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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika JRPM (Jurnal Review Pembelajaran Matematika)
Endang Dedy
Universitas Pendidikan Indonesia
Education Mathematics

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Desain Didaktis Bahan Ajar Matematika SMP Berbasis Learning Obstacle dan Learning Trajectory Endang Dedy; Encum Sumiaty
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 2 No. 1 (2017)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (377.866 KB) | DOI: 10.15642/jrpm.2017.2.1.69-80

Abstract

This study is to correct mathematical learning by didactic design based on learning obstacles and learning trajectory. This is a qualitative study through Didactical Design Research (DDR) by three analytical phase, i.e. 1) didactical situation analysis before learning presented as didactical design hypothesis including ADP; 2) metapedadidactical analysis which analyzes teacher’s ability such as unity, flexibility, and coherency in learning; 3) retrospective analysis which is the correlated analysis between the result of didactical situation hypothesis analysis and metapedadidactical analysis. The result of problem analysis related to integer arithmetic operation, a concept of function, and two triangle similarity concept, implementation of early didactical design could predict probable mistakes done by students and even if the mistakes still there, it was decreased compared to early learning obstacle test. These conditions were reinforced after learning with mathematics score school succeed standard 75% was done.
KESULITAN SISWA DALAM MENYELESAIKAN SOAL PEMECAHAN MASALAH DITINJAU DARI KEMAMPUAN AWAL MATEMATIKA SISWA Aneu Pebrianti; Dian Usdiyana; Endang Dedy; Eyus Sudihartinih
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 3 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i3.7400

Abstract

Kemampuan pemecahan masalah masih relevan dengan kebutuhan dunia pendidikan saat ini. Namun hingga sekarang, kemampuan pemecahan masalah siswa Indonesia masih tergolong rendah. Penelitian ini bertujuan untuk mengidentifikasi kesulitan yang dihadapi oleh siswa ditinjau dari kemampuan awal matematika siswa yang beragam dalam satu kelas menggunakan tahapan Polya. Metode yang digunakan adalah kualitatif dengan pendekatan fenomenologi. Teknik pengumpulan data menggunakan triangulasi. Partisipan penelitian adalah 14 orang siswa dengan kemampuan matematika yang beragam dari kelas unggulan. Dari hasil analisis dapat disimpulkan bahwa siswa dengan kemampuan awal matematika tinggi dominan mengalami kekeliruan pada saat melakukan perhitungan, yakni kurang teliti dalam mengoperasikan tanda dan bilangan. Sedangkan siswa dengan kemampuan matematika sedang mengalami kesulitan untuk menentukan strategi penyelesaian yang tepat dan mengaitkan konsep untuk melakukan pengecekan kembali terhadap jawaban yang diperoleh. Terakhir siswa dengan kemampuan matematika rendah mengalami kesulitan mulai dari memahami soal, sehingga tidak mampu sama sekali mengerjakan soal yang diberikan.Problem solving ability is still relevant to the needs of today's education world. But until now, Indonesian students' problem-solving ability is still relatively low. The objective of this study is to recognize the challenges encountered by students in terms of the level of mathematical ability of diverse students in one class using Polya's stages. The approach adopted for this study is qualitative, utilizing a phenomenological perspective. Data collection techniques used triangulation in the form of tests and interviews. The research participants were 14 students with diverse mathematical abilities from the superior class. From the results of the analyzes, it can be concluded that students with high mathematical ability experience errors when performing calculations, namely lack of accuracy in operating signs and numbers, while students with moderate mathematical ability have difficulty determining the right solution strategy and linking concepts to check the answers obtained. Finally, students with low mathematical ability had difficulty starting from understanding the problem so that they were unable to work on the problem at all.
Co-Authors Aneu Pebrianti Dian Usdiyana Encum Sumiaty Eyus Sudihartinih