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EDITORS
ICETA 7
1
7th International Conference on Educational
Technology of Adi Buana
”Future Education: Education Empowerment beyond Boundaries”
© University of PGRI Adi Buana Surabaya
ISBN: 978-979-3870-50-2
Editors:
Prof. Dr. Abdul Jalil Othman (University of Malaya,
Malaysia)
Prof. Dr. I Nyoman Sudana Degeng, M.Pd. (State University of
Malang)
Prof. Dr. Iskandar Wiryokusumo, M.Sc. (University oF PGRI Adi
Buana
Surabaya)
Prof. Dr. Achmadi Susilo, M.S. (University of Wijaya Kusuma
Surabaya)
Prof. Dr. Mustaji, M.Pd. (State University of Surabaya)
Assoc. Prof. Dr. Kiyomi Banda (Sanno University of Tokyo,
Japan)
Published by:
UNIVERSITY PRESS UNIPA SURABAYA
GRADUATE PROGRAM University of PGRI Adi Buana Surabaya,
Indonesia Jl. Dukuh Menanggal XII/4 Surabaya 60234,
INDONESIA Telp./Fax: +62 31 8273999
Website:http://www.pps-unipasby.ac.id
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TABLE OF CONTENT
ICETA 7
3
Page
Editor.............................................................................................................................................
1
Foreword from
Editor...............................................................................................................
2
Table of
Content.........................................................................................................................
3
Guest Invited
Papers.................................................................................................................
7
Presenter’s Papers.......:
...............................................................................................................
34
Guest Invite Papers Professor Dr. Ramlee Mustapha,
Ph. D
Future Education: Empowerment via Project-Based
Learning
7
Dr. Vikas Kumar
Web 3.0 and Learning Environment: Construction,
Collaboration, Convenience and Empowerment
23
Presenters’ Papers Abd. Ghofur, I Nyoman Sudana
Degeng, Utami Widiati, and
Punadji Setyosari
Designing The Reliable and Valid Assessment’s Instrument
for English Speaking Skill
34
Adirasa Hadi Prasetyo Quipper School Application as A New
Innovative Teaching
and Learning Process in Class
44
Adi Surya Wirayan and Nur
Laily Lupita Sari
Private Course Teaching as Informal Pre-Service Training
in Reducing Problem of Readiness in Actual Teaching for
ELT Students in Indonesian Context
60
Agus Wedi Classroom Action Research by Students of
Instructional
Technology for Their Undergraduate Thesis
67
Ahmad Muhlisin, Herawati
Susilo, Mohamad Amin and
Fatchur Rohman
An Analysis of University Students’ Conceptual
Understanding and Retention on Science Basic Concepts
75
A. Jauhar Fuad, I Wayan
Ardana, Sulton, and Dedi
Kuswandi
Effectiveness of Learning Method Development for
Students’ Critical Thinking
82
Ana Rafikayati Evaluation on the Implementation of Inclusive
Education
in SDN Ketintang II Surabaya
88
Annysa Dwi Cahyani and
Zahrah Zakiya Ahda
Character Education Values in English Textbook Entitled
“English In Focus” for Junior High School Grade VII
97
Atiqah Nurul Asri and Dyah
Rochmawati
Teachers’ Perceptions of ESP Students’ Speaking Skill
Development
103
Atok Miftachul Hudha,
Mohammad Amin, Sutiman
Bambang S., Sa’dun Akbar
Improving Oidde Learning Model for Ethics and Values of
Learning
115
Atti Yudiernawati The Implementation of Problem Based Learning
and
Cognitine Style to Improve Learning Achievement of
Nursing Clinical Study
122
Ayunda Azalea Arham, Evi
Yuniarisda Hutagalung and
Eliasanti Agustina and
Residential Education and Training for Indonesian Future
Teachers’ Professional Development
130
Boy Soedarmadji and Cindy Asli
Pravesti
Self Acceptance: a Concept of Guidance and Counseling 138
Budi Prihatminingtyas How to Improve Processed Food Product
Competition on
Democracy Basis in Asean Community Era
143
Diana Evawati and Susilowati Developing Materials of Advanced
Nutrition Course to
Enhance Functional and Nutraceutical Food Processing at
Food and Nutrition Concentration Course of Home
Economics Department
147
Dian Puspa Dewi Direct Instruction Model in Mathematical Game
Activity
for Children with Intellectual Disability in Early
155
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TABLE OF CONTENT
ICETA 7
4
Childhood Education
Durrotun Nafisah Application of Cognitive Conflict Strategy to
Determine
Map Analysis Misconceptions in Social Science Learning of
Students of Amanatul Ummah Pacet Mojokerto
162
Dwi Retnani Srinarwati Education and Postmodernism (A Study of
Implementation
of Critical Pedagogy a Movement in Education in the
Postmodernism Era)
170
Eka Kurnia Darisman and
Suharti
Approach to Mastery Learning of Basketball Shooting of
Class X IPS-1 of SMA 17 AGUSTUS 1945 Surabaya
180
Endah Yulia Rahayu Improving Global and Local Issues of
Students' Essay
through Written Corrective Feedback
185
Endang Mastuti Rahayu, Dyah
Rochmawati, and Wahju
Bandjaryani
Developing Web-Based Direct Instruction for Students’
Creative and Analytic Thinking Skills in Research
Methodology Course
190
Erlin Ladyawati and Nur
Fathonah
Right-Brain Dominance against the Results Of The
Elementary School Students Learn Math
198
Erna Puji Astutik and Hanim
Faizah
Using Rubrics to Promote Students’ Learning: A Literature
Review
208
Fachrudy Asj’ari and Widhayani
Puri S.
Asean Economic Community in Global Economic
Integration
214
Fajar Arianto Mobile Technology for Problem Solving Skills
220
Franciscus Xaverius Wartoyo Implementation of Problem Solving
Method, and
Discussion Method in the Improving of Learning Outcomes
Student’s Political History STKIP PGRI Sidoarjo Year of
Academic 2014/2015
225
Galih Rakacita Rachman and
Reni Diah Kusumawati
Utilization of ICT for Education in Support of Globalization
230
Ganjar Garibaldi The Influence of Promotion and Compensation on
Job
Satisfaction at Kandatel X PT Telkom Indonesia
237
Harjali Teachers’ Experience in Implementing Cooperative
Learning in the Classroom (Phenomenological Research at
Junior High School Classes in Ponorogo)
247
Hartono Local Culture, Career Counseling, and Students’
Career
Maturity
257
Harwanto Violent Conflict between Pencaksilat Group Members
Viewed from Sociology Paradigm: A Leadership Study
263
Ibut Priono Leksono and Dyan
Anggraini
Effect of Using of Pictures and Real Objects as Media and
Learning Motivation against Mathematics Learning
Outcomes of7th Grade Junior High School Students
273
Indayani Study on the Postmodernism Novel Pulang By Leila
Chudori
278
Irnawati and Wawan Gunawan Revitalization in Character Education
Prevention of
Corruption since Early Behavior
284
Isabella Hasiana and Aniek
Wirastania
The Role of Music in Improving Children's Self-Confidence
289
J. Priyanto Widodo Curriculum Models of Education Teachers Based
on
Indonesian Qualifications Framework
293
Kasmudin Mustapa Online Instructional Strategy with Different
Goals
Orientation to University Students’ Higher Order Thinking
Skills
301
Lidia Susanti The Effect ff ARCS Model of Instructional
Strategy
Implemented (Attention, Relevance, Confidence,
Satisfaction) on the Use of Google Classroom Media in
Terms of the Effective Learning of Biology at Charis High
School-Malang
309
Liknin Nugraheni and Sri Developing the Task to Solve Students’
Trigonometry 319
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TABLE OF CONTENT
ICETA 7
5
Rahayu Problem in Mechanical Vocational Senior High Schools
Based on the Differences in Mathematics Competence and
Their Cognitive Style
Lydia Lia Prayitno, Ida
Sulistyawati, and Imas Srinana
Wardani
Growing Through Critical Thinking Skills to Ask 325
Lutfi Isni Badiah Development of Interactive Audio Module to
Identify Part
of Plant Roots and Their Functions for the Fourth-Grade
Students with Visual Impairment
331
Marleny Leasa and John Rafafy
Batlolona
Learning Style Preferences in Sitxh-Grade Of Elementary
School
337
Miftahul Jannah Pre-Service English Language Teachers’
Difficulties During
Teaching Practice in Senior High Schools
343
Mochamad Syaichudin, Wayan
Ardhana, I Nyoman Sudana
Degeng and Sulton
The Influence Of Problem-Based Learning (PBL) on The
Eighth-Grade Students’ Concepts Of Social Studies
352
Moesarofah Student’s Attentional Location on-Task 360
Muchamad Irvan Knowledge of Parents, Teachers, and Therapists
about
Children with Autism Spectrum Disorder
365
Muwakhidah Effectivity of Psychodrama Techniques to Improve
Social
Skills Excellent Student Class In High School
370
Nuriyatul Hamidah A Blended Learning: An Approach to Enhance
College
Learners’ Reading Skills
378
Nurmida Catherine Sitompul The Role of Teacher’s Non-Verbal
Communication
Behaviour in the Classroom
387
Prayekti Effects of Problem-Based Learning Model Versus
Expository Model And Motivation on Physics Learning
Outcomes of Eleventh-Grade Students
397
Putu Dian Danayanti Degeng
and I Nyoman Sudana Degeng
The Procedural Steps of Learning Contexts in Orchestra
Model to Enhance Learning Quality
407
Rr. Watie Rachmawati The Effect of Compensation and Work
Discipline of the
Employee Productivity at PT. Pos Indonesia (Persero)
Bandung Head Office
414
Rikat Eka Prastyawan
The Study of Essay Written by Students of English
Education Program 2013 At University Of PGRI Adi Buana
Surabaya
429
Rufi’i Guide to Writing Thesis Literature Review 434
Rusdyantoro and Yunia Dwie
Nurcahyanie
Development of Bamboo Basket Oven Machine-Based
Non-Toxic Finishing Eco Design Strategies to Support
Production of Small and Medium Enterprises
443
Salim Nabhan Students’ Journal Writing: Promoting Reflective
Learning
on Students’ Perception and Comprehension towards
Students’ Self-Awareness and Critical Thinking
Development in English As Foreign Language Classroom
449
Sari Cahyaningtias and Subchan
Subchan
Optimum Time of a Missile in Vertical Dive Manoeuvre
using Pontryagin's Minimum Principle
457
Siyamta, Punaji Setyosari, Waras
Kamdi and Saida Ulfa
Design and Development of Online Learner Teacher (OLT)
System Using Learning Management System (LMS)
Moodle to Improve Pedagogical and Professional
Competences for Teachers in Indonesia
468
Siyaswati Teaching Moral Values through A Folktale ’Lazy Maria’
474
Sri Wahyuningsih, Aiga
Ventivani and Ruliani Adzima
How Can We Use Edmodo Application In Learning
Process For School Level
480
Sri Widyastuti and Enny Puri
Rahayu
New Patterns of Environmental Education in Society
through Community-Based Environmental Management A
Case Study in Kalanganyar Sedati of Sidoarjo Regency
487
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TABLE OF CONTENT
ICETA 7
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Soetam Rizky Wicaksono E-Learning Quality Control Framework
Studies in Higher
Education Environment
496
Sukamto Effects of Problem-Posing Learning Strategies and
Achievement Motivation on Students’ Science Learning
Outcomes in Elementary Schools of Lumajang Regency
503
Sukisno and Hadi Suryanto Phenomenology Social Culture Browse
Wisdom Tribe
Samin as Local in The Character Building (Study in
Cultural Tribe Samin Bojonegoro)
517
Suryaman E -Learning Concepts in Educational Fun-Eco-Preneur
523
Shofiyatul Azmi, I Wayan
Ardhana, I Nyoman Sudana
Degeng and Waras Kamdi
The Values Clarification Learning Strategy in Scientific
Approach on Civic Education
529
Sunarijah, I Nyoman Sudana
Degeng, Wayan Ardhana,
Sulton
The Effect of Learning Strategy and Achievement
Motivation on the Natural Science Learning Outcomes and
Scientific Attitude of Grade VII Students of Junior High
School in Mojokerto
537
Tetty Rihardini Future Education by Mastering Technology 545
Via Yustitia and Susi Hermin
Rusminati
Didactic Design to Decrease the PGSD Students’ Barriers
in Learning Geometry
550
Vony F.S Hartini Hippj Implementation of Learning Tool of
Problem Based
Reforming Hair Do Up Style to Improve Learning
Outcomes of University od PGRI Adi Buana’s Students
556
Widodo and Sri Rahmawati
Fitriatien
Artificial Neural Network for Predicting Undergraduate
Electrical Engineering Success: A Study
565
Yayuk Chayatun Machsunah
Effect of Method of Point Counter Point on Students’
Interest and Learning Outcomes in Students of Education
Policy Course Of PIPS of STKIP PGRI Lamongan
572
Yusof Ahmad and Mahaya
Anom Ahmad
The Relevance and Effectiveness of Implementing
Problem-Based Learning in Technical Vocational
Education. Any Difference in the Learning Outcome?
582
Yunia Mulyani Azis and Enjang
Akhmad Juanda
Cooperative Learning Strategy through Blended Learning
for Function Linear Material to Increase the Concept
Understanding
588
Atiqoh
Designing the Reliable and Valid Assessment’s Instrument
for English Speaking Skill
595
Retno Danu Rusmawati and
Zulidyana
Develop the Student Self Motivation in Learning to
Achieve Learning Achievement
599
Abd. Cholid Character Education 606
Nunung Nurjati
Variability of non-native English Speakers as Factor of L2
Pragmatic Competence: an Overview
611
M.Subandowo Education and Training for Sustainable Competencies
in
Increasing Teachers’ Productivity
617
Hartanto Sunardi The Development of M-Learning for Mathematics
Subject 626
Suhari, I Wayan Arsana,
Hartono
The Implementation of the Group Counseling with Role
Playing to Increase Students’ Self-Esteem
634
Sugito, I Wayan Arsana, Ibut
Priono Leksono
The Development of Productive Multimedia Tutorial CD
as Learning Media on Using Adobe Photoshop Autorun
Software
645
M. Muhyi, Harwanto, Yoso
Wiyarno
Development of Video Game for The Improvement of
Engineering Volleyball Game Techniques
651
Yoso Wiyarno, Iskandar
Wiryokusumo, Marianus
Subandowo
The Development of Module With "Puzzle Map”
to Increase Geography Achievement
659
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PRESENTER’S PAPERS
550
Didactic Design to Decrease the PGSD Students’ Barriers
in Learning Geometry
Via Yustitia
Program Studi Pendidikan Guru Sekolah Dasar Universitas PGRI Adi
Buana Surabaya
Jl. DukuhMenanggal XII, Surabaya; [email protected]
Susi Hermin Rusminati
Program Studi Pendidikan Guru Sekolah Dasar Universitas PGRI
AdiBuana Surabaya
Jl. DukuhMenanggal XII, Surabaya; [email protected]
Abstract For students majoring in Primary School Teacher
Education (PGSD), one of the barriers to
learning the basic concepts of geometry is ephistemological
learning barrier. The students know
the material only on a certain context, so when they are faced
to the other context, they would be
in trouble. The learning equipments used do not facilitate
teachers to anticipate students’ diverse
response possibilities in the courses. The teaching materials
used do not load many kinds of
questions that could lead students to build their own knowledge.
Therefore, the learning design
process required as the first learning step should minimize the
learning barriers. Didactic design
is developed based on the theory of didactic triangle among
students, teachers, and materials that
cover Didactic Relationship, Pedagogic Relationship, and
Pedagogic Anticipation. Didactic
design in this research is developed based on the nature concept
that would be presented by
considering the identified learning barriers. This article is
the results of literature review.
Through this article it is expected that teachers get clearly
and comprehensive understanding
about didactic design, so it could decrease the learning barrier
of PGSD students on geometric
material.
Keywords: pedagogic-didactic design, learning barrier,
geometry
1. Introduction Geometry is one of the concept of basic learned
student in the study program Education
Teachers Elementary (PGSD), the University of Adi Buana
Surabaya. Geometry includes the
concept of on point, the line, the field, and objects space and
sifat-sifatnya. Geometry is also part
of the math close to everyday life, because almost all the
object visual is around us is the object
geometry (Safriana et al, 2014). The concepts is very important
especially as a preparation to be a
elementary school teacher.
The writer often found a mistake the concept of basic presented
students, for example of
giving the name of waking up the flat or not sequence (false),
classification each wake up is often
wrong, like the cube and block saying wake up flat, trapezoid
said wake up the room, not he
explained the difference traits each wake up. In the solve a
problem geometry, students tend to use
the same way with taught by faculty. This suggests that there
are barriers learn students PGSD on
geometry material.
One of the obstacles learn students PGSD on geometry material in
the course of the concept
of basic math is barriers to learn that are epistemology. The
student simply understand one of the
material limited in certain context, so that when he was faced
with the context of different it will
be experienced adversity. The learning used not to facilitate
lecturer to prepare anticipation against
the possibility of various response students in the learning.
Materials impertinent used not contains
a variety of capable guide students to build knowledge.
Therefore, the necessary for the process of
planning learning as the initial steps of learning that can
reduce the obstacles to learn. Didactic
design is the design of the food ingredients rude. This design
developed on the basis of the theory
triangle didactic among students, the teacher and material that
includes Didactic Relations (DR),
mailto:[email protected]:[email protected]
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PRESENTER’S PAPERS
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Pedagogic Relations (PR) and Didactic Anticipation -Pedagogical
(DAP). The design didactic in
writing this developed based on the nature of the concept that
will be presented with consider
barriers to learn that been identified.
From the description of the above, the authors interested to
develop design didaktis to
reduce the obstacles to learn that been identified. Through this
article is expected to lecturer have
understanding of the more clearly and comprehensive about the
design didactic so can reduce the
obstacles learn students PGSD on geometry material.
2. The obstacles Learning Student PGSD on Geometry 2.1.1 The
obstacles goals
The purpose of learning math in the study program Faculty PGSD
is so that students
actualize learning at the highest level. However, Ciltas and
Tatar (2011: 462) argued that most of
the students have trouble in learning. To identify and eliminate
trouble learn as well as to help and
guide students during the learning process is not just a
responsibility faculty. Therefore, faculty
should be aware of the difficulty experienced by the student in
the learning math to do the
activities of learning effectively in the learning and develop
as well as the design the learning.
In the study math should gradually and chronological, because of
the material in math
composed ranging from the material basic towards the material
next more complex, therefore
should through stage certain that every stage should be
controlled before heading stage that the
level of trouble higher. Learning math better begins with the
consider input and output first before
moved on the internal processing. On learning geometry, for
example wake up flat. Faculty want
the results of the students who are able to apply the concept of
in set of problem complex, then the
learning process should designed in such a way that is able to
reach the results of the desired. In a
class, possible, just happened the concept of received students
with each other students. This is
because the difference perception about the concepts in
introduced by faculty with the concept was
introduced by faculty with the concept that formed in beak
students. Tall and Vinner (in Juter,
2005: 11) about the concept image and concept definition as
follows.
The concept image is the total cognitive structure associated
with a concept.
It can be a visualitation of theconcept or experiences of it or
both. The
concept image is individual and in different contexts the same
name can
evoke different concept image. The concept definition is a form
of words used
by the learner to define the concept. It can be a personal
re-construction of a
definition to fit in with the person’s mental structure.
Some students more like to think it is visually and have
illustration in mind, while students
who else more adept at using symbols or examples. One of the
concept of can is represented in
some way so that caused the conflict in a different. If not each
representation of each other
contradiction so students can understand the relationship
between representation of with each
other. The more connection between representation there, the
student will be increasingly
understood will be the concept. This applies versa.
According to the Prediger (2008), the change in the framework of
thinking has become the
most important to explain the trouble of students in the
learning the concept of science and
mathematics. As the theory proposed by Piaget that learning is
not always is a collection of from a
variety of the knowledge that added to in the knowledge before
aenrichment process. More than
that, learning is reconstruction of knowledge before when
dealing with the experience and
challenge new.
The problem changes conceptually could arise when the knowledge
of the beginning of
students in accordance with the concepts just needed. Therefore,
in this perspective, the fact that
the establishment of the concept of students don’t always in
accordance with the concept of
science is meant to be described with the influence of the
establishment of the concept of the
beginning and the process is perfect from reconstruction
them.
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Exposure to above is the possibilities of the obstacles to
learn, so before do learning,
lecturer should be able to identify the obstacles. According to
the KBBI, barriers is obstancleor the
obstacles. The obstacles have the significance important when
someone carry out the activities or
carry out the task. Based on what has outlined, barriers
learning is things that happen in the
learning resulted in the student trouble understanding of the
material or wrong in making
perception regarding the matter.
According to the Brousseau (2002) there are three factor that
resulted in college students
have barriers learned that the ontogeniobstacles (the readiness
mental children’s learning), the
obstacles didaktic (teaching), and barriers epistemology (the
knowledge of students who have the
context of apps limited). In this article focus writer is
associated with the obstacles epistimologis
or epistimological obstacle in reality is the knowledge of
someone who is only limited in certain
context, so that when he was faced with a different situation
can lead to the knowledge that owned
be can not be used or having trouble in use it. The epistemology
obstacles this is the obstacles
learn (learning obstacle) derived from the themselves students.
Each student has an opportunity to
the same to experience the epistemology obstacles.
3. The obstacles Learning Student PGSD on Geometry Tall (in
Ciltas & Taltar, 2011: 462) said the obstacles learn students
in general is: (1)
Learning the concept of the basis of the lack of adequate; (2)
The inability in trying to
mathematical formulate orally; (3) lack of skills algebra,
geometry, and trigonometry. The trouble
or barriers experienced students can happen when students
learned the concept of any including on
one of the concept of important in math, namely geometry.
Geometry is one of the concept of basic learned in courses math
basic II in the study
program Education Teachers Elementary (PGSD) FKIP University
PGRI Adi Buana Surabaya.
The material taught covering the concept of point, the line, and
the field of as well as a each other,
the concept of triangle, the concept of the circle. The concepts
is very important and basic to be
able to understand the concepts geometry. Associated with the
concept of geometry learned in
Elementary School (SD) also very closely, where the concept of
wake up flat and waking up the
learned also includes wake up, the elements as well as traits
that applies to every waking learned.
Discussion of learning materials or geometry for learning math
elementary school is discussed in
the course of math basic II.
In practice, often writer found problems the concept of basic
geometry presented students,
such as refer to wake up flat or wake up the room with a flat
and buildings space, giving the name
of waking up the flat or not sequence (wrong), classification
each wake up is often wrong, like the
cube and block saying wake up flat, trapezoid said to wake up
the room, not he explained the
difference traits each wake up, and determine formula volume
with formula widely the surface,
said example wake up flat. For example, when the lecturer ask
example rectangle to students, then
the answer to the student is blackboards, the book wrote an
example of a rectangle, but if
understood further examples is worth wrong. According to David
Glover (2007: 10) said that got
up the flat is waking up the average that can be cut from a
paper. David (2007: 20) also stated that
wake up flat had two dimensions, namely long and wide but do not
have high.
When they go into the teacher in elementary school, is expected
to they do not deliver
problems about geometry material, especially about and waking up
the flat. In a wide and around
for example, usually the elementary school teacher still
confused if the students ask the teacher
about the origin of the formula wide and around. This suggests
that needed planting the concept of
wide and around to prospective elementary school teachers.
Determine the concept of wide and
around it was not easy to learn. Prospective elementary school
teachers must also know that many
discoveries where students combining the concept of around with
the concept of widespread. This
kind of thing not in spite of the role of teachers in guide
students so mistake in using the concept
of can minimalization.
During this time the author assume that the problems arises
because the student nervous
appear and in the learning process of being a teacher. Because
of the problem is always comes up
for every force that follow the course courses math basic II,
the new author questioned about the
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PRESENTER’S PAPERS
553
ability to geometry students about the concept geometry learned
in elementary school is to give the
test. It was the result is very unexpectedly writer, where the
average student just understanding
between 40-50% of course the concepts geometry material math in
elementary school. Still
occurred several construct, such as refer to wake up flat with
the building flat, gave the name of
plane, point in lower case, etc. This indicates that the student
PGSD University PGRI Adi Buana
Surabaya still require the process of planting concepts for all
geometry material learned that can
master it.
Based on the results of the analysis of the author as lecturer
courses the concept of math
basic, the writers identify some barriers learn students PGSD on
geometry material as follows.
Table 1. The obstacles Learning Student PGSD on Geometry
No. The type of Barriers to
learn
Indicator
1 The obstancles to learn about concept image
Students couldn’t see firmly, said the name of
plane flat and determine base, high or
components other in the wake flat shown on
about when plane flat is presented different
from the introduced to students.
2 The obstancles about the context of a variety of information
on
question
Students deceived with information on the
question
3 The obstacles to learn about the relationship around and
broad
between rectangular with each
other
Can’t find the relationship between around and
broad rectangular with each other without the
information on the matter
4 The obstacles to learn about the connection concept wide
and
around and the rectangular with
the mathematic concept another
Don’t be able to resolve the issue of around or
wide area rectangular related to the mathematic
concept another
5 The obstacles learn associated with the ability to student
in
solving problems up the geometry
to construct
Can’t solve the problem of geometry to
construct
4. The design Didaktis to Decrease The Learning Barrier
Pegagogic and didactic is two a term describing a the learning
process. The science of
education or often called pedagogic is translation of English,
namely pedagogics. Pedagogics
comes from the Greek namely “pais” which means that the child,
and “again” which means that
guide (Sagala, 2012: 2). According to the Piaget in Arends
(2008: 46-47), pedagogics good it
should be involved offer a variety of a situation where children
can experimenting various things
to see what happened, manipulate objects, manipulate of symbols,
threw questions and looking for
his own response, what a reconciliation the discovery of at a
time with what the discovery of on
time another, comparing with the findings other children.
Didactic comes from the word didaksein in Greek means of
teaching and didaktikos which
means that good teaching. Both are one unity so can not be
separated in the learning process.
Lecturer professional will be able to develop pedagogik and
didactic so learning will take place in
optimally. The teacher professional should be able to create a
teacher, students, and the material
impertinent integrated well.
A teacher, students, the material described by kansenen into a
triangle didaktis. Triangle
didactic this then modified because just described the
relationship pedagogic (PR) between
teachers and students and relationships didaktic (DR) among
students and material. After modified
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PRESENTER’S PAPERS
554
triangle didactic describe the relationship pedagogic (HP)
between teachers and students and
relationships didaktic among students and material called
anticipation didactic and pedagogic
(ADP).
The connection should be used as a material consideration in the
design of learning. The
relationship pedagogic (PR) reflected in the style, engineering,
or methods used in the learning.
The relationship didactic (DR) reflected in the ability to
lecturer design worksheets students, the
test, and the task. Anticipation didactic reflected in the
materials impertinent prepared lecturer or
giving an assignment professors about the depth and keluasan
material rude, anticipation
conducted lecturer against the response students at the time of
learning, anticipation this made
when the design of learning based its prediction response
students.
Suryadi (2011: 4) said that the role of the most important
lecturer in the context of triangle
didactic is:
Create a situation didactic so that happened the learning
process in themselves students.
This means that a teacher in addition to master the material
rude, also need to have the
knowledge of other associated with the students and able to
create a situation didactic
prompted the learning process in optimally.
In the develop situation didactic teachers should be fit with
the environment so that
students have the opportunity to initiate the activity of
learning in individual. Next in the face
ofadversity learning, interaktivitas developed lecturer should
be adapted to the need students in
achieving potential.
In the learning process the response given a student of the
situation didactic faced,
demanding lecturer to act didaktis for scaffolding technique
varying so created some situation
didaktis different. The complexities of the situation didactic
is a challenge for teachers to be able
to create a situation pedagogic appropriate so interactivity
growing able to support the process of
achievement the ability of potential each student (Suryadi,
2011: 8).
According to the Brousseau (2002) to create a situation didactic
and pedagogic
appropriate, in devised a plan learning lecturer need looked at
the situation learning as a whole as
an object. The situation didactic and pedagogic in the learning
process is complex so lecturer
should be able to develop the ability to looked at the learning
process as a whole.
Based on the description of the above, design didactic is the
design of the food ingredients
impertinent. The design didactic in this article developed based
on the nature of the concept that
will be presented with consider barriers to learn that been
identified. The design didactic is
designed to can reduce the obstacles learn students PGSD on
geometry material.
5. The conclusion
Act of buttoning this article as follows.
1. One of the obstacles learn students PGSD on geometry material
in the course of the
concept of basic math is barriers to learn that are
epistemologic. The student simply
understand one of the material limited in certain context, so
that when he was faced with
the context of different it will be experienced adversity. Based
on the obstacles to learn
that has been identified, is expected to compose the learning
consisting of study, Detailed
Learning Semester, as well as prediction response and
anticipation didactic.
2. The design didactic in this article developed based on the
nature of the concept that will be
presented with consider barriers to learn that been identified.
The design didactic is
designed to can reduce the obstacles learn students PGSD on
geometry material.
REFERENCES
Arends. 2008. Belajar untuk Mengajar.Yogyakarta: Pustaka
Belajar.
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PRESENTER’S PAPERS
555
Brousseau, Guy. 2002. Theory of Didactical Situation in
Mathematics. New York: Kluwer
Academic Publisher.
Ciltas, A & Tatar, E. 2011. Diagnosing Learning Difficulties
Related to the Equation and
Inequality that Contain Terms with Absolute Value. International
Online Journal of
Educational Sciense. Diakses pada tanggal 29 Januari 2016.
David Glover. 2007. Apa dan Bagaimana Matematika. Jakarta: PT
Gading Inti Prima.
Safrina, K., Ikhsan M., & Ahmad (2014). Peningkatan
Kemampuan Pemecahan Masalah Geometri
melalui Pembelajaran Kooperatif Berbasis Teori Van Hiele. Jurnal
Didaktik Matematika.
1(10): 10.
Sagala, Saiful. 2010. Konsep dan Makna Pembelajaran. Bandung:
Alfhabeta.
Suryadi, Didi. (2011). Didactical Design Research (DDR) dalam
Pengembangan Pembelajaran
Matematika. Makalah Disajikan pada Joint- Conference UPI-UiTM,
25 April 2011.
Author’s Biodata
Via Yustitia is a lecturer of Departement, University of PGRI
Adi
Buana Surabaya. She received her Master Degree in Sebelas
Maret
University. [email protected]
Susi Hermin Rusminati is a lecturer of Departement, University
of
PGRI Adi Buana Surabaya. She received her Master Degree in
Surabaya State University. [email protected]
mailto:[email protected]:[email protected]
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PROCEEDINGS-ICETA-7-for-publish-2016.pdf1. cover depan
Proceedings ICETA-7.pdf (p.1)2. DEPAN 1 REVISED.pdf (p.2)3. DEPAN
2.pdf (p.3)4. DEPAN 3 TABLE CONTENT REVISED unutk AKREDITASI.pdf
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AKREDITASI.pdf (p.35-672)7. cover belakang Proceeding ICETA-7.pdf
(p.673)PROCEEDINGS-ICETA-7-for-publish-2016.pdf1. cover depan
Proceedings ICETA-7.pdf (p.1)2. DEPAN 1 REVISED.pdf (p.2)3. DEPAN
2.pdf (p.3)4. DEPAN 3 TABLE CONTENT REVISED unutk AKREDITASI.pdf
(p.4-7)5. DEPAN 4 guest paper.pdf (p.8-34)6. ISI PROCEEDINGS UNTUK
AKREDITASI.pdf (p.35-672)7. cover belakang Proceeding ICETA-7.pdf
(p.673)
PROCEEDINGS-ICETA-7-for-publish-2016.pdf1. cover depan
Proceedings ICETA-7.pdf (p.1)2. DEPAN 1 REVISED.pdf (p.2)3. DEPAN
2.pdf (p.3)4. DEPAN 3 TABLE CONTENT REVISED unutk AKREDITASI.pdf
(p.4-7)5. DEPAN 4 guest paper.pdf (p.8-34)6. ISI PROCEEDINGS UNTUK
AKREDITASI.pdf (p.35-672)7. cover belakang Proceeding ICETA-7.pdf
(p.673)
PROCEEDINGS-ICETA-7-for-publish-2016.pdf1. cover depan
Proceedings ICETA-7.pdf (p.1)2. DEPAN 1 REVISED.pdf (p.2)3. DEPAN
2.pdf (p.3)4. DEPAN 3 TABLE CONTENT REVISED unutk AKREDITASI.pdf
(p.4-7)5. DEPAN 4 guest paper.pdf (p.8-34)6. ISI PROCEEDINGS UNTUK
AKREDITASI.pdf (p.35-672)7. cover belakang Proceeding ICETA-7.pdf
(p.673)
