Hambatan belajar siswa pada konsep volume kubus dan balok
Student’s obstacles in learning volume of cube and cuboid
Abstract
Konsep volume merupakan konsep yang signifikan diajarkan mulai dari sekolah dasar hingga level sekolah menengah atas. Akan tetapi, banyak siswa yang masih mengalami kesulitan dalam mempelajari konsep volume khususnya konsep volume kubus dan balok. Penelitian ini bertujuan untuk mengidentifikasi hambatan belajar yang terjadi pada siswa sekolah menengah pertama terkait konsep volume kubus dan balok. Metode penelitian ini menggunakan paradigm interpretif yang merupakan bagian dari Didactical Design Research (DDR). Data analisis diperoleh dari tes yang terdiri dari 5 soal terkait volume kubus dan balok, diberikan kepada 13 siswa dari salah satu sekolah menengah pertama di Kota Jambi; dan wawancara dengan 3 siswa yang diindikasikan mengalami hambatan belajar. hasil penelitian menunjukkan bahwa siswa mengalami ketiga jenis hambatan belajar; epistemological obstacles, ontogenic obstacles, dan didactical obstacles. Hasil penelitian ini dapat digunakan oleh peneliti lain sebagai bahan pertimbangan dalam merancang desain pembelajaran terkait konsep volume kubus dan balok, kemudian menganalisis proses implementasi desain tersebut hingga dirancang sebuah desain didaktis revisi berdasarkan hasil implementasi desain sebelumnya. Melalui desain ini dapat digunakan oleh guru dalam proses pembelajaran dalam upaya meminimalisir terjadinya hambatan belajar, sehingga proses pembelajaran dapat berlangsung secara optimal.
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