DESAIN DIDAKTIS PENGENALAN KONSEP PERKALIAN UNTUK KELAS II SEKOLAH DASAR
DOI: https://doi.org/10.30605/pedagogy.v8i1.2575
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.
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