More than just a regime type: how Southeast Asian countries respond to COVID-19

As early as the pandemic has spread to Southeast Asian countries and elsewhere, observers have been tempted to associate regime type with COVID-19 responses. This trend encompasses the debate between democratic vs. authoritarian regimes that has been particularly helpful in identifying the normative basis to global pandemic responses. However, it leads into an inquiry whether the comparison of regime as part of variable isolation is scientifically viable in assessing the public policy, given the fact that the comparative matrix is vague. The comparison between democracy and the authoritarian regime will not bring a fair debate, but only to insinuate epistemological obstacle due to socially constructed dichotomy between the two even if the authoritarian regime has done any good practice. Furthermore, such a dichotomy only reflects a binary oversimplification of reality, which neglects an alternative explanation. Drawing on the framework of typology of COVID-19 responses by Greer et. al. (2020)–which includes four key foci, i.e., social policies and crisis management, regime type, formal political institutions, state capacity–this article will extend the framework by applying to the case of Southeast Asian countries, where these countries share similar structure and challenges, yet some countries arguably have been more successful.

Desain Didaktis Materi Kaidah Pencacahan Untuk Siswa SMA Kelas XI

This study aims to develop didactic design on counting rules for senior high school. The didactic design is designed by considering two things the result of the test analysis of learning obstacle instrument and learning trajectory. This didactic design consists of four meetings obtained through the three formal stages performed in the study. The first stage is prospective ie didactic situation analysis before learning in the form of hypothetical didactic design including pedagogical didactic anticipation (ADP), second phase metaped analysis is notthe form of design implementation phase, and last stage is retrospective analysis which is an analysis that relate result of prospective analysis with metaped analysis nottik used to formulate empirik design. The research for preparing the didactic design begins with the provision of difficulties in learning the material of the counting rules and the analysis of the teaching materials. The results of the learning obstacle test show that students experience learning barriers that are categorized into three, namely ontogenic obstacle, didactical obstacle, and epistemological obstacle. The didactic design was implemented to 35 students of class XI in one of the senior high school in South Jakarta. Based on the results of research, didactic design developed this can be used as an alternative teaching materials concept of counting rules to minimize student learning barriers.

Didactical Design for Overcoming Students' Learning Obstacles on the Inverse Function Concept

The inverse function in secondary schools is still a difficult concept to learn. Meanwhile, in national exams or competitions this problem often arises. Didactic design is an attempt to improve the learning process. The purpose of this study is to identify the epistemological obstacle, to develop the learning designs, and to describe the students’ responses regarding the implementation of inverse function’s concept learning designs in the class. This research was held in one of Senior High School in South Tangerang of 38 people from class X. The research method is Didactical Design Research (DDR). This method is conducted from three stages, prospective analysis, metapedia didactic analysis, and retrospective analysis. The result of the study was indicated that the student’s obstacles are according to predictions and didactical design still generates some new epistemological obstacle. The revised didactical design was obtained by updating the initial didactical design to resolve the obstacle. The revised didactical design includes choosing vocabulary, adding new instructions, and expanding predictions and anticipating student responses.AbstrakFungsi invers di sekolah menengah masih merupakan konsep yang sulit dipelajari. Sedangkan dalam ujian atau kompetisi nasional masalah ini sering muncul. Desain didaktik merupakan upaya untuk meningkatkan proses pembelajaran. Tujuan penelitian ini adalah untuk mengidentifikasi hambatan epistemologis, mengembangkan desain pembelajaran, dan mendeskripsikan tanggapan siswa terkait penerapan desain pembelajaran konsep fungsi invers di kelas. Penelitian ini dilaksanakan di salah satu Sekolah Menengah Atas di Tangerang Selatan yang berjumlah 38 orang dari kelas X. Metode penelitian yang digunakan adalah Penelitian Desain Didaktik. Metode ini dilakukan dari tiga tahap yaitu analisis prospektif, analisis metapedadidaktik, dan analisis retrospektif. Hasil penelitian menunjukkan bahwa kesulitan yang dialami siswa sesuai dengan prediksi dan desain didaktis masih menimbulkan hambatan epistemologis baru. Desain didaktis yang direvisi diperoleh dengan memperbarui desain didaktis awal untuk menyelesaikan kesulitan. Desain didaktis yang direvisi terdiri atas: memilih kosakata, menambahkan instruksi baru, dan memperluas prediksi dan mengantisipasi respon siswa. How to Cite: Muin, A., Pratiwi, A. A., Satriawati, G. (2020). Didactical Design for Overcoming Students' Learning Obstacles on the Inverse Function Concept. TARBIYA: Journal of Education in Muslim Society, 7(2), 183-191. doi:10.15408/tjems.v7i2.13041.

DESAIN DIDAKTIS SIFAT-SIFAT BANGUN DATAR SEGIEMPAT

Tujuan penelitian ini adalah menyusun desain didaktis sifat-sifat bangun datar segiempat. Penelitian ini merupakan penelitian kualitatif dimana Peneliti berperan sebagai alat pengumpul data utama dan didukung oleh instrumen lainnya seperti, lembar kerja siswa, pedoman wawancara, lembar observasi, foto, dan video rekaman saat pembelajaran. Subjek penelitian ini adalah siswa kelas VII SMP di Bandar Lampung. Pengumpulan data dilakukan dengan menggunakan teknik triangulasi. Analisis data dilakukan dengan menelaah seluruh data yang tersedia dari berbagai sumber, mulai dari sebelum, selama, dan setelah penelitian. Hasil penelitian ini yaitu: (1) Learning obstacle yang teridentifikasi pada penelitian desain didaktis sifat-sifat bangun datar segiempat yaitu epistemological obstacle, dan didactical obstacle, (2) Desain dikembangkan berdasarkan hasil analisis pendahuluan serta disesuaikan dengan learning trajectory untuk meminimalkan hambatan yang dialami siswa dalam memahami materi sifat-sifat bangun datar segiempat, (3) Desain didaktis empirik materi sifat-sifat bangun datar segiempat dikembangkan berdasarkan hasil analisis implementasi desain.Kata Kunci: DDR, Sifat-sifat Bangun Datar Segiempat.

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.

Analisis Epistemological Obstacle Siswa Dalam Menyelesaikan Soal Cerita Matematika Berdasarkan Gaya Kognitif

Penelitian ini bertujuan untuk mengetahui penyebab dan mendeskripsikan epistemological obstacle yang terjadi pada siswa dalam menyelesaikan soal cerita operasi hitung pecahan matematika berdasarkan gaya kognitif pada siswa kelas V SD Negeri Pademangan Barat 11 Jakarta Utara tahun ajaran 2018/2019. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif, dimana peneliti mencoba mendeskripsikan epistemological obstacle yang terjadi pada siswa dalam menyelesaikan soal cerita matematika. Adapun epistemological obstacle yang dianalisis dalam penelitian ini adalah miskonsepsi/kesalahan konsep, kesalahan prosedur dan, sedangkan gaya kognitif yang dikategorikan dalam penelitian ini adalah field dependent dan field independent. Analisis data pada penelitian ini diolah menggunakan statistic deskriptif kualitatif dan melalui tiga alur kegiatan yaitu reduksi data, penyajian data dan verifikasi data atau penarikan kesimpulan dan digunakan untuk mendapatkan jawaban yang bersifat deskriptif berdasarkan data tes dan wawancara. Tes Group Embedded Figures Test (GEFT) yang digunakan untuk mengetahui kategori gaya kognitif yang dimiliki siswa yang nantinya akan dikategorikan menjadi field independent dan field dependent. Sedangkan tes soal cerita matematika materi operasi hitung pecahan yang nantinya akan dianalisis epistemological obstaclenya. Wawancara dilakukan untuk menggali informasi dari subjek penelitian tentang epistemological obstacle yang terjadi pada siswa dalam menyelesaikan soal cerita matematika berdasarkan gaya kognitif. Berdasarkan hasil penelitian yang telah dilakukan, terungkap bahwa siswa dengan bidang field independen dan field dependen masih sering membuat miskonsepsi, kesalahan prosedural, kesalahan teknis dalam menyelesaikan materi soal matematika dalam operasi penghitungan pecahan.

HAMBATAN EPISTEMOLOGI PEMAHAMAN KONSEPTUAL BERDASARKAN TAKSONOMI SOLO SISWA

This study aims to explain and describe the epistemological obstacle of students' mathematical conceptual understanding based on the SOLO taxonomy at MTs Negeri 2 Pontianak. This research uses a descriptive qualitative method with a survey form. The subjects of this research is 35 students in class VIII F MTs Negeri 2 Pontianak. Data collection techniques that used were test and and non-test. Data collection tools that used were conceptual understanding tests and interview. The results of data analysis from this study indicate that the epistemological obstacle of students' mathematical conceptual understanding based on the SOLO taxonomy from 35 students is 40% of students are in level 0 (prestructural); 11.43% of students are in level 1 (unistructural); 20% of students are in level 2 (multistructural); 25.71% of students are in level 3 (relational); and 2.86% of students are in level 4 (extended abstract). The obstacle of students that have at level 0 are all of conceptual understanding indicator. Students at level 1 and 2 have obstacles in indicators 2, 3, and 4. Students at level 3 have obstacles in indicators 2 and 4. Students at level 4 have obstacles in indicator 4.Keywords: Epistemological obstacle, Mathematical Conceptual Understanding, SOLO Taxonomy

Learning Obstacle the Addition and Subtraction of Fraction in Grade 5 Elementary Schools

The Fraction is a material that is very important for students to learn in elementary school, but various difficulties are shown by students in understanding the material, so this study will analyze the learning obstacle that appears to students in the addition and subtraction material in grade 5 elementary school. The approach in this research uses qualitative and case study methods. The subjects in this study were 5th-grade students of Geger Kalong Girang 1¾2 elementary schools, Bandung City, West Java, Indonesia with a total of 29 students. Data was collected by tests, interviews, and documentation, while for data analysis techniques using data reduction, data presentation, and conclusions. The results of this study indicated that students experience learning obstacles, including 1) ontogenic obstacle, which is the inability of students to understand the purpose of the problems presented; 2) epistemological obstacle, namely the inability of students to understand the concept of fractions is part of the whole and the inability of students to do the addition and subtraction of fractions, and; 3) didactical obstacle caused by the presentation of material and the teacher's way of teaching which is only informal. This research is expected to facilitate students to understand fractions and be a development material in making teaching materials and didactic design of the addition and subtraction fractions based on learning obstacles that appear in this study.

Learning Obstacle the Addition and Subtraction of Fraction in Grade 5 Elementary Schools

The Fraction is a material that is very important for students to learn in elementary school, but various difficulties are shown by students in understanding the material, so this study will analyze the learning obstacle that appears to students in the addition and subtraction material in grade 5 elementary school. The approach in this research uses qualitative and case study methods. The subjects in this study were 5th-grade students of Geger Kalong Girang 1¾2 elementary schools, Bandung City, West Java, Indonesia with a total of 29 students. Data was collected by tests, interviews, and documentation, while for data analysis techniques using data reduction, data presentation, and conclusions. The results of this study indicated that students experience learning obstacles, including 1) ontogenic obstacle, which is the inability of students to understand the purpose of the problems presented; 2) epistemological obstacle, namely the inability of students to understand the concept of fractions is part of the whole and the inability of students to do the addition and subtraction of fractions, and; 3) didactical obstacle caused by the presentation of material and the teacher's way of teaching which is only informal. This research is expected to facilitate students to understand fractions and be a development material in making teaching materials and didactic design of the addition and subtraction fractions based on learning obstacles that appear in this study.