Achmad Ghozi Khoiruddin, Karlina Anjani, Ainyza Mayzahrah, Mayang Purbaningrum, Evangelista Lus Windyana Palupi
Learning plans should consider the diversity of student responses so that the learning is following the diversity of learning trajectories. Based on the results of previous research, many students need help dealing with material when there is a shift from concrete understanding to formal understanding, especially in the material on ratio and proportion. This research uses a research design consisting of three stages: preliminary design, teaching experiment, and retrospective analysis with cycle 1. Data collection techniques used documentation and observation. The research instrument used hypothetical learning trajectory (HLT) and worksheets. The data analysis technique used in this research was qualitative analysis. The research results show that using objects in the surrounding environment helps students understand the concept. Worksheets on ratio and proportion that have been developed still need improvement in writing instructions so that students can easily understand the tasks given. Teachers also should train students to think creatively without relying on teacher instructions. The HLT was developed following the results of the teaching experiments. This research can become a reference for teachers in developing learning according to students' flow of thinking on ratio and proportion. The limitation of this research is the limited time, and only 1 class of students was used as subjects. Suggestion for further research: a more significant number of subjects can be used, and the time spent on research will be communicated with the teacher. © 2025 Author(s).
Department of Mathematics Education, Faculty of Mathematics and Science, Surabaya State University, Surabaya, Indonesia
