Electronic Theses and Dissertation

Pembelajaran di kelas cenderung berlangsung secara tori. Kondisi ini berdampak
pada siswa yang cenderung menghafal. Penelitian ini bertujuan untuk
mengembangkan lintasan belajar pada materi pecahan untuk membangun kelas
demokratis dan kemampuan berfikir kreatif siswa melalui ME di sekolah dasar.
Penelitian in merupakan design research yang memuat tiga tahap yaitu Preparing
For The Experiment, The Teaching Experiment, Dan Retrospective Analysis. Subjek
penelitian adalah siswa kelas IV SD Negeri 5 Lhokseumawe. Data penelitian
dikumpulkan melalui pengamatan, wawancara terhadap siswa, dan tes berfikir
kreatif. Pada Uji coba Hypothetical Learning Trajectory 1 (HLT 1) peneliti sebagai
pengajar dan guru model mengamatiyang melibatkan 19 Siswa. Pada HLT 2 peneliti
mengamati sedangkan guru model sebagai pengajar yang melibatkan 20 siswa. Data
dianalisis secara deskriptif kualitatif berdasarkan indikator dari kelas demokratis
yang diamati dan hail tes berfikir kreatif siswa. Hasil penelitian disimpulkan bahwa
lintasan belajar yang dikembangkan memuat aktivitas membandingkan potongan
kue; membandingkan pecahan menggunakan papan pecahan dan garis bilangan;
menjumlahkan pecahan. Upaya yang dilakukan guru untuk mengembangkan kelas
demokratis melalui pengambilan keputusan dan masalah terbuka (open-ended) dan
sebagian bear siswa sudah membangun karakter demokratis. Hasil tes berfikir kreatif
siswa pada HLT 2 lebih baik dibanding siswa pada HLT 1.

Classroom learning tends to take place theoretically. This condition has an impact on students who tend to memorize. This study aims to develop a learning trajectory on fractional material to build democratic classrooms and students' creative thinking skills through ME in elementary schools. This research is design research which includes three stages, namely Preparing For The Experiment, The Teaching Experiment, and Retrospective Analysis. The research subjects were fourth grade students at SD Negeri 5 Lhokseumawe. Research data was collected through observation, interviews with students, and creative thinking tests. In the Hypothetical Learning Trajectory 1 (HLT 1) trial, researchers as instructors and observing model teachers involved 19 students. In HLT 2 the researcher observed while the model teacher involved 20 students. The data were analyzed descriptively qualitatively based on the indicators of the observed democratic class and the results of students' creative thinking tests. The results of the study concluded that the learning trajectory developed included activities comparing pieces of cake; compare fractions using the fraction pad and number line; adding fractions. Efforts made by the teacher to develop a democratic class through decision-making and open-ended problems and most of the students have built democratic character. The results of students' creative thinking tests on HLT 2 were better than students on HLT 1.