Desain Didaktis Konsep Skala Berbasis RME

Abstract

This study is based on preliminary study results conducted by researchers on learning the concept of scale with regard to learning barriers experienced by students. Students understanding of the concept of scale is still low due to some learning barriers related to the limitations of the context experienced by students when they first learn the concept of scale. The concept is a foundation that must be possessed by students to understand a material. So the barriers to learning experienced by students must be anticipated through the learning process that can overcome barriers to learning in students. The researcher designs a didactic design on the learning of scale concepts so that students can better understand the concept of scale by using the relevant approach. Realistic Mathematics Education (RME) is a learning approach that lifts the real world as the subject matter. The research method used in this research is the Didactical Design Research (DDR) method which consists of three stages: the didactical situation analysis stage before the learning embodied in HLT and ADP; Experiment; And retrospective analysis. Data collection techniques used are triangulation techniques (observation, interview, questionnaire). This didactic design development process was conducted in VA and VB SD Negeri Pahlawan classes. The didactic design was developed by observing the RME principles of looking for problems, solving problems and organizing subject matter. And based on RME activities that understand contextual problems, explain contextual problems, solve contextual problems, compare and discuss the results and conclude. All components contained in the form of student activities. This study produces data about student learning barriers on the concept of scale materials, didactic design that can overcome the barriers to student learning on the concept of scale, as well as the implementation of didactic design of the concept of scale in the learning process.