A Didactical Design of Problem Based Learning Teaching Materials to Overcome Students Learning Obstacles on Calculus

Abstract

This study aims to develop a didactical design for Calculus subject teaching materials using Problem Based Learning. The research method used in this study was didactical design research. The research steps taken are didactic situation analysis, to see the student learning obstacle that appears in calculus courses. The subjects taken were students who had received Calculus I courses, namely 5 people in class 2015, 5 people in 2016, and 5 people in 2017. The results of the didactic situation analysis were difficulties in understanding students in the initial calculus material, so the special emphasis was placed on - Initial calculus material with problem-based learning. Based on the results of the learning obstacle, a problem-based calculus teaching material was developed and validated. Metapedidaktic analysis, at this stage a limited trial was conducted on students who were taking calculus courses in class 2018. Retrospective analysis revised teaching materials and linked the learning obstacle with student responses and observations during learning. The results of this study are learning tools used in calculus learning with problem-based learning. The didactic design developed received positive responses from students.