PENGEMBANGAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SD DENGAN DIDACTICAL ENGINEERING

2020 ◽  
Vol 11 (2) ◽  
pp. 139-158
Author(s):  
Riandi Marisa ◽  
Sarah Fazilla
Keyword(s):  
Didactical Engineering

ABSTRAK Berbagai penelitian, baik di tingkat internasional maupun nasional, mengungkapkan kemampuan pemecahan masalah siswa sekolah dasar masih sangat rendah. Padahal, kemampuan memecahkan masalah merupakan bagian dari kodrat manusia yang diciptakan oleh nalar, karena pada prinsipnya tidak ada manusia yang tidak berpikir. Potensi siswa sangat mungkin berkembang pada diri siswa jika guru sebagai jembatan pengetahuan benar-benar menguasai metode pembelajaran dan mengenali karakter siswa dalam pembelajaran matematika dengan baik. Oleh karena itu, dalam penelitian ini mencoba menerapkan strategi pembelajaran menggunakan Didactical Engineerering (DE), sebagai dasar untuk mengembangkan kemampuan pemecahan masalah siswa SD. Harapannya, pembelajaran menggunakan DE dapat berimplikasi pada pengembangan ilmu pedagogik yang sangat dibutuhkan oleh para guru, khususnya guru sekolah dasar.

Lesson study with didactical engineering for student teachers in Brazil

2019 ◽  
Vol 9 (2) ◽  
pp. 127-138
Author(s):  
Aluska Dias Ramos de Macedo ◽  
Paula Moreira Baltar Bellemain ◽  
Carl Winsløw
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Lesson Study ◽  
Design Methodology ◽  
Content Type ◽  
Strong Potential ◽  
Didactical Engineering

Purpose The purpose of this paper is to experiment with ideas from didactical engineering (DE) in student teachers’ first experience with lesson study (LS). Design/methodology/approach This is a case study. Findings LS in pre-service education can be enhanced by elements from DE. Originality/value The idea indicated in the purpose is new and holds strong potential for the use of LS in teacher education.

scholarly journals ENGENHARIA DIDÁTICA: IMPLICAÇÕES PARA A PESQUISA NO ÂMBITO DO ENSINO EM ANÁLISE COMPLEXA - AC

2016 ◽  
Vol 38 (2) ◽  
pp. 694
Author(s):  
Francisco Regis Vieira Alves
Keyword(s):  
Conceptual Framework ◽  
Research Design ◽  
Complex Analysis ◽  
A Priori ◽  
Didactical Engineering ◽  
Didactical Situations ◽  
A Priori Analysis ◽  
French Tradition ◽  
Didactics Of Mathematics ◽  
Theory Of Didactical Situations

This article discusses and describes the two initial phases provided by a nominated research design of Didactical Engineering – DE. Thus, in view of an interest declared by the teachhing of Complex Analysis – CA, the work emphasizes the elements that hold the potential to constitute the two initial stages of an DE, nomitaded by preliminary and a priori analysis, with emphasis on description and conception of only two problems situations. So, in view of the long heritage of the French tradition in Didactics of Mathematics, also elects the Theory of Didactical Situations – TSD, in complementary character in other to ensure the reasonable control of the didactic mediation, as well as the predictive character of a theorical and conceptual framework for the research, structured for teaching of CA, reproductible and repeatable in any empirical situation of application in academic locus.

scholarly journals Didactic Situations and Didactical Engineering in university mathematics: cases from the study of Calculus and proof

2014 ◽  
Vol 16 (2) ◽  
pp. 117-134 ◽  
Author(s):  
Alejandro S. González-Martín ◽  
Isabelle Bloch ◽  
Viviane Durand-Guerrier ◽  
Michela Maschietto
Keyword(s):  
University Mathematics ◽  
Didactical Engineering

French Didactique des Mathématiques and Lesson Study: a profitable dialogue?

2015 ◽  
Vol 4 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Stéphane Clivaz
Keyword(s):  
Lesson Study ◽  
Action Theory ◽  
Content Type ◽  
Didactical Engineering ◽  
Didactique Des Mathématiques ◽  
Double Approach ◽  
Theoretical Paper ◽  
Didactical Situations ◽  
Teaching Of Mathematics ◽  
Theory Of Didactical Situations

Purpose – The purpose of this paper is to present French Didactique des Mathématiques (DM) to the Lesson Study (LS) community. Design/methodology/approach – This theoretical paper presents the origins of DM in the Theory of Didactical Situations (TDS) by Brousseau. It elaborates about didactical engineering, fundamental situation and other fundamental concepts. It briefly presents other Didactique theories: the theory of conceptual fields, the anthropological theory of the didactic, the joint action theory in didactics and the double approach. It considers importance of the (TDS) and influences over teaching of mathematics. This paper finishes by highlighting the ways Didactique and LS could contribute to each other in a profitable dialogue. Findings – The paper contrasts DM with some LS main features. It highlights the parallels despite fundamental differences in the initial goals of the perspectives. It shows that these differences could lead to productive dialogue by producing more practice-oriented forms of didactical engineering for the first and making teachers’ principles for lessons more explicit for the latter. Originality/value – The paper presents a very quick overview of the parallels between DM and LS. Additionally, this paper gives many accessible references in English for the reader to explore Didactique further.

scholarly journals Pengaruh Problem Based Learning Disertai Didactical Engineering Terhadap Literasi Matematis Siswa

2020 ◽  
Vol 6 (02) ◽  
pp. 48-54
Author(s):  
Bety Miliyawati
Keyword(s):  
Problem Based Learning ◽  
Didactical Engineering ◽  
Nonequivalent Groups

Tujuan penelitian ini adalah untuk mendeskripsikan secara komprehensif tentang pengaruh problem based learning (PBL) disertai didactical engineering (DE) terhadap kemampuan literasi matematis siswa. Metode penelitian yang digunakan adalah kuasi eksperimen, dengan desain penelitiaan Posttest-Only Design with Nonequivalent Groups. Populasi dalam penelitian ini seluruh siswa kelas VIII pada salah satu SMP Negeri di Kabupaten Subang dengan melibatkan sampel sebanyak 62 siswa yang tersebar dalam dua kelas, yakni kelas eksperimen dan kontrol. Instrumen yang digunakan dalam penelitian ini meliputi butir tes kemampuan literasi matematis dan pedoman observasi kegiatan guru dan siswa. Analisis data dilakukan secara kuantitatif dan uji statistik yang digunakan adalah uji t, uji Mann-Whitney, anova dua jalur. Berdasarkan hasil analisis data dapat disimpulkan bahwa faktor pembelajaran berpengaruh terhadap kemampuan literasi matematis siswa dan tidak terdapat interaksi antara model pembelajaran dan kategori KAM.  

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