Hypothetical learning trajectory to develop students^ mathematical proficiency of linear equation in one variable based on didactical situation theory S M Rohimah(1,2*), Darhim(2*), and D Juandi(2*)
1Department of Primary School Education, Universitas Pasundan, Jl. Tamansari No. 6-8, Bandung, Jawa Barat 40116, Indonesia
2Departement of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, Jawa Barat 40154, Indonesia
This study aims to design a Hypothetical Learning Trajectory (HLT) to develop mathematical abilities in online linear equation learning in one variable. HLT is a learning flow design consisting of learning objectives, learning activities to be achieved, and students^ thinking conjectures. This research uses an interpretive paradigm and a critical paradigm with educational design research. The stages of this research consisted of preliminary design, teaching experiment, and retrospective analysis. Data were collected from various sources, namely test results, student worksheets, teacher and student observation sheets, documentation, interviews, and video recordings during learning. The research subjects were seventh-grade students of junior high school. Based on the level of proficiency, the results of the study obtained that students in the advanced category were 13 people with a percentage of 52%, students in the proficient category were 1 person with a percentage of 4%, students who were in the near ability category were 2 people with a percentage of 8%, students who are in the developing category with a percentage of 16%, and students who are in the start category as many as 5 people with a percentage of 20%. The overall average of students is in the advanced category with a numerical value equivalent to 85, so it can be said that HLT is effective in developing students^ mathematical skills in online linear equation learning in one variable.
Keywords: HLT- mathematical proficiency- linear equation in one variable
