IMPLEMENTASI DESAIN DIDAKTIS PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINIER SATU VARIABEL UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA
DOI:
https://doi.org/10.24127/ajpm.v15i3.14594Keywords:
Desain didaktis, desain pembelajaran matematika, kemampuan pemahaman konsep, persamaan linier dan pertidaksamaan linierAbstract
Penelitian ini bertujuan menganalisis efektivitas implementasi desain didaktis dalam meningkatkan kemampuan pemahaman konsep matematika siswa pada materi persamaan dan pertidaksamaan linear satu variabel (PLSV dan PtLSV). Studi ini dilatarbelakangi oleh rendahnya pemahaman konseptual siswa akibat pembelajaran konvensional yang belum mampu mengatasi learning obstacles pada materi aljabar. Penelitian menggunakan pendekatan kuantitatif dalam kerangka Didactical Design Research (DDR) dengan populasi 233 siswa kelas VII SMP Negeri 26 Bandar Lampung dan sampel 29 siswa yang dipilih secara purposive sampling. Instrumen berupa tes pemahaman konsep yang mencakup indikator menyatakan ulang konsep, mengklasifikasikan objek, menyajikan representasi matematis, memilih dan menggunakan prosedur, serta menerapkan konsep dalam pemecahan masalah. Data dianalisis menggunakan uji Wilcoxon karena distribusi tidak normal. Hasil penelitian menunjukkan peningkatan signifikan kemampuan pemahaman konsep siswa setelah penerapan desain didaktis (Sig. 2-tailed < 0,05), dengan rata-rata skor meningkat dari 30 (pretest) menjadi 67 (posttest). Peningkatan terjadi pada seluruh indikator, capaian tertinggi pada indikator menyatakan ulang konsep, serta tidak ditemukan perbedaan signifikan berdasarkan gender. Hasil ini menunjukkan bahwa desain didaktis yang dikembangkan efektif dalam meningkatkan pemahaman konsep materi PLSV dan PtLSV siswa SMP.
This research aimed to analyze the effectiveness of implementing a didactical design in improving students’ conceptual understanding of mathematics on the topic of linear equations and inequalities in one variable (PLSV and PtLSV). The study was motivated by students’ low conceptual understanding resulting from conventional instruction that has not effectively addressed learning obstacles in algebra. A quantitative approach within the Didactical Design Research (DDR) framework was employed, involving a population of 233 seventh-grade students at SMP Negeri 26 Bandar Lampung, with a sample of 29 students selected through purposive sampling. The research instrument was a conceptual understanding test covering indicators of restating concepts, classifying objects, presenting mathematical representations, selecting and applying procedures, and applying concepts in problem-solving. Data were analyzed using the Wilcoxon test due to non-normal distribution. The findings revealed a significant improvement in students’ conceptual understanding after the implementation of the didactical design (Sig. 2-tailed < 0.05), with the mean score increasing from 30 (pretest) to 67 (posttest). Improvement occurred across all indicators, with the highest achievement in restating concepts, and no significant differences were found based on gender. These results indicate that the developed didactical design is effective in enhancing junior high school students’ conceptual understanding of PLSV and PtLSV.
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