Pengembangan Hypothectial Learning Trajectory Topik Pola Bilangan Berbasis Realistic Mathematic Education

Artigo2022

Eka Pasca Suryabayu; Ahmad Fauzan ORCID; Armiati Armiati ORCID

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Resumo

This study aims to produce a Hypothetical Learning Trajectory (HLT) in helping students understand the concept of number patterns. The research method used is design research. The research is focused on designing HLT which is validated, revised and tested one-to-one for students. Research data were collected through observation, interviews, and analysis of student answers. The instruments used are HLT and student worksheets using the Realistic Mathematics Education (RME) approach through literature study. The collected data were collected and analyzed qualitatively. This research was conducted at the Non-Formal Education Program Package A level 2, involving 3 students with high, medium and low ability levels. The results of the analysis show that students with medium and high abilities can understand the material quite well, while students with low abilities have difficulty understanding the problems given. Penelitian ini bertujuan untuk menghasilkan Hypothetical Learning Trajectory (HLT) dalam membantu peserta didik dalam memahami konsep pola bilangan. Metode penelitian yang digunakan adalah penelitian desain. Penelitian difokuskan untuk merancang HLT yang divalidasi, direvisi dan diujicobakan secara one-to-one kepada peserta didik. Data penelitian dikumpulkan melalui observasi, wawancara, dan analisis jawaban peserta didik. Instrument yang digunakan berupa HLT dan lembar kerja peserta didik dengan menggunakan pendekatan Realistic Mathematics Education (RME) melalui studi literature. Data yang dikumpulkan dikumpulkan dianalisis secara kualitatif. Penelitian ini dilakukan pada Pendidikan Non Formal Program Paket A tingkat 2, dengan melibatkan 3 orang peserta didik dengan tingkat kemampuan tinggi, sedang dan rendah. Hasil analisis menunjukkan bahwa peserta didik dengan kemampuan sedang dan tinggi dapat memahami materi cukup baik, sedangkan peserta didik kemampuan rendah mengalami kesulitan dalam memahami masalah yang diberikan.

Dados da obra

Tipo: Artigo
Periódico: Lattice Journal Journal of Mathematics Education and Applied, v. 1, n. 1, p. 13
Ano: 2022 (2022-01-04)
Idioma: en
Palavras-chave: hypothetical learning trajectory; number patterns; Realistic Mathematics Education; mathematics learning materials development; non-formal education; student worksheets; ability level differences; mathematics learning difficulties
DOI: 10.30983/lattice.v1i1.4634
ISSN: 2798-4621, 2798-6470
Licença: cc-by-sa
Acesso: Acesso aberto
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SURYABAYU, Eka Pasca; FAUZAN, Ahmad; ARMIATI, Armiati. Pengembangan Hypothectial Learning Trajectory Topik Pola Bilangan Berbasis Realistic Mathematic Education. Lattice Journal Journal of Mathematics Education and Applied, v. 1, n. 1, p. 13, 2022. DOI: https://doi.org/10.30983/lattice.v1i1.4634.

APA

Suryabayu, E. P., Fauzan, A., & Armiati, A. (2022). Pengembangan Hypothectial Learning Trajectory Topik Pola Bilangan Berbasis Realistic Mathematic Education. Lattice Journal Journal of Mathematics Education and Applied, 1(1), 13. https://doi.org/10.30983/lattice.v1i1.4634

BibTeX

@article{suryabayu2022,
  author = {Suryabayu, Eka Pasca and Fauzan, Ahmad and Armiati, Armiati},
  title = {Pengembangan Hypothectial Learning Trajectory Topik Pola Bilangan Berbasis Realistic Mathematic Education},
  year = {2022},
  journal = {Lattice Journal Journal of Mathematics Education and Applied},
  volume = {1},
  number = {1},
  pages = {13},
  doi = {10.30983/lattice.v1i1.4634},
  language = {en}
}

RIS

TY  - JOUR
AU  - Suryabayu, Eka Pasca
AU  - Fauzan, Ahmad
AU  - Armiati, Armiati
TI  - Pengembangan Hypothectial Learning Trajectory Topik Pola Bilangan Berbasis Realistic Mathematic Education
PY  - 2022
JO  - Lattice Journal Journal of Mathematics Education and Applied
VL  - 1
IS  - 1
SP  - 13
DO  - 10.30983/lattice.v1i1.4634
LA  - en
ER  -

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