Penelitian ini bertujuan untuk merumuskan suatu alternatif desain pembelajaran terkait konsep perpindahan titik pada materi transformasi geometri yang tersusun dengan mempertimbangkan learning obstacles dan learning trajectories. Penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan data menggunakan teknik trianggulasi dengan subjek penelitian meliputi peserta didik kelas XII untuk mengetahui karakteristik learning obstacle serta peserta didik kelas XI untuk implementasi desain didaktis awal. Hasil penelitian ini menunjukkan bahwa terdapat empat tipe learning obstacle yaitu: tipe 1: learning obstacle terkait istilah konsep transformasi geometri yang selalu tertukar karena peserta didik tidak dapat membedakan arti dari istilah-istilah tersebut; tipe 2: learning obstacle terkait kemapuan prasyarat peserta didik yang belum memenuhi untuk mengikuti pembelajaran materi transformasi geometri; tipe 3: learning obstacle terkait kebiasaan peserta didik menghafal rumus; tipe 4 : learning obstacle saat peserta didik menyelesaikan masalah non-rutin. Berdasarkan implementasi desain didatis awal dan gambaran learning obstacle dapat disimpulkan bahwa desain didaktis ini merupakan salah satu alternative desain pembelajaran konsep matriks transformasi geometri untuk SMA.; The purpose of this research is to formulate an alternative teaching design related with the movement point concept in the geometry transformation material which is arranged by considering learning obstacles and learning trajectories. This research uses qualitative method with the collection data technique that uses triangulating technique with research subjects including the eleventh grade students to recognize the characteristic of learning obstacle along with the tenth grade students to implement the beginning of didatic design. The result of this research shows that there is 4 types of learning obstacles, those are: type 1: learning obstacle related with the term of geometry transformation which always exchanged because the students could not differ the definition from those terms; type 2: learning obstacle related with prerequisite ability of the sudents who wasn’t eligible to follow the lesson of geometry transformation materials; type 3: learning obstacle related with the habit of the students memorize the formula; type 4: learning obstacle when the students finish the non-routine problems. Based on the implementation of the beginning of didatic design and the description of learning obstacle can be conducted that this didatic design is one of the teaching design of matrix concept geometry transformation for High school.
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