DESAIN DIDAKTIS PENGENALAN KONSEP PERKALIAN UNTUK KELAS II SEKOLAH DASAR

https://doi.org/10.30605/pedagogy.v8i1.2575

Authors

  • Muhammad Fikri Irawan Universitas PGRI Palembang
  • Nyiayu Fahriza Fuadiah Universitas PGRI Palembang
  • Aldora Pratama Universitas PGRI Palembang

Keywords:

Perkalian, Learning Obstacle, Hypothetical Learning Trajectory, Disain Didaktis

Abstract

Penelitian ini di analisis dari hasil studi pendahuluan yaitu terdapat hambatan belajar (learning obstacle) terjadi pada siswa kelas II sekolah dasar semester I. Siswa masih kurang dalam memahami dan menyelesaikan materi pengenalan konsep perkalian. Sehingga hambatan belajar yang terjadi pada siswa perlu diantisipasi dengan rancangan pembelajaran yang tepat dan baik. Mengggunakan pendekatan kualitatif metode Didactical Design Research (DDR) terdapat tiga tahap yaitu; analisis prosfektif, analisis metapedadidaktik, dan analisis retrosfektif. Peneliti merancang sebuah desain didaktis materi pengenalan konsep perkalian yang tepat untuk mengatasi hambatan belajar berdasarkan hasil analisis LO dan Hypothetical Learning Trajectory (HLT). Ada dua tujuan pembelajaran dalam desain didaktis yang disusun yaitu; menenetukan perkalian melibatkan bilangan cacah dengan hasil sampai 100, dan menyelesaikan perkalian melibatkan bilangan cacah dengan hasil sampai 100. Proses implementasi dari desain didaktis menggunakan media gelas perkalian dan kartu perkalian. Setelah diterapkan hasil analisis mengalami penurunan pada LO yang muncul pada materi pengenalan konsep perkalian. Peneliti mengartikan bahwa desain didaktis dapat menjadi solusi dari hambatan belajar yang terjadi pada siswa kelas II sekolah dasar.

Downloads

Download data is not yet available.

Downloads

Published

2023-05-26

How to Cite

Irawan, M. F., Fuadiah, N. F. ., & Pratama, A. . (2023). DESAIN DIDAKTIS PENGENALAN KONSEP PERKALIAN UNTUK KELAS II SEKOLAH DASAR. Pedagogy: Jurnal Pendidikan Matematika, 8(1), 264–270. https://doi.org/10.30605/pedagogy.v8i1.2575

Issue

Vol. 8 No. 1 (2023): Pedagogy : Jurnal Pendidikan Matematika

Section

Articles

License

In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.