QUALITATIVE THINKING LEVEL FOR GEOMETRY LEARNING BASED ON RIGOROUS MATHEMATICAL THINKING (RMT) APPROACH

Penelitian ini merupakan penelitian design research tipe validation study yang bertujuan untuk mengembangkan learning trajectory pada pembelajaran geometri topik tiga dimensi menunjang kemampuan berpikir kualitatif siswa dengan pendekatan Rigorous Mathematical Thinking (RMT). Hypothetical Learning Trajectory (HLT) akan disempurnakan sepanjang dilakukan di dalam kelas. Kegiatan dibuat dan dirancang bentuk lembar kerja (LKPD) proses pembelajaran. Subjek adalah kelas XII SMA Negeri 1 Palembang, sedangkan kelompok fokus 6 bervariasi yaitu tinggi, sedang, rendah dipilih berdasarkan hasil prestasi didokumentasikan oleh guru semester sebelumnya serta rekomendasi mata pelajaran matematika. Ada tahapan melakukan ini, yaitu: (1) preparing the experiment; (2) experiment dibagi menjadi preliminary teaching (3) retrospective analysis. Data dikumpulkan dianalisis secara kualitatif. Hasil menunjukkan bahwa lintasan belajar menggunakan tingkat indikator sering terlihat MIPA 7 Palembang visualisasi pelabelan. Lintasan diperoleh dari didasarkan LKPD telah dimana masalah berkontribusi membangun micro ketiga. (10pt)This is a type that aims to develop on of geometry topics three-dimensional support students' qualitative thinking skills with (RMT) approach. will be refined throughout lesson carried out in classroom. The activities were created and designed using student worksheets process. subjects students class XII, meanwhile, focus group this was varied abilities, namely high, medium, low who selected based achievement result documented by teacher previous as well recommendations teachers mathematics subjects. There are three stages conducting research, namely: Preparation Phase; Design experiments divided into pilot experiments; Research data collected analyzed qualitatively. results showed made levels indicators often seen an indicator visualization labeling. obtained from has been done where problem contributes building micro-teaching third-dimensional learning.