Desain Didaktis Realistic Mathematics Educations Berbasis Kemampuan Koneksi Matematis Siswa
DOI:
https://doi.org/10.24246/j.js.2025.v15.i2.p134-147Keywords:
Learning Obstacles, Didactic Design, RME, Didactic SituationsAbstract
The ability to make mathematical connections is one of the goals of mathematics learning achievements in the independent curriculum, the low ability of students' mathematical connections shows that there are learning barriers that occur. The rearrangement of the didactic design needs to be carried out to overcome the learning obstacles experienced by students, so this study aims to find out the learning barriers that occur related to mathematical connections and minimize these learning obstacles by developing a didactic design of realistic mathematics educations on quadratic function materials. This research method uses a qualitative didactical design research method. Data collection techniques are in the form of diagnostic tests, interviews, observations, and documentation. This research was conducted at SMA Negeri 1 Gegesik in the 2023/2024 school year with participants in classes XI-D and class X-GV. Didactic design is developed through three stages, namely the stage of prospective analysis, meta pedagogical analysis, and retrospective analysis. With the following results: 1). The results of the indication of early learning barriers show that there are autogenic, epistemological, and didactic obstacles experienced by students. 2). The design is accessed based on the results of the indication of learning barriers, repersonalization, and recontextualization with reference to didactic situation theory.
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