SHAFA KAMILAH, ADIFA (2023) DESAIN PEMBELAJARAN TEOREMA PYTHAGORAS BERBASIS TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DENGAN MODEL INKUIRI TERBIMBING. S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
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Abstract
This research is based on the low mathematics learning outcomes on the topic of the Pythagorean theorem, which affects other geometry topics. The purpose of this study is to determine the use of the context of "MRT (Mass Rapid Transit) trajectory" in learning the Pythagorean theorem based on technological pedagogical content knowledge (TPACK) with a guided inquiry model, to design students' Hypothetical Learning Trajectory (HLT) and to determine students' perceptions of technology integration in learning. This research uses a Design Research approach, including preparing for the experiment or preliminary design, design experiment, and retrospective analysis. The design experiment includes preliminary teaching and teaching experiment. The essential characteristic of design research is that it is cyclical. This study consists of two cycles. This study involved two classes: cycle 1 (preliminary teaching) involved 6 grade 8 students of Surau Merantau School, and cycle 2 (teaching experiment) involved 26 grade 8 students of SMPIT Asy-Syukriyyah. The instruments used in this study were the researcher himself, video recording tools, picture-taking tools or documentation, and written data. The obtained data were analyzed qualitatively. The results of this study indicate that the use of the context of the MRT trajectory on the material of the TPACK-based Pythagorean theorem with the guided inquiry model as a starting point for learning, the context of the MRT track becomes a bridge between the real-world context and formal mathematics, the HLT designed by the researcher is successfully passed by students starting from formulating the MRT trajectory problem as a real-world context to testing the hypothesis by proving the length of the MRT trajectory using the Pythagorean theorem and drawing conclusions about the Pythagorean theorem in the form of formal notation, and the presence of technology makes students like learning because it is more visualized.
| Item Type: | Thesis (S1) | |||||||||
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| Additional Information: | Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika pada topik teorema Pythagoras yang berpengaruh terhadap topik geometri lainnya. Tujuan dari penelitian ini untuk mengetahui penggunaan konteks “lintasan MRT (Moda Raya Terpadu)” dalam pembelajaran teorema Pythagoras berbasis technological pedagogical content knowledge (TPACK) dengan model inkuiri terbimbing, untuk merancang Hypothetical Learning Trajectory (HLT) siswa dan untuk mengetahui persepsi siswa terhadap integrasi teknologi dalam pembelajaran. Penelitian ini menggunakan pendekatan Design Research, meliputi: Persiapan penelitian atau desain pendahuluan, uji coba desain, dan analisis tinjauan. Tahapan uji coba desain, meliputi: pengajaran awal dan uji coba pengajaran. Karakteristik esensial dari design research yaitu berbentuk siklus. Penelitian ini, terdiri dari dua siklus. Pada penelitian ini, melibatkan dua kelas yang dimana siklus 1 (pengajaran awal) melibatkan 6 siswa kelas 8 Sekolah Surau merantau dan siklus 2 (uji coba pengajaran) melibatkan 26 siswa kelas 8 SMPIT Asy-Syukriyyah. Instrumen yang digunakan dalam penelitian ini berupa peneliti sendiri, alat rekaman video, alat pengambilan gambar atau dokumentasi, dan data tertulis. Data yang diperoleh dianalisis secara kualitatif. Hasil penelitian ini menunjukkan bahwa, penggunaan konteks lintasan MRT pada materi teorema Pythagoras berbasis TPACK dengan model inkuiri terbimbing sebagai starting point pembelajaran, konteks lintasan MRT menjadi jembatan penghubung antara konteks dunia nyata dengan matematika formal, HLT yang di desain oleh peneliti berhasil dilalui siswa mulai dari merumuskan masalah lintasan MRT sebagai konteks dunia nyata hingga menguji hipotesis dengan membuktikan panjang lintasan MRT dengan menggunakan teorema Pythagoras dan menarik kesimpulan mengenai teorema Pythagoras dalam bentuk notasi formal, dan kehadiran teknologi membuat siswa menyukai pembelajaran karena lebih tervisualisasikan. | |||||||||
| Uncontrolled Keywords: | design research, inkuiri terbimbing, technological pedagogical content knowledge (TPACK), teorema Pythagoras. design research, guided inquiry, technological pedagogical content knowledge (TPACK), teorema Pythagoras. | |||||||||
| Subjects: | L Education > L Education (General) Q Science > Q Science (General) Q Science > QA Mathematics |
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| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan 02-Fakultas Keguruan dan Ilmu Pendidikan > 84202-Jurusan Pendidikan Matematika |
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| Depositing User: | Adifa Shafa Kamilah | |||||||||
| Date Deposited: | 01 Aug 2023 15:02 | |||||||||
| Last Modified: | 02 Aug 2023 15:10 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/27511 |
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