Desain Pembelajaran Refleksi dan Translasi Berkonteks Klenteng Sam Poo Kong Semarang

Abstract

Reflection and translation material are critical to be mastered by students in learning transformation material. However, reflection and translation material are still difficult for students to understand. Therefore, this study aims to develop a learning trajectory that will assist ninth-grade students of Junior High School in grasping the notion of reflection and translation in the context of the Sam Poo Kong Temple in Semarang. The research used the design research method, which consisted of three stages: the preliminary design, the design experiment (pilot experiment and teaching experiment), and retrospective analysis. The PMRI approach was used to develop learning activities in this research. This study involved 32 ninth-grade students at a junior high school in Semarang city. The results of this study is a learning trajectory that includes a series of learning processes in four activities. These are observing the Sam Poo Kong Semarang video and analyzing the properties of reflection, finding the reflection formula, analyzing the properties of translation, discovering the translation formula, and solving contextual problems related to reflection and translation. The activities conducted can enable students to develop a better understanding of material reflection and translation. The research's findings indicate that using the Sam Poo Kong Semarang temple context can equip ninth-grade students to comprehend the concept of material reflection and translation. Additionally, the outcome of this study offers additional local wisdom options that can be used as a context in mathematics.

Hyothetical Learning Trajectory On Dilation Material Using Realistic Mathematics Education and Geogebra Media

“…The application of the Tedhak Siten tradition context, especially involving confinement equipment, proved effective in helping students understand the properties and definition of dilation. This finding is consistent with research by (Lestari et al, 2021;Refugio, 2018), which highlights the important role of context in supporting student understanding. Research by (Sari et al, 2022) said context can arouse students' interest and enthusiasm for learning.…”

Development of Learning Trajectory on the Set Topic for 7th Grade in the Context of Sedekah Laut Tradition

“…IRME, which has been going on since 2001, has five main characteristics (Widyawati et al, 2016), namely the use of context, models, student contributions, linkages, and interactivity, that can facilitate students in understanding the concepts well. The use of IRME in this study is drawn upon the results of previous studies, which revealed that IRME could increase students' motivation in learning (Nursyahidah et al, 2018;Fahrurozi et al, 2018;Hartono et al, 2021), improve students' understanding (Sari et al, 2015), ease students to understand concepts (Fitri & Prahmana, 2018;Lestari et al, 2021), direct students' understanding from the informal stage to the formal stage, and create meaningful learning (Hartono et al, 2021).…”

“…Learning design is the main factor in classroom learning activities (Putrawangsa, 2018). From the above problems, it is necessary to design mathematics learning related to daily life (Lestari et al, 2021) with an appropriate approach for learning mathematics that can generate students' motivation and understanding of the concepts. Wahidin & Sugiman (2014) revealed that one approach applied in learning mathematics is the Indonesian Realistic Mathematics Education (IRME).…”