Pemanfaatan desain DIDAKTIS pada penyajian data untuk siswa DISKALKULIA Sekolah Dasar

Siswa diskalkulia dijumpai hampir di setiap sekolah karena mereka memiliki intelegensi rata-rata atau di atas rata-rata tetapi mengalami kesulitan belajar matematika yaitu ontogenical obstacles (kurangnya kesiapan mental), didactical obstacles (kesalahpahaman pengajaran guru), dan epistemological obstacles (kurangnya pengetahuan). Siswa diskalkulia sering memiliki nilai rendah, sehingga penting bagi guru memperhatikan kesulitan belajar mereka dalam meningkatkan hasil belajarnya. Penelitian ini memiliki tujuan untuk mengatasi kesulitan belajar siswa diskalkulia dengan desain didaktis pada materi penyajian data. Penelitian ini menggunakan pendekatan kualitatif melalui penerapan didactical design research dari Suryadi (2013) yang terdiri dari tiga tahapan yaitu: (1) antisipasi didaktis dan pedagogis (ADP), yaitu analisis situasi didaktis sebelum pembelajaran; (2) analisis metapedadidaktik (guru merancang situasi didaktis sesuai kebutuhan siswa sehingga terjadi proses belajar dalam diri siswa, menganalisis respon siswa, dan melakukan tindakan didaktis lanjutan); dan (3) analisis restrosfektif (membandingkan ADP dengan analisis metapedadidaktik). Teknik pengumpulan data penelitia ini menggunakan tes tertulis, wawancara, observasi, dan dokumentasi. Subjek penelitiannya adalah siswa diskalkulia kelas 5A SDN Duren Sawit 05 Jakarta yang diidentifikasi dari asesmen diagnostik. Validasi data dalam penelitian ini dilakukan dengan triangulasi dan analisis data dalam penelitian ini dilakukan secara kualitatif menurut Miles dan Hubarmen (Sugiyono, 2013) dengan tahapan pengumpulan data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan desain didaktis pada penyajian data dapat menurunkan kesulitan belajar matematika siswa diskalkulia kelas 5 rata-rata sebesar 63,1%. Hasil penelitian ini dapat dijadikan alternatif untuk mengatasi kesulitan belajar matematika siswa diskalkulia sekaligus dapat meningkatkan hasil belajar materi penyajian data.

Estudos Queer e Secretariado: refletindo sobre percepções generificadas e hipersexualizadas na área secretarial

A pesquisa teve como objetivo compreender como acadêmicxs do curso de Bacharelado em Secretariado Executivo da Universidade Estadual do Centro-Oeste do Paraná (UNICENTRO) criam inteligibilidade sobre noções de gêneros e sexualidades em relação a sua atuação profissional. A abordagem aplicada para análise é quanti-qualitativa de cunho bibliográfico e exploratório. Os resultados foram analisados a partir de 5 eixos teórico-analíticos com base nas respostas de 28 questionários. O primeiro eixo tratou das atividades técnicas e tático-operacionais de assessoramento e sua relação com a produção de práticas de reiteração de estereótipos. Os dados apontaram para os obstáculos epistemológicos do empirismo e da natureza aplicada do campo científico do Secretariado como problema crucial para a produção de discursos que estigmatizam a área. O segundo eixo problematizou alguns estereótipos em relação às técnicas secretariais e como as atividades tecnicistas possibilitam que discursos de insultos e preconceitos à área sejam recorrentes nas percepções dxs participantes da pesquisa, como mostra o terceiro eixo de análise. No quarto eixo problematizei como preconceitos e insultos produzem subjetividades generificadas e isso ajudou a problematizar a hipersexualização dos corpos que atuam na área secretarial. No quinto eixo articulo os Estudos Queer ao Secretariado, entendendo-os enquanto campos de saber-poder profícuos para os estudos de gênero e sexualidades não-normativas. Além disso, o processo de construção de uma inteligibilidade transgenerificada interseccionalmente pode contribuir para produções não excludentes e reflexões mais condizentes com as demandas científicas, epistêmicas e políticas, ainda carentes no campo do secretariado. Palavras-chave: Secretariado; Estudos Queer; Gêneros e Sexualidades. ABSTRACT The research aimed to understand how students from the Bachelor's Degree in Ex-ecutive Secretariat, of Midwestern Parana State University (UNICENTRO) create intelligibility about notions of genders and sexualities in relation to their professional performance. The applied approach to conduct the analysis is quantitative and qual-itative with a bibliographic and exploratory nature. The results were analyzed from 5 theoretical-analytical axes based on the responses of 28 questionnaires. The first axis dealt with technical and tactical-operational advisory activities and their rela-tionship with the production of stereotypic reiteration practices. The data pointed to the epistemological obstacles of empiricism and the applied nature of the Secretarial scientific field as a crucial problem for the production of the stigmatization of the field. The second axis problematized some stereotypes in relation to secretarial techniques and how technical activities help produce speeches of insults and prej-udices to the area which are recurrent in the perceptions of the participants of the research, as shown in the third axis of analysis. In the fourth axis, I problematized how prejudices and insults produce gendered subjectivities and this helped prob-lematize the hypersexualization of bodies that work in the secretarial area. In the fifth axis, I articulate Queer Studies to Secretarial, understanding them as fruitful fields of knowledge-power for gender studies and non-normative sexualities. In ad-dition, the process of building a transgenerated intelligibility interseccionally can contribute to non-exclusive productions and reflections more consistent with the scientific, epistemic and political demands, still lacking in our area. Keywords: Secretarial; Queer Studies; Genders and Sexualities.

Depicting Epistemological Obstacles in Understanding the Concept of Sequence and Series

This study aimed to discover epistemological obstacle on secondary students to solve sequence and series problems based on three indicators, there are a conceptual obstacle, procedural obstacle, and operational technique obstacle. This study was descriptive with qualitative research approaches. Data were collected with the test and interview method. The subjects in this study are students of SMP Negeri 86 Jakarta class VIII based on the errors seen from the diagnostic tests that had been tested. The analysis was done by giving written tests which are essay and interview formatted. Results on analysis showed that: (1) Conceptual obstacle, obstacle that was experienced by students are: students considered that a pattern was said as a numeral pattern because they own odd numeral pattern and own 2,2,2 of difference; were not able to find exact pattern within the problem; considering that Fibonacci numeral sequence was a pattern that form prime numeral pattern; were not able to differ the concept of arithmetics and geometry sequence; were not able to understand the concept of first quarter on arithmetics sequence; error when interpreted the meaning of problems; were not able to intepret what was given on mathematics model; interpreting sum of the first 20 quarters with sequences which own the 20th quarter; and interpreting sum of the first 20 quarters with the 20th quarter; (2) While on procedural obstacle, obstacle that was experienced are: interpreting numeral pattern if they own their pair; error on determining multiplication or difference; and applying formulas incorrectly; (3) Last on operasional technique obstacle, obstacle that was experienced are error on calculation and using sign and symbol mathematics incorrectly.

Epistemological Obstacles on The Quadratic Inequality

Students often experience difficulties and errors in solving quadratic inequality problems. These difficulties and errors are not only caused by students’ ignorance or misconceptions, but also caused by epistemological obstacles. This study aimed to determine the epistemological obstacles faced by the junior high school students in quadratic inequality. This research was a qualitative research that involved 105 ninth-grade students at one of the junior high schools in Bandung, Indonesia. The data were collected through open-ended tasks and task-based interviews. The data were analyzed using the inductive coding process to classify students’ errors. The descriptive analysis was carried out to reveal students’ ways of understanding and ways of thinking behind each error to be compared with historical analysis. Based on the description of ways of understanding and ways of thinking and comparison with this historical phenomenon, the epistemological obstacles had be confirmed. The results showed that there were epistemological obstacles in quadratic inequalities. The epistemological obstacles consisted of students' quadratic equation knowledge acts and students' arithmetic knowledge acts. However, no epistemological obstacles were found in the development history of quadratic inequality. Students' epistemological obstacles were parallel to the historical phenomena of quadratic inequality.

DESAIN DIDAKTIS PEMBELAJARAN HOTS MATERI PROGRAM LINIER

Penguasaan konsep aljabar memiliki peran penting dalam proses pemecahan masalah matematika. Salah satu materi matematika yang berkaitan dengan konsep aljabar tersebut adalah materi program linier. Berdasarkan observasi awal yang dilakukan di tempat penelitian ditemukan kesulitan-kesulitan yang dialami oleh siswa pada materi program linier. Oleh karena itu, peneliti kemudian mengembangkan desain didaktis pembelajaran HOTS pada materi program linier untuk mengatasi kesulitan siswa tersebut,. Subjek penelitian adalah siswa kelas XI di SMA Negeri 1 Tebing Tinggi Barat, Kabupaten Kepulauan Meranti, Riau pada semester ganjil tahun pelajaran 2019/2020. Hasil penelitian menunjukkan bahwa setelah implementasi desain didaktis diketahui bahwa siswa masih mengalami epistemological obstacles yaitu keterbatasan siswa dalam menggunakan grafik himpunan penyelesaian SPtLDV untuk menyelesaikan permasalahan program linier. Pada desain didaktis empirik terdapat satu desain didaktis hipotetik yang direvisi yaitu lesson design III tentang menentukan nilai optimum fungsi tujuan dari permasalahan program linier.

ANALISIS LEARNING OBSTACLE SISWA SMA PADA MATERI FUNGSI INVERS

Penelitian ini bertujuan untuk menganalisis karakteristik learning obstacle siswa SMA pada materi fungsi invers. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Penelitian dilaksanakan di salah satu SMA Negeri di Kabupaten Kepulauan Meranti Provinsi Riau pada semester II tahun ajaran 2016/2017. Uji learning obstacle dilakukan pada siswa SMA kelas XII IPA. Teknik pengumpulan data learning obstacle siswa dilakukan dengan tes tertulis, wawancara, observasi, dan studi dokumentasi. Temuan hasil penelitian menunjukkan bahwa karakteristik learning obstacle siswa SMA pada materi fungsi invers antara lain didactical obstacles, ontogenic obstacles, dan epistemological obstacles.

Analisis Learning Obstacle Pembelajaran Luas Belah Ketupat untuk kelas VII SMP

Penelitian ini dilatarbelakangi oleh fokus guru menyampaikan materi mengacu pada dokumen bahan ajar berupa buku paket atau buku-buku referensi saja. Dengan demikian, tujuan dari penelitian ini adalah menganalisis hambatan belajar yang terkait dengan materi belah ketupat SMP dan faktor-faktor penyebabnya. Metode yang digunakan dalam penelitian ini menggunakan metode kualitatif. Analisis LO dilakukan dengan Analisis Kurikulum, Analisis RPP, Analisis Bahan Ajar, Wawancara terhadap guru mata pelajaran dan memberikan tes berupa tes diagnostik pada kelas VIII SMP Negeri 31 Palembang. Dari hasil analisis, hambatan yang ditemukan menunjukkan adanya ontogenical obstacles, didactical obstacles, dan epistemological obstacles pada pembelajaran belah ketupat. Berdasarkan Hasil Penelitian LO yang muncul adalah LO pada konsep garis yang tegak lurus, LO konsep satuan luas, dan LO Konsep luas belah ketupat.