Didactical Design Development of Two Variables Linear Equation
DOI:
https://doi.org/10.22460/jiml.v2i4.p186-193Keywords:
Didactical Design Research, Didactical Design, Learning Obstacle, Hypothetical Learning Trajectory, Linear Equation in Two VariablesAbstract
The learning process students must be trained to understand concepts well, not only memorize the material. Learning will be effective if students understand the mathematical concepts being studied. It was found learning difficulties especially in learning linear equations caused by a lack of understanding of the concepts and the way the teacher taught. The most common difficulties were in presenting mathematical concepts, understanding information about questions, and interpreting data in the design requested. Based on the problem, Author developed didactical design of two-variable linear equations material that aims to minimize the difficulties that occur. The research method used qualitative method that was Didactical Design Research (DDR). The subjects of the study were Bandung junior high school students, class VIII even semester who got the material of two-variable linear equations using Curriculum 2013. In general, didactical design implemented need to be maintained. Didactical design developed can minimize the obstacles of student learning difficulties. However, the researcher recommends the existence of a research on the development of didactical design of the concept of two-variable linear equations with various improvements, both in terms of deeper concepts, presentation, and predictions of student responses.
References
Bakar, M.T., Suryadi, D., and Darhim, D.. (2019). Learning obstacles on linear equations concept in junior high school students: analysis of intellectual need of DNR-based instructions. Journal of Physics: Conference Series. 1157 (3): https://doi.org/10.1088/1742-6596/1157/3/032104
Budiningsih, C.Asri. (2005). Belajar dan pembelajaran. Jakarta: PT Rineka Cipta.
Brown, S.A. (2008). Exploring Epistemological Obstacles to the Development of Mathematics Induction. Proceedings of the 11th Conference for Research on Undergraduate Mathematics Education, San Diego.
Clements, D.H. and Sarama, J. (2009). Learning and Teaching Early Math (The Learning Trajectory Approach). New York: Routledge.
Hamda. (2019). Mathematical Problem Solving Strategy based on Conceptual Thinking. Journal of Physics. 10282(1): 1-9, http://dx.doi.org/10.1088/1742-6596/1028/1/012163
Hayati, R, and Setyaningrum W. (2019). Identification of Misconceptions in Middle SchoolMathematics Utilizing Certainty of Response Index. Journal of Physics. 1320(1): 1-9, http://dx.doi.org/10.1088/1742-6596/1320/1/012041
Huda, Miftahul. (2011). Cooperative Learning (Metode, Teknik, Struktur, dan Model Terapan). Yogyakarta: Pustaka Pelajar.
Purnami, Agustina Sri., et al. (2018). The effect of team accelerated instruction on students’ mathematics achievement and learning motivation. Journal of Physics. 812(1): 1-6, http://dx.doi.org/10.1088/1742-6596/812/1/012026.
Putra, Sitiatava Rizema. (2013). Desain Belajar Mengajar Kreatif Berbasis Sains. Yogyakarta: Diva Press.
Santrock, J.W. (2011). Educational psychology fifth edition. New York: McGraw-Hill.
Slavin, Robert E. (2011). Psikologi pendidikan (teori dan praktek). Indonesia: PT Indeks.
Sugiyono. (2014). Metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Trianto. (2007). Model-model pembelajaran inovatif berorientasi konstuktivisme. Jakarta: Prestasi Pustaka Publisher.
Van De Walle, John A. (2008). Matematika Sekolah Dasar dan Menengah Jilid 2. Jakarta: Erlangga.
Wati, S., Fitriana, L., and Mardiyana. (2018). Students’ difficulties in solving linear equation problems. Journal of Physics. 983(1): 1-7, http://dx.doi.org/10.1088/1742-6596/983/1/012137
Wati, S., Fitriana, L., and Mardiyana. (2018). Technological pedagogical content knowledge of junior high school mathematics teachers in teaching linear equation. Journal of Physics. 1008(1): 1-8, http://dx.doi.org/10.1088/1742-6596/1008/1/012067
