Upaya Meningkatkan Pemahaman Konsep Matematika Melalui Hypothetical Learning Trajectory Pada Materi Vektor

Authors

  • Suwarto Suwarto STMIK Raharja, Indonesia
  • Agustina Sri Purnami

DOI:

https://doi.org/10.30738/indomath.v1i2.2614

Keywords:

Vektor, Hypothetical Learning Trajectory, desain didaktik, pemahaman konsep

Abstract

Kajian ini dilatarbelakangi dari hasil diskusi dengan guru, data awal berupa tes kemampuan kognitif dan pengamatan di kelas tentang masalah yang sering dihadapi dalam pembelajaran matematika terkait vektor. Masalah yang muncul antara lain: siswa kurang mampu memahami konsep matematika pada materi vektor. Siswa cenderung dapat mengerjakan soal sesuai dengan contoh yang diberikan namun kurang mampu  mengerjakan soal yang berbeda dengan contoh. Hal ini disebabkan pembelajaran matematika materi vektor yang berlangsung di sekolah masih bersifat informatif dan abstrak, sehingga pemahaman konsep pada materi vector kurang dipahami. Penelitian ini bertujuan untuk mengembangkan desain pembelajaran materi vektor yang dapat  meningkatkan pemahaman konsep matematika pada materi vector yang didasrakan pada hasil analisis hypothetical learning trajectory (HLT) terhadap kemampuan kognitif siswa. Penelitian ini bersifat deskriptif dengan jumlah sampel 30 siswa di SMA Negeri 2 Kabupaten Tangerang. Hasil penelitian memberikan informasi untuk kajian penelitian selanjutnya dalam upaya pengembangan desain didaktik yang dihipotesiskan dapat meningkatkan pemahaman konsep dengan kemampuan pemecahan masalah siswa pada materi vektor.

References

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Stevens, S. Y., Delgado, C., & Krajcik, J. S. (2010). Developing A Hypothetical Multiâ€Dimensional Learning Progression For The Nature Of Matter. Journal of Research in Science Teaching, 47(6), 687-715.

Suwarto. (2017). Strategi Pembelajaran Operasi Bilangan dengan Benda Konkrit. UNION: Jurnal Pendidikan Matematika. 5 (3)

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Published

2018-08-02

Issue

Vol. 1 No. 2 (2018)

Section

Artikel

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