽  
Analytical Skills ◽  
Learning Path ◽  
Hypothetical Learning Trajectory ◽  
Learning Plans ◽  
Colligative Properties

Students often have difficulty in understanding chemistry lessons, especially Colligative Properties. Teachers should have systematic learning plans so that students understand the content of learning well. Hypothetical Learning Trajectory (HLT) is effective to be used in the learning process because it becomes an idea in designing detailed learning paths. Besides that, learning outcomes can be achieved well and optimally. This study uses qualitative and quantitative approaches. Data processing is carried out based on four assessment criteria. First, student responses that appear based on response predictions, second, student ability test scores, third, analysis of learning activities, and finally science process skills (SPS). The results showed that the didactic presented by the teacher as a student learning path was good enough. Only 12% of student responses are beyond predictions. Furthermore, student SPS through the use of HLT shows that classification and communication skills have a high value, respectively 82% and 81%. Meanwhile, based on Piaget's approach, students' conceptual abilities are better (56%), compared to other abilities. Therefore, the application of HLT to the material of colligative properties towards students is very good.

scholarly journals Desain Pembelajaran Luas Lingkaran dengan Konteks Explore Dapur Berbasis Realistic Mathematics Education (RME) di Kelas VIII Sekolah Menengah Pertama (SMP)

2019 ◽  
Vol 1 (4) ◽  
pp. 37-44
Author(s):  
Asep Budiyono ◽  
Widya Kusumaningsih ◽  
Irkham Ulil Albab
Keyword(s):  
Mathematics Education ◽  
Design Research ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Pilot Experiment ◽  
Realistic Mathematics ◽  
Hypothetical Learning Trajectory

Penelitian ini bertujuan untuk mengetahui peran Hypothetical Learning Trajectory(HLT)dalam membantu siswa dalam memahami konsep luas lingkaran serta mengetahui strategi yang digunakan oleh siswa terhadap Hypothetical Learning Trajectory(HLT) yang diberikan. Penelitian ini dilaksanakan di SMP Negeri 3 Petarukan, Kabupaten Pemalang. Subjek penelitian adalah siswa kelas VIII, dengan melalui 2 tahap yaitu pilot experiment melibatkan 6 siswa dari kelas VIII C dan dilanjutkan teaching experiment yang melibatkan 30 siswa dari kelas VIII B. Penelitian ini menggunakan metode design research yang didalamnya terdapat HLT yang memegang peranan sangat penting sebagai desain dan instrumen penelitian. Pembelajaran dalam penelitian ini menggunakan konteks peralatan dapur yaitu gelas, piring dan mangkuk sesuai dengan karakteristik dari RME. Hasil Penelitian menunjukkan bahwa Hypothetical Learning Trajectory (HLT) dapatmembantu siswa 1) membuat potongan juring lingkaran dan mengubahnya menjadi sebuah bangun datar baru yaitu trapesium, 2) menemukan sendiri konsep luas lingkaran dengan pendekatan trapesium, 3) menyelesaikan permasalahan dalam kehidupan sehari-hari yang berkaitan dengan konsep luas lingkaran. Adapun strategi yang digunakan siswa yaitu 1)mensketsakan permukaan perlatan dapur berupa lingkaran, 2) membandingan keliling dan diameter lingkaran untuk memperoleh nilai phi, 3)menyusun juring menjadi trapesium dan memformulasikan konsep luas lingkaran, 4) menerapkan konsep luas lingkaran.

scholarly journals DESAIN PEMBELAJARAN MATERI PERBANDINGAN MENGGUNAKAN KONTEKS RESEP EMPEK-EMPEK UNTUK MEDUKUNG KEMAMPUAN BERNALAR SISWA SMP

2017 ◽  
Vol 3 (1) ◽  
pp. 103-121
Author(s):  
Rahma Siska Utari
Keyword(s):  
Design Research ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Preliminary Design ◽  
Hypothetical Learning Trajectory ◽  
Actual Learning

Bernalar dalam perbandingan merupakan salah satu topik penting pada pembelajaran matematika SMP. Penelitian ini bertujuan menghasilkan lintasan belajar materi perbandingan menggunakan konteks resep empek-empek dan bagaimana konteks tersebut dapat mendukung kemampuan bernalar siswa. Pendekatan pembelajaran yang digunakan adalah Pendidikan Matematika Realistik Indonesia (PMRI). Subjek penelitian adalah 45 siswa kelas VII SMPN 55 Palembang. Metode penelitian yang digunakan adalah design research, dugaan lintasan belajar (Hypothetical Learning Trajectory) dikembangkan dari aktivitas pembelajaran menggunakan konteks resep empek-empek. Pengembangan secara teoritis dilaksanakan melalui proses interatif meliputi merancang aktivitas pembelajaran (preliminary design), melaksanakan pembelajaran (teaching experiment) dan melakukan analisis retrospektif (restrospective analysis) dalam rangka memberi kontribusi terhadap teori pembelajaran lokal (Local Intructional Theory) untuk mendukung siswa bernalar dalam perbandingan. Pengumpulan data dilakukan melalui beberapa hal meliputi membuat rekaman video tentang kejadian di kelas dan kerja kelompok, mengumpulkan hasil kerja siswa, dan mewawancarai siswa. Hypothetical Learning Trajectory (HLT) yang telah dirancang kemudian dibandingkan dengan Actual Learning Trajectory (ALT) siswa yang sebenarnya selama pelaksanaan pembelajaran (teaching experiment) untuk menganalisis apakah siswa belajar atau tidak belajar dari apa yang telah dirancang dirangkaian pembelajaran. Analisis retrospektif terhadap pelaksanaan pembelajaran menunjukkan bahwa penggunaan konteks resep empek-empek dapat mendukung kemampuan bernalar siswa SMP.

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