Rangkuman Jurnal Internasional

Kelompok 4
1. Cici Hermayanti
2. Elda Resta Kinanti
3. Hebri Satiaji
Learning is the basic nature of the human activities in life. Through various activities,
people experience the process of learning to acquire knowledge in order to achieve a better life.
In contrast, without activity, the learning process is not meaningful because of the knowledge
acquired through activities (Rousseuau in Sardiman, 1992). The learning activity is referred to an
approach that based on the real things is a problem- solving activity, experiencing its own
problems posed, and organize matter in the discussion. A series of such activities according to
Gravemeijer (1994) called a mathematical process (matematizing). According to Freudenthal,
mathematical process is a key element in the learning mathematics for two reasons. The first
reason is mathematical process is not only to be an activity of mathematicians but also be
activities for students through the use of mathematical approach into everyday life situations.
The second reason is the final stage is the stage of formation studied mathematics axiom. Thus,
Freudenthal suggested that mathematics is organized in the process of rediscovery (reinvention)
where students construct mathematical concepts through a process that similar to experienced by
the experts (Treffers, 1991). De Lange distinguishes horizontal and vertical mathematical
activity. Horizontal mathematical activities, is activities where students identify problems in the
context of mathematics in general by making scheme, visualization, and so to transfer to the real
situation mathematical problems and transfer real problem to create a mathematical model.
Vertical mathematical activity, the activity is included in the formula represents a relationship,
proving the regularity, reinvent and adjust the model, combining and integrating models,
formulate mathematical concept, and generalize formula (Fauzan, 2002). Based on these
opinions, the reference in the preparation of the learning process should have these criteria that
designed so that the
rection of activity learners can really achieve the desired learning objectives. According
to the NCTM (2000), "The teaching program began kindergarten to high school should make
students capable of using transformations and symmetry to analyze mathematical situations". In
this confirms that the transformation has many roles such as to develop spatial visualization
skills and reasoning abilities to acquire mathematical proofs (Edwards, 1997). There are three
reasons for studying the transformation that gives students the opportunity to think about the
important mathematical concepts (such as symmetry, functions, and so on), provides a context
that makes students realize that transformation involves many disciplines, and allows students
engaged in the use of reasoning a high level through a wide variety of activities (Hollebrands,
2003). Morris and Paulsen (2011:129) study design transformation with the help of tracing paper
with the aim that the students helped visually. Help visualization plays an important role in
learning Geometry Transformation. In the design of the object being observed as the object of
the transformation is a polygon shape. It is similar to the discovery Thaqi (2011: 9) were also
concluded in his research that the more educators can teach geometry transformation with the
help of pictures. He was found to study the transformation geometry, students can find properties
of shadow through visual transformation. Meanwhile, according to Naidoo (2010: 40), the most
effective strategy in learning transformation geometry is a combination of visual and analytical.
Strategy with the help of visual and analytics can be done for junior high school students because
students are able to think abstractly. By Albab (2014), by reflection supporting line that was used
by the students to draw the reflection image and the mirroring pattern can make students
understand to the rotation and translation shapes as a combination of reflection at the highest
level. Based on these experiences, the study designs a hypothetical Learning Trajectory (HLT) to
seek the path of students in studying geometry transformation. The basic concept is used as a
bridge that will help students build with the formal concept is to use the concept of Cartesian
coordinates. METHODS Based on the formulation of the problem and to achieve the purpose of
the study, the research was conducted using the method of design research. According
Gravemeijer and Cobb (2006), design research is a research method that aims to develop Figure
1. Design Research Schema theories about the learning process and devise measures to help the
learning process. Under this method, the study grouped in qualitative research with this type of
research and development (developmental research). According Gravemeijer (1996), research
development that is research experience or try out a development cycle and create a report
truthfully to set limits so that the results can be shared with others to become his own
experiences. This study aims to look at the trajectory of students in understanding the material
transformation. To achieve these objectives, this research was conducted by the method of
design research. According Gravemeijer and Cobb (2006) study was conducted in three phases
for each individual experiment, namely preparation (preparing for the experiment), testing (the
teaching experiment), and retrospective analysis (the teaching and learning analysis). In one
phase of the experiment, researcher take a one-time initial test and final test to measure the
extent to which the learning trajectory that is designed to reach the learning objectives.
Meanwhile, to collect data on one test performed for each experiment. The following design
research Schema by Gravemeijer and Cobb (2006). At the stage of retrospective analysis, the
doing thinks is to analyze the trajectory of learning for phase one learning trajectory. If the
experiment have not achieved the purpose of research yet, then continued with the experiment II
with a revised according to the results contained in this retrospective analysis. Experiments will
stop if the research objectives have been achieved and the trajectory of students in understanding
the material transformation has met the learning achievement indicators. At first an allegation of
learning trajectory (HLT) is created as well as the design of research instruments. At the design
stage of the preliminary design, manufacture benchmark HLT be a learning tool. During the
preliminary stages of teaching and teaching experiment, HLT act as a guide for teachers and
 Hypothetical learning trajectory consists of learning goals for students, plan learning
activities, and allegations of the learning process in the classroom. At the time of the alleged
arrange the learning process in the classroom; researchers need to predict the development of
mathematical knowledge in the classroom and students' understanding or strategy that might
arise, as happened at the time of the actual learning activities (Simonson, 2006). At the time of
designing learning activities (instructional activity), researchers need to make assumptions and
pay attention to students' reactions in each step in the learning trajectory that leads to learning
objectives (Ilma, 2012). According Gravemeijer (1994), the alleged trajectory of student learning
is assessed further alleged that from day to day during the study plan based on learning activities.
To trace the trajectory of students in geometry transformation, we designed two core activities in
four meetings learning. The draft was prepared by following the pattern of formative evaluation
(Tessmer, 1993) the following in Figure 2.: Based on the formulation of the problem and to
achieve the purpose of the study, the research was conducted using the method of design
research. According Gravemeijer and Cobb (2006), design research is a research method that
aims to develop theories about the learning process and devise measures to help the learning
process. Under this method, the study grouped in qualitative research with this type of research
and development (developmental research). According Gravemeijer (1996), research
development that is research experience or try out a development cycle and create a report
truthfully to set limits so that the results can be shared with others to become his own
experiences.
Lesson 1: recognize the transformation that does not change the size (isometric)
Objective: students know the kinds of isometric transformation process and to find a formula for
each of the transformation. Activity 1: identifying changes the coordinates of the corner points
Flat due isometric transformation process through paper charts with x and y axis. Students are
given models flat consisting of triangles and rectangles. Students are required to determine the
coordinates of the corner points of the flat area on graph paper. Furthermore, students are asked
to shift, flip, and twist the flat wake towards the left, right, up, down, using the same data
waking. Furthermore, students were asked to redefine the coordinates of the corner points of the
flat wake popularity after undergoing a process of transformation respectively. Activity 2: to
understand the principles of each process of transformation that is shifting, reflection, and
rotation through paper charts with x and y axis. Through data collected from one activity,
students observe the changes that occur and find formulations for each transformation
Objective: students know the kinds of transformation processes of dilation and can find a
formula for each of the transformation. Activity 3: identifying changes the coordinates of the
corner points Flat dilatation due to the transformation process through paper charts with x and y
axis. students are asked to observe the changes that occur shadows in front of a flashlight if the
flashlight eliminated or approximated. Students describe the results of these activities on graph
paper. Students are required to determine the coordinates of the corner points for each change.
Lesson 4: understand the principles of transformation dilatation through paper charts with x and
y axis. Through data collected from the activity 3, students observe the changes that occur and
find formulations for transformation dilatation.
The conversation of quotations known students can catch the hallmark of dilated namely
the change in size of both broad and long sides, with changes in the size of which is determined
by the multiplier or divider. Given that the dilatation is fourth in a series of geometric
transformations of matter, then when students are asked to formulate the changes in dilation,
students using the approach used in the discovery of the three previous meetings. Thus the
linkages between meetings indicate the success of a learning path designed. The series of
learning activities, which are designed to put the coordinates of the point of becoming a stepping
stone for students in understanding, are the type and the concept of transformation. This is in line
Figure 3. Learning Trajectory in Learning Transformation Geometry with the opinion Widjaja,
Dolk, and Fauzan (2010: 168) who found that a meaningful context will bring mathematical
thinking and discussion among students. Furthermore, to bring mathematical thinking, the need
for activities that provide opportunities for students to connect between the real experience and
mathematical reasoning as disclosed Freudenthal (Zulkardi, 2002). In this study, the research
foundation started by utilizing the experience of previous students that is associated with a
Cartesian coordinate and Flat models, as well as his understanding of the shadow. This informal
level has provided a preliminary understanding of the students in understanding the
transformation of the Cartesian coordinate geometry based on the study and the orientation flat
wake. Informal strategy is very well used as a source for further understanding. Through
coordinate and flat figure model, students are asked to observe the changes in shape, size, and
position of the flat wake after shift activity, reflection, and rotation, as well as dilation using the
tools of mirrors, bows, and a flashlight. Through changes in these forms, students returns
Cartesian coordinate observe changes that occur. Furthermore, through the phenomenon,
students may find the standard formula for each form of transformation. At this stage students
have reached the formal level to the next can be directed to solve mathematical problems. Based
on these activities, learning trajectory generated as follows in Figure 3. In the first issue until the
fourth issue, students will be able to create and find the model-model of transformational change
and find formulations based on these activities, but the speed of each group to respond and find
concepts and different formulation.
CONCLUSION
Learning activity is one of the major supporting elements in the learning process. Without
activity, the teacher will only transfer the knowledge and the student recipient of the transfer,
without meaning in everyday life. Activities can build a conducive learning atmosphere through
the discussion will involve the development of reasoning and further interaction. Building the
learning activities that are relevant to learning materials can be done by creating and applying the
learning trajectory.

Running track student learning is a unitary local learning theory consists of learning
objectives, a series of activities to support the learning objectives and learning in preparation to
face alleged student responses and further revise the learning trajectory. Learning trajectory of
transformation geometry is divided into two subjects namely isometric and dilatation. In this
learning path, acts as a rectangular coordinate student' initial experiences in finding a concept for
through the rectangular coordinate students can find the specific characteristics of each isometric
and dilatation.

This is in line with the principle of realistic mathematics approach is to build students'
understanding of things that are real, recognizable students, and students can be imagined as a
bridge between informal understanding with the formal concept. Tracks this learning into
meaningful input in the learning process because it can assign activities relevant to the learning
objectives and prepare for the alleged development of mathematical knowledge in the classroom
and the students' responses to learning. Thus it is advisable to prepare the path of students in
learning, especially in order to achieve certain targets.

ACKNOWLEDGMENT

Publication of the presented results has received funding from the Indonesian Ministry of
Research and Technology under decentralization project 2015 Content young lecturer research.

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