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Jurnal Riset Pendidikan Matematika

Keywords

lintasan belajar, definisi himpunan, pembelajaran berbasis proyek, penelitian desain, learning trajectory, hypothetical learning trajectory, definition of set, design research

Document Type

Article

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan learning trajectory ber­basis proyek yang dilalui siswa untuk memahami definisi himpunan. Penelitian desain ini menggunakan model Gravemeijer dan Cobb dengan tahapan yang terdiri atas: (1) preparing for the experiment yang mencakup penyusunan hypo­thetical learning trajectory (HLT); (2) design experiment yang mencakup pe­laksanaan pembelajaran berdasarkan HLT yang telah dirancang; dan (3) retro­spective analysis, yaitu membandingkan HLT dengan pembelajaran yang dilak­sanakan. Pengembangan HLT menjadi learning trajectory diperoleh melalui serangkaian aktivitas yang dilaksanakan dengan pengumpulan data melalui dokumentasi, observasi, dan wawancara dengan guru dan siswa untuk meng­klarifikasi dan mengonfirmasi alur belajar. Hasil penelitian mengindikasikan bahwa pembelajaran berbasis proyek dapat memfasilitasi siswa dalam mema­hami definisi himpunan. Learning trajectory definisi himpu­nan berbasis proyek diperoleh melalui serangkaian aktivitas dengan empat level pemodelan. Level situasional berupa aktivitas survei kumpulan objek di sekolah. Pada level refe­rensial, istilah "ciri-ciri yang sama", "dapat didefinisikan", dan "objek tambah­an", dan "kesepakatan" muncul melalui diskusi. Pada level generalisasi, siswa me­nuliskan himpunan dalam bentuk yang lebih umum. Ter­akhir, pada level for­mal, pemahaman yang siswa peroleh dari setiap aktivitas merupakan modal un­tuk membangun konsep tentang definisi himpunan.


Project-based learning trajectory on the definition of the set topic

Abstract

This research aimed to describe the project-based learning trajectory pass­ed through by students to understand the set definition. This design research used Gravemeijer and Cobb model with stages: (1) preparing for the experiment that includes developing hypothetical learning trajectory (HLT); (2) design of expe­riments which includes learning practices implementation based on the deve­loped HLT; and (3) retrospective analysis, which was to compare HLT with learning practices. The development of HLT into a learning trajectory was ob­tained through a series of activities carried out by collecting data through docu­mentation, observation, and interviews with the teacher and students to clarify and confirm the learning trajectory. The results indicated that project-based learning could facilitate students to understand the definition of set. The lear­ning trajectory was obtained through a series of acti­vities with four levels of modeling. The situational level was in the form of a survey activity aimed to collect objects in the school area. At the referential level, the terms "common features", "definable", "additional objects", and "agree­ment" emerged thro­ugh discussion. At the generalization level, students wrote the set in a more general form. Lastly, at the formal level, the under­standing that students get from each activity was a provision to construct a concept about set definition.

Page Range

254-266

Issue

2

Volume

7

Digital Object Identifier (DOI)

10.21831/jrpm.v7i2.16483

Source

https://journal.uny.ac.id/index.php/jrpm/article/view/16483

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