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Didactical Situations of Students’ Mathematical Reasoning Based on the Learning Obstacle on Quadrilateral Areas

Unnes Journal of Mathematics Education Research · Vol. 7 No. 1 (2018) · hlm. 196–203

ISSN
2502-4507, 2252-6455
Terbit
2018-09-25
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aimed to: (1) identify some learning obstacles experienced by students related to the topic of rectangular areas, (2) find out the didactical design of mathematical reasoning to develop a didactical situation, (3) describe the didactical situation of mathematical reasoning in learning process, and (4) increase mathematical reasoning ability through the learning of didactical design. The method employed in this study was a qualitative method with Didactical Design Research (DDR) approaches consisting of three formal stages. The results showed that (1) there were four types of learning obstacles experienced by students about the concept of quadrilateral area, (2) the didactical design that has been prepared facilitated the students construct the area of quadrilateral through the triangle areas approach, (3) the didactical situation developed consisted of 12 didactical situations along with predictions of student’s responses and anticipation, (4) students’ learning obstacle could be minimized and students’ mathematical reasoning abilities had been increased. Thus, it could be concluded that the didactical design of mathematical reasoning could be used as a guideline for educators to design a didactical situation in mathematics learning activities.

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  • State University of Semarang
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Rekan penulisOrganisasiArtikel bersama
Saiful RidloState University of Semarang1
Eka Budi Merry Setia NingrumAfiliasi tidak diketahui1
Erin PriskilaAfiliasi tidak diketahui1
Yustinus Ulung AnggraitoAfiliasi tidak diketahui1
Putri PrihatiningrumAfiliasi tidak diketahui1
Sri Mulyani Endang SusilowatiAfiliasi tidak diketahui1
Ani RusilowatiState University of Semarang1
Dessy Eka JayantiAfiliasi tidak diketahui1
SugiantoAfiliasi tidak diketahui1
Muhammad Jazimul Ni’amAfiliasi tidak diketahui1
Scolastika MarianiState University of Semarang1
Ria Nur IbadiAfiliasi tidak diketahui1
Diyarko DiyarkoAfiliasi tidak diketahui1
Supriyadi SupriyadiAfiliasi tidak diketahui1
Nevi Trianawaty AnwarAfiliasi tidak diketahui1
Isnaini RosyidaAfiliasi tidak diketahui1
Desmiani SusantiAfiliasi tidak diketahui1
Rochmad RochmadAfiliasi tidak diketahui1
Rais UlinnuhaAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ujmer/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Didactical Situations of Students’ Mathematical Reasoning Based on the Learning Obstacle on Quadrilateral Areas</dc:title>
	<dc:creator>Alawiyah, Ana</dc:creator>
	<dc:creator>Budi Waluya, St.</dc:creator>
	<dc:creator>Priyono Budi Prasetyo, Andreas</dc:creator>
	<dc:description xml:lang="en-US">This study aimed to: (1) identify some learning obstacles experienced by students related to the topic of rectangular areas, (2) find out the didactical design of mathematical reasoning to develop a didactical situation, (3) describe the didactical situation of mathematical reasoning in learning process, and (4) increase mathematical reasoning ability through the learning of didactical design. The method employed in this study was a qualitative method &amp;nbsp;with Didactical Design Research (DDR) approaches consisting &amp;nbsp;of three formal stages. The results showed that (1) there were four types of learning obstacles experienced by students about the concept of quadrilateral area, (2) the didactical design that has been prepared facilitated &amp;nbsp;the students &amp;nbsp;construct the area of quadrilateral through the triangle areas approach, (3) the didactical situation developed consisted of 12 didactical situations along with predictions of student’s responses and anticipation, (4) students’ learning obstacle could be minimized and students’ mathematical reasoning abilities had &amp;nbsp;been increased. Thus, it could be concluded that the didactical design of mathematical reasoning could be used as a guideline for educators to design a didactical situation in mathematics learning activities.&amp;nbsp;</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2018-09-25</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/ujmer/article/view/25533</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Journal of Mathematics Education Research; Vol 7 No 1 (2018): December 2018; 196-203</dc:source>
	<dc:source>2502-4507</dc:source>
	<dc:source>2252-6455</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ujmer/article/view/25533/11596</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 Unnes Journal of Mathematics Education Research</dc:rights>
</oai_dc:dc>