scholarly journals Pengembangan Lintasan Belajar Pada Pokok Bahasan Segiempat degan Menggunakan Pendekatan Pendidikan Matematika Realistik kelas VII di SMP Negeri 6 Padangsidimpuan

2021 ◽  
Vol 1 ◽  
pp. 130-136
Author(s):  
Ananti Pratiwi ◽  
Haddad Alwi Siregar
Keyword(s):  
Design Research ◽  
Student Response ◽  
Learning Goals ◽  
Learning Trajectory ◽  
Trajectory Design ◽  
Mathematical Education ◽  
A Value ◽  
Lecture Method ◽  
The Subject ◽  
Student Discussion

This research is motivated by students lack understanding the concepts in the subject matter of a the rectangular for example, completing the area and circumference of the rectangular, because the material is presentad using the lecture method and only on certain materials using student discussion groups. The aim of the study was to determine validit, practicality and the trajectory design of the learning trajectory through a realistic mathematical education approach to the subject of rectangular at SMP N 6 Padangsidimpuan. This research is a design research with a type of validation study thet aims to develop local interaction theory (LIT) with collaboration between researches and educators to improve the quality of learning. This research was conducted at SMP N 6 Padangsidimpuan with trial subjects in class VII-2, totaling 31 students. The instrument of collecting data thet used is validation sheets, questionnaires, observations, and using validity and practical analysis techniques. The result of this study indicated thet the learning trajectory through a realistic mathematical education approach is said to be very valid and very practical. The vlidity of the learning trajectory is indicated by a value of 86,98% from analiyzing 3 validators. The practicality of the learning trajectory is shown by 82,71% of the student response questionnaire and observations. The learning trajectory produced in this study is in the form of activities carried out by students to achieve learning goals, where the purpose of the learning is to understanding of rectangular, types of rectangular, properties of rectangular, and circumference and area of rectangular.

scholarly journals Lintasan Belajar Teorema Pythagoras dengan Pendekatan Pendidikan Matematika Realistik

2020 ◽  
Vol 7 (02) ◽  
pp. 149-162
Author(s):  
Ahmad Nizar Rangkuti ◽  
Anwar Ibrahim Siregar
Keyword(s):  
Design Research ◽  
Pythagorean Theorem ◽  
Student Response ◽  
Learning Trajectory ◽  
Product Trial ◽  
A Value ◽  
Realistic Approach ◽  
Class Viii ◽  
Instruction Theory

The purpose of this study was to determine the validity and practicality of the learning trajectory through a realistic approach to the subject of the Pythagorean theorem in SMP Negeri 1 Hulu Sihapas. This research is a type of validation study design research that aims to develop local instruction theory (LIT) in collaboration with researchers and educators to improve the quality of learning. This research was conducted at SMP Negeri 1 Hulu Sihapas with product trial subjects in class VIII-A, totaling 26 students. Data collection instruments used were validation sheets, questionnaires and using validity and practicality analysis techniques. The results showed that: 1) the learning trajectory through a realistic approach is said to be valid with validity 85 of the analysis of 3 validators; and 2) the learning trajectory through a realistic approach is said to be practical with a value of 85.44 from the student response questionnaire. The learning trajectory generated in this study is in the form of activities undertaken by students to achieve learning objectives, namely to understand the Pythagorean theorem concept.

scholarly journals Project-Based Learning Model Practicality on Local Network Devices Installation Subject

2019 ◽  
Vol 14 (15) ◽  
pp. 94
Author(s):  
Ilham Tri Maulana ◽  
Restyaliza Hary ◽  
Ratih Purwasih ◽  
Fadil Firdian ◽  
Tri A Sundara ◽  
...  
Keyword(s):  
Instructional Development ◽  
Learning Process ◽  
Reference Model ◽  
Project Based Learning ◽  
Learning Goals ◽  
Local Network ◽  
A Value ◽  
The Subject ◽  
Vocational High Schools ◽  
Network Device

Abstract— The learning process in vocational high schools is the decisive factor for being able to give birth to vocational secondary education graduates that are in accordance with their competencies. The learning process will determine whether the learning goals will be achieved. This study aims to develop a project-based learning device on the subject of Local Network Devices Installation. The method used is the Instructional Development Institute (IDI) with processed data sourced from 2 teachers and 29 students. The result of this study is practical that a value of 77.87%. It is concluded that this model is very helpful in learning Local Network Device Installation and as a reference model for other subjects.

scholarly journals Development Support Learning Media Based On Android in Subject Operation System

2020 ◽  
Vol 13 (2) ◽  
pp. 25-32
Author(s):  
Rafiqa Rizalita
Keyword(s):  
Data Analysis ◽  
Student Response ◽  
Primary Data ◽  
Operation System ◽  
A Value ◽  
Data Analysis Technique ◽  
Analysis Technique ◽  
The Media ◽  
Development Support ◽  
The Subject

This media designed to increase motivation and creativity of students so that students can understand the overall material provided in the subject operation system. This research used the development metode was 4D (Four D), while the 4D development procedure those were: define, design, develop, and Disseminate. Data type was   primary data where the data provided  by the media experts, lecturers and students. Data analysis technique used was  descriptive data analysis technique those were describe the validity, practicality and effectiveness of using support learning media. Results obtained from this development research as follows; (1) The validity of support learning media expressed very valid on the media design with a value of validity was  0.828, while the materi of media was valid for a value was 0.703, (2) the practicalities of support learning media based the response of teachers after going  through  practical  trials  with  a  total  value  was  84.66%,  while  the practicalities of support learning media based on student response after going through the otherwise very practical trials with a total value of 87.96%.  

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 The Practicality and Effectiveness of Direct Learning Model by Using Life-Based Learning Approach

2020 ◽  
Vol 1 (3) ◽  
pp. 165-174
Author(s):  
Annita Kastur ◽  
Mustaji Mustaji ◽  
Yatim Riyanto
Keyword(s):  
Learning Outcomes ◽  
Design Research ◽  
Learning Model ◽  
Student Response ◽  
Learning Approach ◽  
A Value ◽  
Data Collection Process ◽  
Direct Learning ◽  
The One ◽  
Activity Questionnaires

This study aims to produce a direct learning model with a life-based learning approach that is feasible, practical, and effective to improve the learning outcomes of students at Morris Sidoarjo. This research method uses the Dick and Carey development model with the one-group pretest-posttest design research design. The data collection process was carried out using observation, questionnaires, and giving tests to students. The research instruments obtained were student activity questionnaires, student response questionnaires, learning observation sheets, and student learning outcomes tests. The sample of this research is 20 students at the Morris Sidoarjo course. The research indicated that the direct learning model with a life-based learning approach was practical in its use to improve course participants' learning outcomes at Morris Sidoarjo in the Yogyakarta, which was shown by the excellent category of learning and activity of students. Second, the direct learning model with a life-based learning approach is effective in improving the learning outcomes of course participants at Morris Sidoarjo in the Yogyakarta, which is shown by the results of the calculation of the N-Gain test showing an increase in learning outcomes with a value of 0.8 in the high category. From these results, the model built with a life-based learning approach can be implied as an alternative and reference for developing learning models in course institutions.

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 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 Hypothetical Learning Trajectory (HLT) For Fraction of Blind Students Using Braille Media Fraction Block

2021 ◽  
Vol 8 (1) ◽  
pp. 90-105
Author(s):  
Riza Agustiani ◽  
Agustiany Dumeva Putri
Keyword(s):  
Data Collection ◽  
Design Research ◽  
Analysis Data ◽  
Learning Trajectory ◽  
Design Experiment ◽  
Trajectory Design ◽  
Research Subject ◽  
Experimental Activity ◽  
Hypothetical Learning Trajectory ◽  
Practice Questions

. Learning fractions is one of difficult topics for students with visual impairments. The aim of this design research is to describe the design process of Hypothetical Learning Trajectory for the addition of fractions using Fraction Block Braille. This research is divided into 3 stages, the preparation for the experiment, the design experiment, and the retrospective analysis. Data collection techniques in this research are walkthrough, observation, interview, and test. This research resulted in a Hypothetical Learning Trajectory design for the addition of fractions contains the following activities: Dividing unit blocks into equal parts, Comparing the sizes of different fraction blocks to get the same size fractions, Comparing the combined sizes of several blocks, Combining several fractions, Determining the fractional block that is the same size as the summed fraction block. The five activities were carried out quite well in the 2-cycle experimental activity. After the implementation of the experimental activities, the students' answers to the practice questions showed that the research subject could understand the material presented.

scholarly journals LEARNING TRAJECTORY OF QUADRATIC INEQUALITY

2018 ◽  
Vol 2 (1) ◽  
pp. 12
Author(s):  
Kimura Patar Tamba ◽  
Melda Jaya Saragih ◽  
Tanti Listiani
Keyword(s):  
Learning Process ◽  
Design Research ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Learning Goals ◽  
Learning Trajectory ◽  
Learning Trajectories ◽  
Quadratic Inequality ◽  
Trajectory Learning

<p>A learning trajectory offers a description of key aspects in planning mathematics learning. It also helps teachers follow and interpret students’ mathematical thinking, so that learning can be developed in accordance with the characteristics of students, and even become a tool for teachers to develop curriculum. There are three main components of learning trajectory: learning goals, learning activities, and hypothetical learning processes. In this article, we constructed a learning trajectory of the quadratic inequality. This qualitative study used didactical design research with 105 grade 10 students as the participants. In the prospective analysis step, didactic design, learning obstacle, and quadratic inequality system were analyzed. Based on the results of this analysis, we constructed hypothetical learning trajectories in the form of didactical design. Then, hyphothetical learning trajectories were implemented in the learning process. Student’s responses were analyzed qualitatively. Results of this analysis were used to revise the learning trajectory in order to obtain alternative trajectory learning outcomes of theoretical and empirical analysis. Finally, this article offers an alternative learning trajectory of quadratic inequalities that are different from the existing learning trajectories presented in the current textbook. The learning trajectory that is offered is the learning quadratic inequality which starts from the function approach.</p><p> <strong>BAHASA INDONESIA ABSTRACT: </strong>Learning trajectory (LT) menawarkan sebuah deskripsi akan aspek kunci dalam perencanaan pembelajaran matematika. LT juga membantu guru belajar dalam mengikuti dan menginterpretasi cara berpikir matematisnya siswa, sehingga pembelajaran dapat dikembangkan sesuai dengan karateristik siswa, bahkan menjadi alat bagi guru untuk mengembangkan kurikulum.  Ada tiga komponen utama dari learning trajectory, yaitu: tujuan pembelajaran (learning goals), kegiatan pembelajaran (learning activities) dan hipotesis proses belajar siswa (hypothetical learning process). Dalam artikel ini akan dikonstruksi sebuah LT pertidaksamaan kuadrat. Penelitian ini menggunakan pendekatan kualitatif dengan didactical design research. Adapun partisipan sebanyak 105 siswa kelas X. Pada awal penelitian ini, dilakukan analisis propektif yaitu analisis atas materi pertidaksamaan kuadrat, hambatan belajar dan tingkat berpikir siswa. Kemudian dari hasil analisis ini disusunlah Hipotetical Learning Trajectories yang berupa desain didaktis. Desain didaktis berdasarkan Hypotetical Learning Trajectories ini diimplementasikan dalam pembelajaran. Respon siswa dianalisis secara kualitatif. Hasil analisis ini digunakan untuk merevisi Learning Trajectory, sehingga diperoleh Learning Trajectory alternatif hasil analisis teoritik dan empirik. Akhirnya, artikel ini menawarkan sebuah alternatif learning trajectory pertidaksamaan kuadrat yang berbeda dengan learning trajectories yang ada pada buku pelajaran sekarang. Learning trajectory yang ditawarkan adalah pembelajaran pertidaksamaan yang dimulai dengan pendekatan fungsi. </p>

scholarly journals A Learning Trajectory of Indonesian 12-years Old Students Understanding of Division of Fractions

2017 ◽  
Vol 7 (2) ◽  
pp. 41-52
Author(s):  
Achmad Nizar ◽  
Siti Maghfirotun Amin ◽  
Agung Lukito
Keyword(s):  
Design Research ◽  
Learning Goals ◽  
Learning Trajectory ◽  
Experimental Phase ◽  
Division Of Fractions ◽  
Hands On ◽  
Concrete Materials ◽  
Design Research Methodology ◽  
School Yard ◽  
Support Students

The purpose of this study was to describe mathematical hands-on activities that can support students to gain better understanding of dividing fractions. This preliminary research phase was started by testing, analyzing, and refining the initial hypothetical learning trajectory (HLT), then in the pilot experimental phase the revised HLT was implemented, and ended with the teaching experimental phase by developing a learning trajectory for 12-year old students in understanding division of fractions. In developing the trajectory, a design research methodology was employed by using four contextual-based learning series (sharing biscuit, sharing remaining chocolate bar, arranging bedroom mats, and running around school yard), including providing some concrete materials or pictorial models as manipulative tools. Seven mathematics experts and twenty five 12-year old students were involved during the research. The four designed learning goals were determining the quotient of division of integer by proper fraction, proper fraction by integer, two proper fractions, and two fractions. Students succeeded in demonstrating their understanding and stated that 16:1/2 = 32; 25/36:5 = 5/36; 24/64:1/2 = 6/8; and 15/2:3/4 = 10 respectively at the end of each designed activity. The interesting results of this study are not a proof, so that a much larger study is needed to determine if the results are due to this approach or due to the teachers’ enthusiasm or what is known as the Hawthorne Effect.

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