Hypothetical Learning Trajectory untuk Mengatasi Learning Obstacle pada Materi Bangun RuangSisi Datar

Abstract

In the context of teaching mathematics to seventh-grade students, a challenging topic is the study of two-dimensional geometric shapes. The aim of this research is to recognize learning obstacles and formulate a theoretical learning path to address the identified barriers in the study of flat-sided geometric shapes. The research methodology employed is a qualitative approach, utilizing the Didactical Design Research (DDR) method. DDR involves an investigation into learning hindrances during the educational process, and data collection is achieved through triangulation.The study comprises obstacle observation tests, the formulation of hypothetical learning trajectories implemented as teaching materials, and subsequent trials. The findings indicate that students successfully navigate through all treatments without encountering learning obstacles. Three primary learning obstacles were identified: 1. challenges faced by students in determining the elements of flat-sided spaces as the initial hurdle, 2. difficulties experienced by students in calculating the surface area of pyramids and prisms as the second obstacle, and 3. struggles faced by students in determining the volume of pyramids and prisms as the third obstacle. The designed hypothetical learning trajectory proves effective in overcoming these learning barriers, employing the discovery learning method, a sequence of teacher and student activities, prediction of student responses, and pedagogical-didactic anticipation.