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

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

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

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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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

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; via.yustitia@yahoo.com

Susi Hermin Rusminati

Program Studi Pendidikan Guru Sekolah Dasar Universitas PGRI AdiBuana Surabaya

Jl. DukuhMenanggal XII, Surabaya; susihermin@gmail.com

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),

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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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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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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.

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. via.yustitia@yahoo.com

Susi Hermin Rusminati is a lecturer of Departement, University of

PGRI Adi Buana Surabaya. She received her Master Degree in

Surabaya State University. susihermin@gmail.com