Hypothetical Learning Trajectory in Realistic Mathematics Education to Improve the Mathematical Communication of Junior High School Students

Abstract

This research was motivated by the difficulties of junior high school students in linear equation system material. The focus of this research is to produce the Hypothetical Learning Trajectory (HLT) system of linear equations based on the development of Learning Trajectory (LT) with the aim of research to improve students' mathematical communication skills. Research method used design Research with 3 phases: Preliminary design, teaching experiment, and retrospective analysis. The subject of study in SMP grade VII in Tasikmalaya district. This research uses the instrument of communication skills test students. Processing of research data using test-T. Based on the results of the research obtained: (a) HLT results from the development of LT linear alignment system in RME to improve student mathematical communication skills; and (b) students who acquire RME learning have increased mathematical communication skills greater than those who acquire conventional learning.

Comparison of Algebra Learning Outcomes Using Realistic Mathematics Education (Rme), Team Assisted Individualization (Tai) and Conventional Learning Models in Junior High School 1 Masohi

“…Associated with in this situation, thinking process can involve various dimensions of knowledge in every stage of thinking process. Thus, reality and linkages as the principles of RME can be used to encourage thought processes so that learning outcomes increase (Muhtarom, Nizaruddin, Nursyahidah, & Happy, 2019;Nuraida & Amam, 2019;Sitorus & Masrayati, 2016;Umbara & Nuraeni, 2019).…”

Hypothetical learning trajectory in student’s spatial abilities to learn geometric transformation

“…Simon, Kara, Placa, and Avitzur (2018) states that HLT is a bridge between instruction theory and teaching experience in the field. In line with this, Nuraida and Amam (2019) states that HLT can be analogous to the route of the student's thought process. If we understand the possible routes to our destination, then we can choose a good route.…”

“…The results of the retrospective analysis propose to develop students' spatial abilities and spatial skills should have been taught to students since kindergarten, for an integrated and systematic curriculum program is needed (Uttal, Meadow, Tipton, Hand, Alden, Warren, & Newcombe 2013). The design LIT is as follows: at the time before starting learning, the teacher should prepare learning material better by considering the aspects of students' spatial abilities, introducing the concept of geometric transformation using examples of everyday concepts, which have been known to students before, including using RME in accordance with Nuraida and Amam (2019), effective use of media, one example of the use of technology-based media. The use of technology-based learning media such as Cabri 3D and GeoGebra has been shown to improve students' spatial skills (Burte, Gardony, Hutton, & Taylor, 2017;Sack & Vazquez, 2011;Nurjanah, Latif, Yuliardi, & Tamur, 2020).…”

Kajian Hypothetical Learning Trajectories dalam Pembelajaran Matematika di Tingkat SMP

“…Oleh karena itu, learning trajectory dianggap hipotesis meskipun telah divalidasi oleh ribuan siswa secara empiris. Nuraida & Arman (2019) juga menjelaskan bahwa istilah learning trajectory (LT) disebut hypothetical learning trajectories (HLT) karena desainnya masih dalam bentuk tebakan atau hipotesis. Istilah hypothetical learning trajectory (HLT) sendiri pertama kali dikemukakan dan digunakan oleh Simon (1995) yang menyatakan hypothetical learning trajectory terdiri dari tiga komponen yang berupa tujuan pembelajaran, aktivitas pembelajaran, dan dugaan proses pembelajaran -prediksi tentang bagaimana pemikiran dan pemahaman siswa akan berkembang dalam konteks kegiatan pembelajaran.…”