Learning Design About Proving Trigonometry Identity Using Problem-Based Learning (PBL)

FX Catur Supatmono1 & Stefanus Surya Osada2
1catursupatmono@gmail.com & 2suryaosada@gmail.com
1De Britto High School, Yogyakarta & 2Sanata Dharma University, Yogyakarta
DOI: 10.24071/seadr.2019.05

Abstract. This study aims to develop the design of learning proof of identity trigonometry in grade 10 Math and Science using PBL. Learning design is compiled using design research according to Gravemeijer & Cobb (in Akker, Gravemeijer, McKenney, and Nieveen, 2006), focusing on the first stage, namely: preparing for the experiment. The results of the study were in the form of a trigonometric identity proof learning design using PBL which had been tested on 33 Math and Science students of grade 10 in one of the private high schools in Yogyakarta. The learning process is adjusted to the syntax of PBL according to Ibrahim and Nur (Rusman, 2016). Phase 1: Orientation of students to the problem. Educators convey material topics, apperception, and explain in general the processes that will be experienced by students. Phase 2: Organize students to learn. Educators divide students into groups to work on Student Worksheet 1. Phase 3: Guiding individual or group experiences. Educators go around to each group to provide support in solving problems. Phase 4: Develop and present the work. Educators ask students to collect Student Worksheet 1 answers and then ask two students to present their group answers in front of the class. Phase 5: Analyze and evaluate the problem solving process. Educators guide the analysis and evaluation process in accordance with the learning objectives to be achieved.

Keywords: learning design, trigonometric identity, problem based-learning syntax

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Metrics and Citations

Learning Design About Proving Trigonometry Identity Using Problem-Based Learning (PBL)

Supatmono, F. X. C., & Osada, S. S. (2020). Learning Design About Proving Trigonometry Identity Using Problem-Based Learning (PBL). In Y. D. Kristanto, A. H. Panuluh, B. Utomo, & P. Angelina (Eds.), Companion Proceedings of the 7th South East Asia Design Research International Conference (SEADRIC 2019) (pp. 28–37). Yogyakarta: Sanata Dharma University Press. doi: 10.24071/seadr.2019.05


Supatmono, F. X. Catur, and Stefanus Surya Osada. “Learning Design About Proving Trigonometry Identity Using Problem-Based Learning (PBL).” Companion Proceedings of the 7th South East Asia Design Research International Conference (SEADRIC 2019), edited by Yosep Dwi Kristanto et al., Sanata Dharma University Press, Yogyakarta, 2020, pp. 28–37.


Supatmono, F. X. Catur, and Stefanus Surya Osada. “Learning Design About Proving Trigonometry Identity Using Problem-Based Learning (PBL).” In Companion Proceedings of the 7th South East Asia Design Research International Conference (SEADRIC 2019), edited by Yosep Dwi Kristanto, Albertus Hariwangsa Panuluh, Beni Utomo, and Patricia Angelina, 28–37. Yogyakarta: Sanata Dharma University Press, 2020. https://doi.org/10.24071/seadr.2019.05.


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