Development of Mathematics Didactic Design with Integration of Peer Instruction Regarding Representational Ability of High School Students

Authors

  • Elsa Komala Universitas Suryakancana Universitas Pendidikan Indonesia
  • Didi Suryadi Universitas Pendidikan Indonesia, Bandung
  • Dadan Dasari Universitas Pendidikan Indonesia, Bandung

DOI:

https://doi.org/10.31764/jtam.v5i2.5172

Keywords:

Didactic Design, Peer Instruction, Mathematical Representation Ability.

Abstract

This study focuses on the ability of representation with the integration of peer instruction which was developed through didactic design development research. The purpose of this research is to develop a didactic design in the form of learning tools, which are referred to in this study, namely: Lesson Plans, Teaching materials in the form of Student Worksheet in the form of student guides containing material information, sample questions, and practice questions. According to the problems experienced by students related to the ability of representation. The process of developing learning tools using Didactical Design Research (DDR), consists of didactic situation analysis, metapedadidactic analysis, and retrospective analysis. The didactic design developed was validated by 3 experts, namely 1 mathematics education lecturer and 2 high school mathematics teachers. The results showed that the learning plans were obtained in the form of a didactic design in the form of lesson plans that integrated peer instruction and worksheets for 8 meetings with the overall results of each aspect of the learning device being analyzed descriptively by revising the didactic design based on input and notes from the validator. Mathematics didactic design in high school to minimize learning obstacles related to students' representational abilities, includes 1) The material begins with the introduction of problems that are suitable for the situation and even related to the context of daily life, providing an overview of the benefits of the material to be studied, 2) Strengthening the material prerequisites presented at the first meeting, 3) Integrating peer instruction in the implementation of mathematics learning, 4) Providing scaffolding at the time of learning, 5) Student work and assignments are corrected and confirmed directly. In addition, the process of strengthening the visual representation process, modeling or mathematical expression, and the process of making written words presented on the worksheets is also carried out. Thus, the mathematical didactic design with the integration of peer instruction has provided appropriate learning activities; the purpose, depth and accuracy of the concepts and materials presented are traceable, communicative, the clarity of the images and spelling is appropriate, there is no correction given by the validator, so it can be implemented with the aim of developing students' mathematical representation abilities.

References

Arnidha, Y. (2016). Peningkatan Kemampuan Representasi Matematis Melalui Model Pembelajaran Kooperatif. Jurnal E-DuMath, 2(1), 128–137.

Brousseau, G., & Warfield, V. (2020). Didactic Situations in Mathematics Education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (Second Edi). Springer.

Bruner, J. S., & Kenney, H. J. (2014). Representation and Mathematics Learning. Monographs of the Society for Research in Child Development, 30(1), 50–59.

Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten Years of Experience and Results. American Journal of Physics, 69(9), 970–977.

Gerhana, M. T. C., Mardiyana, M., & Pramudya, I. (2017). The Effectiveness of Project Based Learning in Trigonometry. Journal of Physics: Conference Series, 895(1).

Hebe, H. N. (2017). Towards a Theory-Driven Integration of Environmental Education: The Application of Piaget and Vygotsky in Grade R. International Journal of Environmental and Science Education, 12(6), 1525–1545.

Kamber, D., & Takaci, D. (2018). On Problematic Aspects in Learning Trigonometry. International Journal of Mathematical Education in Science and Technology, 49(2), 161–175.

Khasanah, U. (2015). Kesulitan Menyelesaikan Soal Cerita Matematika pada Siswa SMP. Malang: Skripsi Universitas Muhammadiyah.

Kholiqowati, H., Sugiarto, I., & Hidayah. (2016). Analisis Kemampuan Representasi Matematis Ditinjau dari Karakteristik Cara Berpikir Peserta Didik dalam Pembelajaran dengan Pendekatan Saintifik. Unnes Journal of Mathematics Education, 5(3), 234–242.

Kilic, C. (2015). The Role Of Representation Types In Pattern Activities. Kastamonu Egitim Dergisi, 24(3), 1263–1270.

NCTM. (2000). Principles and Standars for School Mathematics. NCTM.

Permendikbud Nomor 21 Tahun 2016. (2016). Standar Isi Pendidikan Dasar dan Menengah.

Permendikbud Nomor 59 Tahun 2014. (2014). Kurikulum 2013 Sekolah Menengah Atas/ Madrasah Aliyah.

Price, C., & Van Jaarsveld, P. (2017). Using Open-Response Tasks to Reveal the Conceptual Understanding of Learners-Learners Teaching The Teacher What They Know About Trigonometry. African Journal of Research in Mathematics, Science and Technology Education, 21(2), 1–17.

Putra, B. (2018). Peningkatan Kemampuan Representasi dan Abstraksi Matematis serta Self-Awarness SIswa SMP Melalui Cognitive Aprenticeship Instruction. Bandung: Disertasi UPI.

Rezeki, S. (2017). Meningkatkan Kemampuan Representasi Matematika Siswa Melalui Penerapan Model Pembelajaran Novick. SAP (Susunan Artikel Pendidikan), 1(3), 281–291.

Shabani, K. (2016). Applications of Vygotsky’s Sociocultural Approach for Teachers’ Professional Development. Cogent Education, 3(1), 1–10.

Simon, M. A. (1995). Reconstructing Mathematics Pedagogy from a Constructivist Perspective. Journal for Research in Mathematics Education, 26(2), 1–56.

Solikin, A. (2016). Aplikasi Aturan Cosinus dan Sinus Segitiga Bola dalam Perhitungan Arah Kiblat (Sebuah Relasi antara Matematika dan Agama). MUST: Journal of Mathematics Education, Science and Technology, 1(2), 164–175.

Suryadi, D. (2010). Metapedadidaktik dan Didactical Design Research (DDR): Sintesis Hasil Pemikiran Berdasarkan Lesson Study Teori, Paradigma, Prinsip, dan Pendekatan Pembelajaran MIPA dalam Konteks Indonesia. FMIPA UPI.

Suryadi, D. (2018). Ontologi dan Epistimologi dalam Penelitian Desain Didaktis (DDR). Bandung: FMIPA UPI.

Suryadi, D. (2019). Landasan Filosofis Penelitian Desain Didaktis (DDR). Bandung: Pengembangan DDR Indonesia.

Wilujeng, H. (2019). Peningkatan Kemampuan Berpikir Aljabar dan Multirepresentasi Matematis Serta Pencapaian Self-Determination Siswa SMP Melalui MERRIL’S First Principles of Instruction. Bandung: Disertasi UPI.

Yunarti, T. (2014). Desain Didaktis Teori Peluang SMA. Jurnal Pendidikan MIPA, 15(1), 15–20.

Yusnita, I., Maskur, R., & Suherman, S. (2016). Modifikasi Model Pembelajaran Gerlach dan Ely Melalui Integrasi Nilai-Nilai Keislaman Sebagai Upaya Meningkatkan Kemampuan Representasi Matematis. Al-Jabar : Jurnal Pendidikan Matematika, 7(1), 29–38.

Downloads

Published

2021-10-30

Issue

Vol. 5 No. 2 (2021): October

Section

Articles

License

Authors who publish articles in JTAM (Jurnal Teori dan Aplikasi Matematika) agree to the following terms:

  1. Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a CC-BY-SA or The Creative Commons Attribution–ShareAlike License.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).