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DESIGN LEARNING OF ARITHMETIC SEQUENCE USING STAIR CONTEXT TO SUPPORT STUDENTS' CONCEPTUAL UNDERSTANDING

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Title: DESIGN LEARNING OF ARITHMETIC SEQUENCE USING STAIR CONTEXT TO SUPPORT STUDENTS' CONCEPTUAL UNDERSTANDING
Authors: Danil C, Fransisco, Zulkardi, Zulkardi, Susanti, Ely, Meryansumayeka, Meryansumayeka
Contributors: Zulkardi, Sriwijaya University Palembang, Ely Susanti, Sriwijaya University Palembang, Meryansumayeka, Sriwijaya University Palembang
Source: Prima: Jurnal Pendidikan Matematika; Vol 9, No 3 (2025): PRIMA : Jurnal Pendidikan Matematika; 520 - 536 ; 2580-2216 ; 2579-9827 ; 10.31000/prima.v9i3
Publisher Information: FKIP Universitas Muhammadiyah Tangerang
Publication Year: 2025
Collection: UMT Journal Management System (UMTJSP - Universitas Muhammadiyah Tangerang)
Subject Terms: arithmetic sequence, PMRI, stair, design research, formal symbols
Description: This research aimed to design arithmetic sequence learning based on Indonesian Realistic Mathematics Education (PMRI) with the context of stairs to support students' conceptual understanding. The study employed a design research methodology, structured into three key phases: the preliminary design, the design experiment, and the retrospective analysis. The research was conducted on grade 10 students of MA Al-Ittifaqiah Indralaya using Student Activity Sheets (SAS) designed based on the PMRI approach.The results showed that the context of the stairs was effective in helping students recognize the arithmetic sequence pattern concretely. In the initial activity, students were able to observe and record the pattern of staircase height and understand the fixed difference between stairs. However, most students struggled to construct a general formula in the form of formal symbols, although they managed to calculate patterns for complex cases such as the 901st or 2001st stair logically. This difficulty prompted a revision of the SAS to simplify the symbols and questions and to use concrete terms that were easier for students to understand.Revisions to the lesson design included the removal of confusing symbols, the reduction of repetitive problems, and a stepwise approach to linking concrete patterns with formal symbols. This study concluded that although the PMRI approach was effective in improving students' understanding of the concept of arithmetic sequences, further guidance was needed to improve students' symbolic ability. The findings contributed to the development of learning designs that were contextual, effective, and relevant to students' needs.
Document Type: article in journal/newspaper
File Description: application/pdf
Language: English
Relation: https://jurnal.umt.ac.id/index.php/prima/article/view/12886/6484; https://jurnal.umt.ac.id/index.php/prima/article/view/12886
DOI: 10.31000/prima.v9i3.12886
Availability: https://jurnal.umt.ac.id/index.php/prima/article/view/12886
https://doi.org/10.31000/prima.v9i3.12886
Rights: Copyright (c) 2025 Prima: Jurnal Pendidikan Matematika
Accession Number: edsbas.50C4DF5E
Database: BASE
Description
Abstract:This research aimed to design arithmetic sequence learning based on Indonesian Realistic Mathematics Education (PMRI) with the context of stairs to support students' conceptual understanding. The study employed a design research methodology, structured into three key phases: the preliminary design, the design experiment, and the retrospective analysis. The research was conducted on grade 10 students of MA Al-Ittifaqiah Indralaya using Student Activity Sheets (SAS) designed based on the PMRI approach.The results showed that the context of the stairs was effective in helping students recognize the arithmetic sequence pattern concretely. In the initial activity, students were able to observe and record the pattern of staircase height and understand the fixed difference between stairs. However, most students struggled to construct a general formula in the form of formal symbols, although they managed to calculate patterns for complex cases such as the 901st or 2001st stair logically. This difficulty prompted a revision of the SAS to simplify the symbols and questions and to use concrete terms that were easier for students to understand.Revisions to the lesson design included the removal of confusing symbols, the reduction of repetitive problems, and a stepwise approach to linking concrete patterns with formal symbols. This study concluded that although the PMRI approach was effective in improving students' understanding of the concept of arithmetic sequences, further guidance was needed to improve students' symbolic ability. The findings contributed to the development of learning designs that were contextual, effective, and relevant to students' needs.
DOI:10.31000/prima.v9i3.12886