Designing The Hypothetical Learning Trajectory (HLT) for Sinus Using Context of Scout Tent

2020 ◽  
Vol 1 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Dinda Mahardika ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Rule Learning ◽  
Learning Trajectory ◽  
Study Phase ◽  
Literature Study ◽  
Mathematical Concepts ◽  
Classroom Experiment ◽  
Preliminary Study ◽  
Modern Mathematics

One of the problems in modern mathematics learning is mathematical concepts presented by teachers to students such as machines. So, the concept is used by students as finished products without knowing the origin and how to reconstruct them. The effort that can be made by the teacher in overcoming this is by designing learning wherever possible starting with presenting realistic problems to arrive at an abstract idea. In this article we will discuss the design of sine rule learning in the context of scout tents, which is a type of design research. Design research has three cycles, namely preliminary design, classroom experiment, and retrospective analysis. In this article only the preliminary study phase will be discussed, which includes literature study activities, curriculum analysis, and the design early prototype. An HLT (Hypotetical Learning Trajectory) has been produced which deals with sine rules that use the context of scout tents.

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 Etnomatematika: Melestarikan Kesenian dengan Pembelajaraan Matematika

2021 ◽  
Vol 7 (2) ◽  
pp. 33
Author(s):  
Sri Hartanti ◽  
Ramlah Ramlah
Keyword(s):  
Learning Theory ◽  
Social Constructivism ◽  
Qualitative Method ◽  
Mathematics Learning ◽  
Research Result ◽  
Literature Study ◽  
Mathematical Concepts ◽  
Daily Lives ◽  
The Social ◽  
The Relationship

Abstrak Media pembelajaran matematika secara kontekstual dikaitkan dengan kehidupan siswa sehari-hari sehingga akan mempermudah memahami karena siswa mengetahui secara jelas penerapannya. Tujuan penelitian ini adalah mendeskripsikan hubungan konsep matematis dalam kesenian tari jaipong yang dapat dijadikan topik bahasan dalam kegiatan pembelajaran matematika dan mendeskripsikan konstruksi konsep-konsep matematis yang ditemukan ke dalam matematika. Penelitian ini menggunakan metode kualitatif studi pustaka. Berdasarkan analisis data diperoleh hasil penelitian bahwa terdapat dua unsur dalam tari jaipong yang dapat diterapkan konsep matematis, yaitu gerakan penari dan alat-alat musik pengiring tari jaipong berupa seperangkat gamelan. Implikasi penelitian ini juga menemukan bahwa teori belajar yang mendukung penelitian ini adalah teori belajar konstruktisme sosial. Kata Kunci Eksplorasi, etnomatematika, tari jaipong   Abstract Mathematics learning media is contextually linked to students’ daily lives so that it will make it easier to understand because students know clearly its application. The purpose of this study is to describe the relationship between mathematical concepts in jaipong dance which can be used as a topic of discussion in mathematics learning activities and to describe the construction of mathematical concepts found in mathematics. This research uses a qualitative method of literature study. Based on the data analysis, the research result shows that there are two elements in the jaipong dance that can be applied mathematical concepts, namely the dancer movement and musical instruments that accompany the jaipong dance in the form of a set of gamelan. The implication of this research is also finding that the learning theory that supports this research is the social constructivism learning theory. Keywords Exploration, ethnomathematics, dance jaipong

scholarly journals The Data Package in Learning Mean Using LSLC and PMRI

2021 ◽  
Vol 15 (1) ◽  
pp. 61-70
Author(s):  
Poppy Trianti Rahayu ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Learning Community ◽  
Lesson Study ◽  
Design Research ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Literature Study ◽  
Field Notes ◽  
Design Type ◽  
Written Test ◽  
Research Type

This study aims to produce statistical learning designs in the introduction of the concept of average values and knowing student learning outcomes in learning average values by previously learning about the presentation of data consisting of tables and diagrams through learning trajectories and what happens during the learning process. This learning is based on Lesson Study for Learning Community (LSLC), the approach of Indonesian Realistic Mathematics Education (PMRI). This study uses a type of Design Research method research design type of validation study, which involves in MTs 1 in Palembang. There are three stages in design research type validation studies namely Preparing for the experiment in the form of literature study and the design of the Hypothetical Learning Trajectory (HLT); Design experiment in the form of a Preliminary Teaching Experiment (Pilot Experiment) and Teaching Experiment; and Restrospective analysis. The instruments used were written test, video and field notes. The results of learning experiments show that the design of learning provided has helped students understand the concept of Mean.

scholarly journals DESIGN OF LEARNING MATERIALS ON CIRCLE BASED ON MATHEMATICAL COMMUNICATION

2019 ◽  
Vol 8 (1) ◽  
pp. 87
Author(s):  
Cita Dwi Rosita ◽  
Tri Nopriana ◽  
Isna Silvia
Keyword(s):  
Communication Skills ◽  
Design Research ◽  
Mathematics Learning ◽  
Research Result ◽  
Material Design ◽  
Learning Trajectory ◽  
Learning Material ◽  
Mathematical Communication ◽  
Learning Materials ◽  
Two Stages

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.

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 PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM): DAMPAKNYA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DAN LITERASI AL-QUR’AN

2021 ◽  
Vol 9 (4) ◽  
pp. 360-372
Author(s):  
Yovi Imeysa ◽  
Farida Farida ◽  
Suherman Suherman ◽  
Tia Agnesa
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Homogeneity Test ◽  
Learning Approach ◽  
Stem Learning ◽  
Mathematical Concepts ◽  
Science Technology ◽  
Flat Side ◽  
Analysis Technique ◽  
And Mathematics

This study aimed to determine the effect of the STEM (Science, Technology, Engineering, and Mathematics) learning approach on the ability to understand mathematical concepts in terms of students' Al-Qur'an literacy. This research is a Quasy Experimental Design research with a 2×3 factorial research design. The data collection techniques in this study were in the form of a concept understanding test and an Al-Qur'an literacy questionnaire. The data analysis technique used is the normality test and homogeneity test, and the Two-way ANOVA test. Based on the results of the study, it was concluded that there was an effect of the STEM learning approach (Science, Technology, Engineering, and Mathematics) on the ability to understand students' mathematical concepts in the material of Building Flat Side Space. There is no influence of Al-Qur'an literacy on the ability to understand students' mathematical concepts in the material of Constructing Flat Sided Space. There is no interaction between the treatment of the STEM learning approach (Science, Technology, Engineering, and Mathematics) with the Al-Qur'an literacy category on the ability to understand mathematical concepts in the matter of Constructing Flat Sided Space.

scholarly journals Pengembangan Desain Pembelajaran Matematika Berbantuan Aplikasi GeoEnzo untuk Menumbuhkan Kemampuan Metakognitif Siswa SMK Mega Link Majene

2021 ◽  
Vol 17 (2) ◽  
pp. 115
Author(s):  
Syamsuddin Syamsuddin ◽  
Herlina Ahmad
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Three Dimensional ◽  
Student Response ◽  
Initial Assessment ◽  
Design Stage ◽  
Learning Tools ◽  
Mathematical Concepts ◽  
Mathematical Problems ◽  
Metacognitive Abilities

Covid-19 is affecting the world of education. Teachers are intended to change the paradigm of teaching methods, teachers face digital habits. The application of learning applications is an option in instilling mathematical concepts. The application of learning mathematics is one of the media that can be used by teachers in growing students' metacognitive abilities in understanding and solving mathematical problems. This type of research is a design research using the Plomp model with five stages, including: (1) initial assessment stage (2) design stage, (3) realization/construction stage, (4) test, evaluation and revision stage, and (5) stage implementation. This study aims to design three-dimensional learning assisted by the GeoEnzo application to foster students' metacognitive abilities in understanding and solving mathematical problems, especially three-dimensional material. The subjects of this study were students of class XII SMK Mega Link Majene which opened 40 people. This research resulted in: (1) the development of mathematical learning tools, especially on three-dimensional material that was valid, practical, and effective; (2) student activity observation sheets and teacher implementation; (3) student response questionnaires; and (4) learning outcomes test. The results of the research on the development of the GeoEnzo-assisted mathematics learning design are valid, practical, and effective for improving the metacognitive abilities of the students of SMK Mega Link Majene. 

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 Didactic Anticipation of Two Matrix Multiplication Learning

2020 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Indah Kartika Wati ◽  
Destiniar Destiniar ◽  
Nyiayu Fahriza Fuadiah
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Matrix Multiplication ◽  
Instructional Video ◽  
Learning Trajectory ◽  
Learning Material ◽  
Instructional Videos ◽  
Student Difficulties ◽  
Ability Tests ◽  
Asking Questions

<p>This study aims to create a didactic design in an effort to overcome the learning obstacle through DDR (Didactical Design Research) in learning multiplication of two matrices through prospective, meta-pedadidactic, and retrospective analysis stages. Data collection using the following techniques: 1) observation, namely observing learning activities, analyzing teaching materials and learning implementation plans used by teachers in classroom learning; 2) tests in the form of diagnostic tests for students to determine the learning obstacle, prerequisite ability tests, and final identification tests; 3) interviews with mathematics subject teachers by asking questions that lead to student difficulties and teacher difficulties in delivering mathematics learning material; and 4) instructional videos in the learning process. The data were analyzed to find a learning obstacle and based on these findings, a was prepared Hypothetical Learning Trajectory (HLT)which was outlined in a hypothetical didactic design. The didactic design that has been designed is implemented to test as well as validate HLT. The results of the instructional video recordings were analyzed in the meta-pedadactic stage. The didactic design of the two matrix multiplication material contains didactic anticipation that can be an alternative for the teacher when facing situations and responses that may occur.<strong> </strong></p>

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.

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