Learning Obstacles and Didactical Anticipation for Slow Learners in Polyhedron Learning
Abstrak
The objectives of this study are to determine students' prior knowledge, the learning obstacles they have experienced, develop hypothetical didactic designs, and anticipate the didactic implications for students' learning process. This study uses a qualitative method within the DDR (Didactical Design Research) framework. This study was carried out by giving written tests to the students, conducting interviews with the students and the teacher, and observing the students' learning process. The participants in this study are students in 8th grade who studied the rectangular and triangular shape topic, and students in 9th grade who studied the polyhedron topic. Based on the data, the students' prior knowledge is not sufficient for learning the polyhedron topic. There are four characteristics of students' learning obstacles: epistemic, psychological ontogenic, conceptual ontogenic, and instrumental ontogenic. The hypothetical didactic design is based on slow learners' prior knowledge, their learning obstacles, student interview results, and teacher interview results. Didactical anticipation, designed hopefully, could help students connect prior knowledge to new knowledge and address the learning obstacles they face.
Referensi
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