DESAIN DIDAKTIS KELILING DAN LUAS PERSEGI...

Enung Mamay Heryasih, 2020 DESAIN DIDAKTIS KELILING DAN LUAS PERSEGI, PERSEGI PANJANG, DAN SEGITIGA DI KELAS IV SEKOLAH DASAR Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.edu

DESAIN DIDAKTIS KELILING DAN LUAS PERSEGI, PERSEGI PANJANG, DAN

SEGITIGA DI KELAS IV SEKOLAH DASAR

TESIS

Diajukan untuk memenuhi sebagian syarat untuk memperoleh gelar Magister Pendidikan pada

Program Studi Pendidikan Dasar

Oleh

Enung Mamay Heryasih

NIM 1806304

PROGRAM STUDI PENDIDIKAN DASAR

SEKOLAH PASCASARJANA

UNIVERSITAS PENDIDIKAN INDONESIA

2020


==================================================================

Desain Didaktis Keliling dan Luas Persegi,

Persegi Panjang, dan Segitiga di Kelas IV

Sekolah Dasar

Oleh

Enung Mamay Heryasih

S. Pd STKIP Sebelas April Sumedang, 2008

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan

(M.Pd.) pada Fakultas Pendidikan Dasar

© Enung Mamay Heryasih 2020

Universitas Pendidikan Indonesia

Agustus 2020

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,


dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.


ABSTRAK

DESAIN DIDAKTIS KELILING DAN LUAS PERSEGI, PERSEGI

PANJANG, DAN SEGITIGA DI KELAS IV SEKOLAH DASAR

OLEH

ENUNG MAMAY HERYASIH

Penelitian ini bertujuan untuk mengetahui hambatan belajar atau kesulitan belajar

(learning obstacle) yang dialami siswa dalam pembelajaran keliling dan luas

persegi, persegi panjang, dan segitiga. Serta selanjutnya mengembangkan desain

didaktis materi keliling dan luas persegi, persegi panjang, dan segitiga di kelas IV

sekolah dasar. Desain didaktis dikembangkan dengan terlebih dahulu

mengidentifikasi hambatan belajar atau kesulitan belajar (learning obstacles) yang

dialami siswa. Penelitian menggunakan pendekatan kualitatif, dan pengembangan

desain. Subjek penelitian adalah 44 siswa kelas IV, di salah satu sekolah dasar yang

ada di kecamatan Cimanggung kabupaten Sumedang. Dari hasil penelitian

diperoleh informasi : (1) kesulitan belajar siswa yang teridentifikasi, seperti

menghitung keliling dan luas persegi, persegi panjang dan segitiga (2) desain

didaktis terkait materi keliling dan luas persegi, persegi panjang, dan segitiga di

SD kelas IV.

Kata kunci : Desain Didaktis, Learning Obstacle


ABSTRACT

DESIGN DIDACTIC OF CIRCULAR AND SQUARE, SQUARE, AND

TRIANGLE TRIANGLE IN CLASS IV OF ELEMENTARY SCHOOL

BY

ENUNG MAMAY HERYASIH

The study is intented to determine barriers to learning or difficulty learning (learning

obstacle) were experienced by students in the learning circumference and spacious

square, square-long, and truangles. As well as futher develop the design of didactic

materi circumference and spacious square, square-long, and triangle in grade IV

elementary school. Design of didactic developed the first identifying the barriers of

lerning or the difficulty of learning (learning obstacles) that experienced by the

students. This research is 44 students to weld IV, at one of the schools the basis that

there study obtained information : (1) to sulitan learning students who anchovies

dentifikasi, such as calculating the circumference and area square, square long and

triangular (2) design didactic realed materials circumference and spacious square,

square-long, and triangles in elementary school grade IV.

Words key : Desain didactic , Learning Obstacle


DAFTAR ISI

Halaman

KATA PENGANTAR ..........................................................................................i

DAFTAR ISI ……………………………………………………………………iii

DAFTAR GAMBAR .............................................................................................v

DAFTAR Lampiran ............................................................................................vii

DAFTAR TABEL........ .......................................................................................viii

I. PENDAHULUAN

1.1 Latar Belakang Penelitian ..........................................................................1

1.2 Rumusan Masalah Penelitian .....................................................................8

1.3 Tujuan Penelitian .......................................................................................8

1.4 Manfaat penelitian/signifikansi Penelitian ................................................8

1.5 Struktur Organisasi Tesis ..........................................................................9

II. KAJIAN PUSTAKA

2.1 Keliling dan Luas Bangun Datar ..............................................................11

2.2 Hakikat Pembelajaran Matematika di Sekolah Dasar ..............................16

2.3 Theory of Didactical Situation (TDS) ......................................................30

2.4 Metapedadidik ..........................................................................................31

2.5 Desain Didaktik ........................................................................................34

2.6 Paradigma Didactical Research sebagai Inovasi Pembelajaran ................40

2.7 Kesulitan Belajar .......................................................................................42

2.8 Learning Trajecteory (LT)…………………………………………….....45

2.9 Teori Belajar Matematika yang Relevan/Mendukung…………………...47

2.10 Penelitian yang Relevan………………………………………………....50

III. METODE PENELITIAN

3.1 Desain Penelitian ......................................................................................54

3.2 Partisipan dan Tempat Penelitian .............................................................55

3.3 Pengumpulan Data ...................................................................................56


3.4 Analisis Data ............................................................................................57

3.5 Isu Etik .....................................................................................................58

3.6 Alur Penelitian .........................................................................................58

3.7 Jadwal Penelitian ……………………………………………………….61

IV. TEMUAN DAN PEMBAHASAN

4.1 Analisis Learning Obstacle pada Materi Keliling dan Luas Persegi, Persegi

Panjang dan Segitiga ………………………………………….………..62

4.2 Analisis Desain Didaktis ……………………………………………….65

4.3 Gambaran Implementasi Desain Didaktis………………………………77

4.4 Gambaran Hypothenical Learning Trajectory …………………………80

4.5 Gambaran Desain Didaktis Yang di Kembangkan……………………...80

4.6 Prospestive Analysis Desain Didaktis…………………………………..81

V. SIMPULAN, IMPLIKASI, DAN REKOMENDASI

5.1 Simpulan....................................................................................................84

5.2 Implikasi ..................................................................................................85

5.3 Rekomendasi ............................................................................................85

DAFTAR PUSTAKA…………………………………………………………….ix


DAFTAR PUSTAKA

Aat s., Epon N., Haki O., (2018). Didactic design Qualities Square and Rectangle-

Based Traditional Games Oray-orayan Elemetary School. (Diakses pada

http://ejournal.upi.edu/index.php/pedadidaktika/index-All rights reseved., pada

Desember 2019)

Broussau G. 2002. Theory Didaktical Situations in Mathematics. New York : Kluwe

Academic Publishers.

Bustang, Zulkardi, Darmawijoyo, Dolk M., & Eerde D. 2013. Developing a Local

Instruction Theory for Learning the Concept of Angle Through Visual Field

Activities and Spatial Representations. Canadian Center of Science and Education

: International Education Studies. VI (8). Hlm 58-70.

Bargagliotti, A. E., & Anderson. C. R. (2017). Using Learning Trajectories for Teacher

Learning to Structure Professional Development. Mathematical Thinking and

Learning, 19(14), 237-259.

Clement D., & Sarama J. 2004. Learning Trajectory in Mathematics Education.

Mathematical Thinking and Learning. VI (6). Pp 81-89.

Clement, D.H., Sarama, J., Joswick, C., & Wolfe, C.B. (2019). Evaluating the Efficacy

of a Learning Trajectory for Early Shape Composition. American Educational

Research Journal, 20(10), 1-22.

Delacour, L. (2016). Mathematic and didactic contract in Swedish preshools. European

Early Chilhood Education Research Journal, 24(3), 191-198.

El Roudi, N., & Al Husni, N. 2014. Visualization Of Geomertrical Problems And Its

Influence On The Strategy Adopted By The Learner And The Facilitator In

Secondary School In Lebanon. International Research Journal of Arts and social

Science Vol. 4(2) pp. 19-36.

Fuadiah, N.F., Suryadi, D., & Turmudi. (2017). Analysis of Didactial Contracts on

Teaching Mathematics: A Design Experiment on A Lesson of Negative Integers

Operations. Journal of Mathematics Education, 6(2), 157-168.


Godino JD., Batanero C., Conteres A., Estape A., Lacasta E., & Wilhelmi MR. 2013.

Didactic EngineeringAs Design-Based Research In Mathematics Education.

Cerme.

Gravemeijer K., Stephan M., Julie C., Lin FL., & Ohtani M. (2017). Why Mathematies

May Prepare Students for The Society of The Future? Internatonal Journal of

Science and Mathematies Education, 15: (Suppl 1), 105-123.

Holmes Kerry P., & Holmes Stacy, V. 2011. Hierarchy for Effective Lesson Planning

: A Guide to Differentiate Intruction Through Material Selection. International

Journal of Humanities and Social Science : 1 (19).

Ibrahim & Syaodih N. 2012. Belajar Pembelajaran. Jakarta : Renika Cipta.

Jankvist, U.T., Misfeldt, M. & Marcussen, A. (2016). The Didactial Contract

Surrounding CAS When Changing Teacher in The Classroom, REDIMAT. 5(3),

263-286.

Jumaris M. 2013. Kesulitan Belajar Bagi Anak Usia Dini dan Usia Sekolah. Jakarta :

Ghalia Indonesia.

Komara E. 2014. Belajar dan Pembelajaran Interaktif. Bandung : PT Refika Aditama.

Kansenan P., & Meri M. 1999. Didactic Relation In The Teaching-Studying-Learning

Process. Subnetwork E : Day 3 Sunday 30 May, Parallel Session 3.2 : 11.00-12,30,

Room 4.

Lima S., McClain K., Castillo CC., & Thompson P. 2009. The Design Of Didactic

Objects For Use In Mthematics Teacher’ Professional Development. Arizona

State University : V.

Maloney, A., & Confrey, J. (2013). A Learning Trajecteory Freamwork for The

Mathematics Common Core: Turnoneemeth for Interpretation: Instructional

Planning and Colaboration. 17th annual Conference of The Association of

Mathematics Teacher Educators. Orlando: AMTE.

Manno, G., (2006). Embodiment and A-Deidactical Situation in The Teaching

Learning of The Perpendicular Straigth Lines Concept. Doctoral Thesis: Faculty

of Matematics and Physics Department of Didactic Matematics Comenius

University Bratislava. (Diakses pada http://math.unipa.it?-

grim/thesis_GManno_06_engl.pdf pada Desember 2019)

Miyakawa, T., & Winslow, C. (2009). Didactical designs for students’ proportional

reasoning: an “open approach” lesson and “fundamental situation”. Educ Stud

Math, 72, 199-218.

http://math.unipa.it/?-grim/thesis_GManno_06_engl.pdf%20pada%20Desember%202019

http://math.unipa.it/?-grim/thesis_GManno_06_engl.pdf%20pada%20Desember%202019


Mudlofir, A. 2011. Aplikasi Pengembangan Kurikulum Tingkat Satuan Pendidikan dan

Bahan ajar Dalam Pendidikan Agama Islam. Jakarta: PT Grafindo Persada.

Nasution. 2012. Didaktik Asas-asas Mengajar. Jakarta : Bumi Aksara.

Plomp, T., et al. (2013). Eductional Design Research: An Introduction. Enschede, The

Netherlands Institute for Curriculum Development.

Rini K. (2017). Didactical Design of Triangle and Rectangular Through Contextual

Approach and Socrates Method to Develop Students Spatial Ailities and

Mathematical Disposition. (Diakses dari http://docpllayer.info/57068085-Tesis-

oleh-rini-kurniawati.html pada Desember 2019)

Sarama J., Clements DH., Barrent J., Van Dine D., & Mc Donel (2011). Evaluation Of

Learnong Trajectory for Lenght In The early Year. ZPM Mathemathics Education.

(43). pp 667-680

Satori DJ & Komariah A. 2009. Metode Penelitian Kwalitatif. Bandung : Alfabeta.

Sbaragli S.,Arrigo G., D’Amora B., Pandino Pinilla MI., Frapolly A., Frigerio D., &

Villa O. 2011. Epistemological And Didactic Obstacles : The Influence Of

teachers’ Beleif Of the Conceptual Education Of Student.Mediterraneam Jornal

for Research in Mathematic Education. 10,(1-2).

Scunk DH . 2012. Learning Theories. Yogyakarta :Pustaka Pelajar.

Sipus ZR & Cizmesija A. 2012. Spatial Ability Of Student Of mathematics Education

In Croatia Evaluated By The Mental Cutting Test. Annales Mathematicae Et

Informaticae : XL 0. Pp203-216.

Sugiyono. (2015). Metode Penelitian Kualitatif, Kualitatif dan R&D. Bandung:

Alfabeta.

Suherman E., Turmudi, Suryadi D., Herman T., Suhendra, Prabawanto S., Nurjana, &

Rohati. 2003. Strategi Pembalajaran Matematika Kontenporer. Bandung : JICA.

Sugiyono. 2015. Metode Penelitian Pendidikan. Bandung :Alfabeta

Suratno, T. 2016. Didaktik dan Dictatical Design Research. Dalam D. Suryadi, E.

Mulyana, T. Suratno, D. A. K Dewi dan S. Y Maudy (Eds). Monogrof Didactical

Research. Bandung: Rizki Pers

Suryadi, D. (2010). Didactial Design Research (DDR) dalam Pemngembangan

Pembelajaran Matematika. Prosiding Seminar Nasional MIPA. Universitas Negeri

Malang.

Suryadi, D. (2015). Didactial Design Research (DDR). (Diakses dari https://didi-

suryadi.staf.upi.edu/profil pada Desember 2019).

http://docpllayer.info/57068085-Tesis-oleh-rini-kurniawati.html

http://docpllayer.info/57068085-Tesis-oleh-rini-kurniawati.html

https://didi-suryadi.staf.upi.edu/profil

https://didi-suryadi.staf.upi.edu/profil


Suryadi, D. (2018a). landasan Filosofis Penelitian Desain Didaktis (DDR). Bandung:

Departemen Pendidikan Matematika UPI.

Suryadi, D. (2018b). Ontologi dan Epistemologi dalam Penelitian DEsain Didaktis

(DDR). Bandung: Departemen Pendidikan Matematika UPI.

Sutaridho, Zulkardi, Yusuf Hartono (2012). Mobile Development of Teaching

Materials, Spacious And Square Rectangle Approach To Education Math Realistic

Indonesia. (Diakses dari

https://ejournal.unsri.ac.id/ndex.php/jpm/article/view/4075 pada Desember 2019)

Sztajn P., Confrey J., Wilson, PH., & Edgington C. 2012. Learning Trajectory Based

Instruction : Towarda Theory Of Teaching. Educational Researcher : XLI (5).

Pp147-156.

Sri M., Epon N.,Haki o., (2019). Didactic design Roving Square and Rectangle Base

Games Oray-orayan. (Diakses dari https://ejournal.Upi.edu/index.php/IJPE/index-

All rights reserved pada Desmber 2019).

Turmudi, Kusuma YS., Juandi D, & Mulyana E. 2014. Development Of Didactical

Design Of Mathematics Pedagigy Through professional Program Of Mathematics

Teacher Education. XXI (1). Pp10-23.

Unlu M., Ertekin E., & Dilmac B. (2017). Predicting relationships between

mathematics anxiety, mathematics teaching anxiety, self-efficacy beliefs towards

mathematics and mathematics teaching. International Journal of Research in

Education and Science (IJRES), 3 (2), 636-645.

Van De Walle. 2006. Sekolah dasar dan Menengah Matematika Pengembangan dan

Pengajaran . Jakarta : Erlangga.

Vojkuvkova. 2012. The Van Hiele Geometry Thinking. MATFYZPRESS : I pp72-75

Weber, E., Walkington, C., & McGalliard, W. (2015). Expanding Notions of “Learning

Trajectories” in Mathematics Education. Mathematical Thinking and Learning.

17(4), 253-272.

Wilson H., Sztajn P., & Edgington C. 2003. Designing Profesional Learning Task For

Mathematics Learning Trajectory. Pp 135-143.

https://ejournal.unsri.ac.id/ndex.php/jpm/article/view/4075

https://ejournal.upi.edu/index.php/IJPE/index-All

https://ejournal.upi.edu/index.php/IJPE/index-All

DESAIN DIDAKTIS KELILING DAN LUAS PERSEGI...

Documents

Transcript of DESAIN DIDAKTIS KELILING DAN LUAS PERSEGI...