Learning Trajectory of Rate Material Using the Context of Plowing Rice Fields - Sari, Filian Yunita; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Susanti, Ely (Department of Mathematics Education Program IPI Garut, 2025)
Banyak siswa kesulitan memahami konsep laju karena pembelajaran masih bersifat teoritis dan kurang relevan dengan pengalaman mereka. Sehingga penelitian ini ditujukan untuk menghasilkan learning trajectory materi laju menggunakan konteks membajak sawah. Penelitian ini melibatkan siswa kelas VII di salah satu SMP negeri di Belitang. Pengumpulan data melalui lembar aktivitas siswa dan lembar observasi. Penelitian menggunakan design research tipe validation studies yang terdiri dari tiga tahap penelitian yakni preparation experiment, design experiment dan retrospective analysis. Penelitian memberikan hasil bahwa learning trajectory materi laju terdiri dari tiga tahapan yakni mengeksplorasi kegiatan membajak sawah dengan mencari perbandingan antara luas sawah dengan waktu membajak sawah; menentukan satuan dari luas sawah dengan waktu membajak sawah, dan mendiskusikan definisi laju serta melakukan penyelesaian masalah tentang laju. Konteks membajak sawah memudahkan siswa untuk memahami konsep laju secara lebih konkret dan aplikatif. Melalui hasil penelitian ini memberikan masukan bahwa dalam mengajarkan materi laju, perlu mengintegrasikan dengan konteks realistic yang berada disekitar siswa. Many students have difficulty understanding the concept of rate because learning is still theoretical and less relevant to their experience. So, this research is aimed at producing a learning trajectory for rate material using the context of plowing rice fields. This research involved class VII students at one of the state junior high schools in Belitang. Data collection through student activity sheets and observation sheets. The research uses validation studies type design research which consists of three research stages, namely preparation experiment, design experiment and retrospective analysis. The research shows that the learning path for rate material consists of three stages, namely exploring the activity of plowing rice fields by finding a comparison between the area of ​​the rice field and the time for plowing the field, determining the unit of area of ​​the rice field with the time for plowing the field, and discussing the definition of rate and solving problems regarding rate. The context of plowing rice fields makes it easier for students to understand the concept of rate in a more concrete and applicable way. The results of this research provide input that in teaching rate material, it is necessary to integrate it with realistic contexts that surround students.