Developing a Learning Trajectory on the Conceptual Understanding Procedures of Pythagorean Theorem Material for Junior High School Students

Abstract

This research activity is motivated by students’ learning obstacles that hinder their understanding of the Pythagorean theorem material. Appropriate learning design can be a solution to overcome student learning obstacles. To create high-quality learning, teachers must use careful planning, one of which is considering students’ learning trajectories. Selecting the Conceptual Understanding Procedures(CUPs)learningmodel can help students become active learners and make learning more student-centered. Thus, it is necessary to develop a trajectory which aims to establish its feasibility based on the assessment of material experts and media experts, its practicality based on students’ responses, and its effectiveness based on classical learning completeness. This study used the Gravemeijer & Cobb design research model which consists of three phases: preliminary design, experiment, and retrospective analysis. The results of this study are: (1) Validation in the material expert assessment aspect is worth 3.81 with a very valid category in terms of content feasibility, presentation feasibility, and language. (2) Validation in the media expert assessment aspect is worth 3.47 with a very valid category in terms of content, language, and format. (3) Student response was valued at3.32 with very practical criteria in terms of interest and usefulness. (4) Classical learning completeness assessment shows a value of 90.625% and is declared effective. So, the learning trajectory on the CUPs learning model is declared feasible, practical, and effective to use.