<![CDATA[Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis matematis siswa pada materi turunan. Masih banyak siswa yang kurang dalam berpikir kritis belum sesuai dengan apa yang diharapkan oleh kurikulum. Salah satu cara untuk mengembangkan kemampuan berpikir kritis matematis yaitu dengan cara penggunaan bahan ajar dalam bentuk modul. Modul ini berisikan indikator-indikator berpikir kritis matematis dan kompetensi dasar yang sesuai dengan kurikulum 2013 revisi 2017. Penelitian ini difokuskan pada kemampuan berpikir kritis matematis pada materi turunan yaitu submateri operasi fungsi turunan operasiperkalian, persamaan garis singgung kurva, fungsi naik dan turun, nilai stationer, nilai maksimum dan minimum. Tujuan penelitian ini untuk mengetahui bagaimana mendesain bahan ajar materi turunan yang dapat meningkatkan kemampuan berpikir kritis matematis siswa, dan melihat seberapa besar peningkatan yang dialami siswa denganbahan ajar yang dikembangkan. Pada penelitian ini digunakan metode Didactical Design Research (DDR) melalui tiga tahapan yaitu analisis situasi didaktis, analisis metapedadidaktik dan analisis restrosfektif. Data diperoleh melalui analisis learning obstacle. Bahan ajar disusun berdasarkan tabel antisipasi didaktis pedagogis dan validasi ahli kemudian diuji praktikalitas serta dilihat peningkatan kemampuan berpikir kritis matematis siswanya. Hasil penelitian ini adalah: (1) Draf modul materi turunan yang dapat meningkatkan kemampuan berpikir kritis matematis dengan kriteria kevalidan cukup valid dan uji kepraktikalitas dengan kriteria praktis. (2) Peningkatan kemampuan berpikir kritis matematis berada kriteria rata-rata sedang sebesar 0,47. Kata Kunci : Learning Obstacle, Desain Didaktis, Berpikir Kritis Matematis Abstract: This research was conducted by the background of the students' low mathematical critical thinking abilities in derivative of function. There were many students who not be able to thinking critically that had not been appropriate with what is expected by curriculum. One of the ways to develop mathematical critical thinking skills is by using teaching materials in the form of modules. The module contains indicators of mathematical critical thinking and basic competencies that refer to the curriculum of 2013 revised in 2017. This study focuses on mathematical critical thinking skills in derivative of function those are operations derivative functions of multiplication operations, curve tangent equations, increasing and decreasing functions, stationary values, maximum and minimum values. The purpose of this study are to find out how to design derivative of function teaching materials that can improve students' mathematical critical thinking skills, and to know how the students’ improvement using the teaching material which was develop. This research used the Didactical Design Research (DDR) method through three steps, namely didactic situation analysis, meta-pedadidactic analysis and retrospective analysis. The data was obtained through analysis of learning obstacle. Teaching materials were prepared based on the table of didactic pedagogical anticipation and expert validation along with tested for practicality and seen the improvement of students' mathematical critical thinking skills. The results of this study are: (1) Draft module derivative of function that can improve mathematical critical thinking skills with validity criteria is quite valid and practicality test with practical criteria. (2) The improvement of the mathematical critical thinking ability was in the average medium criterion of 0.47. Keywords: Learning Obstacle, Didactic Design, Mathematical Critical Thinking]]>
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