TRANSPOSISI DIDAKTIK KONSEP TURUNAN FUNGSI: PRADETEKSI LEARNING OBSTACLE PADA SISWA SMA DALAM STUDI INTERPRETIF DDR
Kata Kunci:
konsep turunan, learning obsctacle, transposisi DidaktikAbstrak
Pengetahuan tentang konsep turunan mengalami transformasi ketika berpindah dari komunitas ilmuwan menuju pembelajaran di dalam kelas. Dalam teori Anthropological Theory of the Didactic (ATD), pengetahuan ilmiah (scholarly knowledge) mengalami serangkaian perubahan institusional menjadi knowledge to be taught, taught knowledge, dan akhirnya learned knowledge.  Penelitian ini bertujuan untuk menganalisis transposisi didaktik internal dan eksternal konsep turunan fungsi pada siswa SMA. Penelitian ini adalah penelitian kualitatif yang merupakan studi awal dari serangkaian proses penelitian desain didaktik (DDR). Penelitian transposisi didaktik ini merupakan bagian dari tahap pertama dalam penelitian DDR yakni analisis prospektif, yaitu 1) analisis buku teks matematika kelas XII dalam bentuk analisis praksiologi buku teks dan 2) analisis situasi didaktik dalam bentuk hasil wawancaran dengan guru dan analisis buku catatan siswa dalam bentuk analisis praksiologi didaktik guru. Hasil penelitian menunjukkan bahwa baik buku teks maupun situasi didaktik pembelajaran guru keduanya belum sistematis  karena sajian pengetahuan dalam keduanya tidak sesuai urutannya dengan sajian pengetahuan dalam buku matematika scientific knowledge dan belum epistemik karena siswa tidak dilibatkan secara langsung untuk mengkontruksi pengetahuaannya sendiri untuk mendapatkan pengetahuan yang justified true belief sehingga berpeluang membuat siswa mengalami learning obstacle (LO), baik itu LO epistemik, LO ontogenik, maupun LO didaktik. Penelitian ini diharapkan memberikan kontribusi untuk memperluas kajian transposisi didaktik pada materi kalkulus sekolah yang berpeluang menimbulkan learning obstacle pada siswa dan kelanjutannya digunakan sebagai referensi dalam merancang desain didaktik baru pada materi turunan fungsi di sekolah menengah atas.
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