Desain Didaktis Materi Trigonometri dalam Upaya Meminimalisir Hambatan Belajar Siswa

Sakinah, Ena; Darwan, Darwan; Haqq, Arif Abdul

doi:10.24014/sjme.v5i2.7421

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…This needs to be a concern and overcome by providing didactic anticipation of mastery of prerequisite material so that students are not didactically hampered. In line with research conducted by Sakinah et al (2019) which shows that there is a reduction in student learning barriers after didactical anticipation of the prerequisite material is carried out.…”

Section: |supporting

confidence: 86%

Students' Error in Solving Hots-Category Mathematics Problems Viewed From Didactic Triangle

Suhendra

Kusumah

2023

AJPM

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Student errors in solving Higher-Order Thinking Skills (HOTS) category math problems can be caused by the learning process experienced by them. In the learning process, there are three interrelated components, namely students, teachers, and materials which can be described in a didactic triangle, namely Didactic Relationship, Pedagogical Relationship, and Didactic-Pedagogical Anticipation Relationship. This study aims to describe students' error in solving HOTS-category math problems and the causes of these errors viewed from the didactical triangle. This study used a case study method with a qualitative approach conducted at one of the senior high schools in Bengkulu Province, involving three 10th-grade students as research subjects. Data were collected by using test, interview, and document study techniques. The results of this research show that errors appeared in the completion of each HOTS-category math problem, consisting of errors in using concepts, calculations, and failing to solve the problem. Viewed from the didactic triangle, these errors occur when students do not learn through the resources provided, learning activities tend to be monotonous, passive-student responses during the learning process, and teacher only focuses on conventional learning. Thus, the learning process experienced by students is unable to encourage them to think at the HOTS level.

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Section: |supporting

confidence: 86%

Students' Error in Solving Hots-Category Mathematics Problems Viewed From Didactic Triangle

Suhendra

Kusumah

2023

AJPM

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“…e use of learning materials in lectures will also help to identify the didactic obstacles that may have occurred. Describing didactic obstacles by analysing learning tools, reinforced by descriptive narratives from lecturers or teachers, has been performed in previous studies [29].…”

Section: Methodsmentioning

confidence: 99%

Learning Obstacles in the Making of Lesson Plans by Prospective Mathematics Teacher Students

Prabowo

Suryadi

Dasari

et al. 2022

Education Research International

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Prospective mathematics teachers’ students must be able to build didactic situations that encourage students to actively learn. They must also be able to develop lesson plans independently. The facts found include lesson plans in the form of drill activities and the activity of downloading lesson plans from the Internet rather than compiling the lesson plans themselves, which are problems that need to be resolved. This study aims to analyse the learning obstacles experienced by prospective mathematics teacher students in preparing lesson plans. This research was a qualitative didactic design research with a focus on the analysis of didactic and metadidactic situations. The research subjects were three easily accessible prospective teachers, lecture administrators, lecturers from certain courses, and program administrators. Lecturers were chosen through the snowball method. The analysis of prospective teachers learning obstacles was conducted by analysing their actions, formulations, and validations during courses on curriculum analysis, media, and microteaching. The results showed that there were (1) ontogenic obstacles, namely, the readiness of students to attend lectures; (2) didactic obstacles, namely, imperfect learning materials and SLPs (semester lecture plans) that did not include elaborating and studying basic competence as indicators; and (3) epistemological obstacles, namely, the lack of opportunities for students to practise in the field, confirm, and validate the work they had produced with practitioners (i.e., school mathematics teachers). The results showed that there were ontogenic obstacles to student readiness, a didactic obstacle to learning materials used in lectures, and epistemological obstacles to the absence of interaction with schoolteachers. After knowing the learning obstacle of mathematics learning planning lectures, this research has implications for the development of lecture designs that encourage students to produce lesson plans. The lesson plans produced by students make school students learn actively.

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“…Learning in schools today must encourage students' abilities to achieve learning goals (Haqq, 2020;Sakinah, Darwan, & Haqq, 2019). Achieving learning objectives requires innovation to be carried out.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Contextual Learning Trough Teaching Materials Application-Based on Problem Solving Ability

Zakiah

Hendriana²,

Hidayat³

2022

Eduma : Mathematics Education Learning and Teaching

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Explanation of material is still in the form of calculations and teaching materials used are in the form of teaching modules that are not based on contextual problems. This is difficult to apply in bold learning, so students still have difficulty solving problems. This study aims to measure the effectiveness of contextual learning using application-based teaching materials on students' problem solving abilities. This research method uses true experimental, while the research design used is a randomized posttest only control group. The subjects in this study were class VII A and VII B with a total of 64 students. The data collection in this research uses quantitative data and the instrument used is a mathematical problem solving ability test. Data analysis in this study was using one-sample t-test and independent t-test. The results of the calculation that students have achieved the minimum criteria completeness score that is more than 70, this can be seen in the results of the one-sample t-test which obtained a sig value of 0.008 and students who used contextual learning with application-based teaching materials were better than contextual learning. This can be seen in the independent t-test, which obtained a value of sig .000, meaning that the value of sig < 0.05. So that contextual learning uses application-based teaching materials for problem solving that is effectively applied in learning mathematics.

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Desain Didaktis Materi Trigonometri dalam Upaya Meminimalisir Hambatan Belajar Siswa

Cited by 5 publications

References 5 publications

Students' Error in Solving Hots-Category Mathematics Problems Viewed From Didactic Triangle

Students' Error in Solving Hots-Category Mathematics Problems Viewed From Didactic Triangle

Learning Obstacles in the Making of Lesson Plans by Prospective Mathematics Teacher Students

The Effect of Contextual Learning Trough Teaching Materials Application-Based on Problem Solving Ability

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