DOI of the published article https://doi.org/10.33477/mp.v13i1.9303
Hypothetical Learning Trajectory Based on Inquiry Learning to Find The Volume Of Space
Lintasan Pembelajaran Hipotetis Berbasis Pembelajaran Inquiry untuk Menemukan Volume Bangun Ruang
DOI:
https://doi.org/10.21070/ups.8635Keywords:
Hypothetical Learning Trajectory, Inquiry Learning, Volume of SpaceAbstract
Geometry is essential in developing students' thinking skills, yet studies show low understanding of geometric concepts, especially volume. This issue stems from learning methods that fail to build students’ conceptual understanding. This study aimed to develop a Hypothetical Learning Trajectory based on Inquiry Learning (HLT-IL) to help fifth-grade students grasp the volume of cubes and cuboids. Using a design research approach, the study involved three phases: preparation, teaching experiments, and retrospective analysis. Instruments included worksheets, observation sheets, and tests, with participants categorized into low, medium, and high skill levels. The developed HLT-IL consisted of five main activities orientation, conceptualization, investigation, conclusion, and discussion and nine sub-activities, such as discovery, questioning, hypothesis generation, and reflection. Results showed 92.86% of students reached a satisfactory level, indicating that the inquiry-based trajectory effectively supports conceptual understanding of volume in elementary education.
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