MENINGKATKAN PEMAHAMAN KONSEP LUAS BANGUN DATAR MELALUI PENDEKATAN HLT BERBASIS RME
DOI:
https://doi.org/10.31100/histogram.v9i1.4094Keywords:
Hypothetical Learning Trajectory, Realistic Mathematics Education, Area of Plane FiguresAbstract
ABSTRAK
Proses pembelajaran matematika kerap menghadapi berbagai kendala, seperti keterbatasan pemahaman guru terhadap pendekatan Hypothetical Learning Trajectory (HLT) dan Realistic Mathematics Education (RME), kurangnya media pembelajaran yang memadai, serta perbedaan kemampuan siswa di dalam kelas. Penelitian ini bertujuan untuk meningkatkan pemahaman konsep luas bangun datar melalui penerapan pendekatan HLT yang berlandaskan RME. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam tiga siklus, meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian terdiri atas siswa kelas VII SMP Muhammadiyah 07 Sukaraja. Data dikumpulkan melalui tes hasil belajar, observasi, angket siswa, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan pendekatan HLT berbasis RME mampu meningkatkan pemahaman siswa terhadap konsep luas bangun datar. Tingkat ketuntasan belajar meningkat dari 50% pada siklus I, menjadi 76,67% pada siklus II, dan mencapai 100% pada siklus III. Dengan demikian, pendekatan HLT berbasis RME terbukti efektif dalam meningkatkan pemahaman konsep luas bangun datar siswa.
ABSTRACT
The mathematics learning process often faces several challenges, such as teachers’ limited understanding of the Hypothetical Learning Trajectory (HLT) and Realistic Mathematics Education (RME) approaches, insufficient learning media, and the diverse abilities of students. This study aims to improve students’ understanding of plane figures through the application of the HLT approach based on RME. The research method used was Classroom Action Research (CAR), conducted in three cycles, each consisting of planning, implementation, observation, and reflection stages. The research subjects were seventh-grade students of SMP Muhammadiyah 07 Sukaraja. Data were collected through learning outcome tests, observations, student questionnaires, and documentation. The results showed that the HLT-based RME approach effectively enhanced students’ understanding of the concept of the area of plane figures. The percentage of students achieving mastery increased from 50% in the first cycle to 76.67% in the second cycle, and reached 100% in the third cycle. Therefore, the HLT-based RME approach proved to be effective in improving students’ conceptual understanding of the area of plane figures.
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