Designing Learning Trajectories to Support Prospective Teachers’ Statistical Literacy Skills
DOI:
https://doi.org/10.31980/mosharafa.v13i4.2546Keywords:
Coffee Production as Context, Design Research, Learning Trajectory, Statistical Literacy, Konteks Produksi Kopi, Lintasan Pembelajaran, Literasi StatistikAbstract
Abstrak
Literasi statistik sangat penting bagi calon guru untuk menafsirkan data secara akurat dan membuat keputusan yang tepat. Namun, banyak yang mengalami kesulitan akibat pendekatan pembelajaran yang terlalu abstrak. Studi ini mengembangkan Learning Trajectory (LT) dengan mengintegrasikan produksi kopi Pagar Alam sebagai konteks dunia nyata untuk mendukung literasi statistik calon guru. Dengan menggunakan metodologi design research tipe validation study, penelitian ini terdiri dari tiga fase yaitu fase preliminary, Fase design experiment termasuk pilot experiment serta teaching experiment, dan fase retrospective analysis. Studi ini melibatkan 60 calon guru matematika dari Universitas Sriwijaya. Pengumpulan data dilakukan melalui wawancara, observasi, dan lembar kerja. LT yang dikembangkan terdiri dari empat langkah utama yaitu memahami jenis data, menerapkan konsep statistik, menganalisis tren probabilitas, dan menggunakan model statistik untuk prediksi. Studi ini menekankan pentingnya menghubungkan konsep teoretis dengan aplikasi praktis, memberikan wawasan berharga bagi pendidikan calon guru dan pengembangan kurikulum.
Abstract
Statistical literacy is essential for prospective teachers to interpret data accurately and make informed decisions. However, many struggle due to abstract instructional approaches. This study develops a Learning Trajectory (LT) that integrates Pagar Alam coffee production as a real-world context to support statistical literacy of prospective teachers. Employing a design research methodology within a validation study framework, the research consists of three phases: (1) a preliminary phase, (2) a design experiment phase, including a pilot experiment and a teaching experiment, and (3) a retrospective analysis phase. The study involved 60 prospective mathematics teachers from Sriwijaya University. Data collection methods included interviews, observations, and worksheets. The developed LT comprises four key steps: understanding data types, applying statistical concepts, analyzing probability trends, and using statistical models for predictions. This study underscores the importance of linking theoretical concepts with practical applications, providing valuable insights for teacher education and curriculum development.
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