Alur belajar perbandingan trigonometri dengan konteks bianglala
DOI:
https://doi.org/10.22460/jpmi.v7i1.21628Keywords:
Trigonometric ratio, Learning Flow, RMEAbstract
The Ferris wheel is one of the rides at the night bazaar and is often encountered by students. This is a potential for math learning. Through Realistic Mathematics Education (RME) approach, students learn mathematics with contexts close to students' lives as a starting point. Therefore, this study aims to design a learning trajectory using the RME approach with a Ferris wheel as a context in the learning process to support students' understanding of learning trigonometric comparison. The research method used is a type of design research called validation studies, which consists of three stages: preliminary design, design experiment, and retrospective analysis. The subjects of this study were 27 class X students from SMAN 3 Sungai Penuh. The instruments used are videos to see the learning process and when students work on the given problems, and photos to see the results of student work. The results of the study explored the learning trajectory practiced by using the Ferris wheel as a context, which is seen in students' daily activities. The learning trajectory consists of four activities, namely sketching a simpler Ferris wheel, redrawing the parts of the Ferris wheel where seats A and B are, measuring and comparing sides in a right triangle, and determining trigonometric comparisons.
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