This study is to correct mathematical learning by didactic design based on learning obstacles and learning trajectory. This is a qualitative study through Didactical Design Research (DDR) by three analytical phase, i.e. 1) didactical situation analysis before learning presented as didactical design hypothesis including ADP; 2) metapedadidactical analysis which analyzes teacher’s ability such as unity, flexibility, and coherency in learning; 3) retrospective analysis which is the correlated analysis between the result of didactical situation hypothesis analysis and metapedadidactical analysis. The result of problem analysis related to integer arithmetic operation, a concept of function, and two triangle similarity concept, implementation of early didactical design could predict probable mistakes done by students and even if the mistakes still there, it was decreased compared to early learning obstacle test. These conditions were reinforced after learning with mathematics score school succeed standard 75% was done.
One of the important keys to improve undergraduate students’ learning process is by using a good learning material, especially for those who are from mathematics department. In this study, the learning material was developed not merely by considering the characteristic of the materials and supported by appropriate models, methods and approaches. Further than that, it also pays attention on learning obstacles faced by the undergraduate students from both internal and external perspectives. By this way, the learning material was made based on epistemology, didactic, and learning trajectory. This study was undertaken by applying Didactical Design Research (DDR) which has three analytical phases: didactical situation analysis prior; metapedidactical analysis; and retrospective analysis. This study was beginning with problems (concept founding or even concept reinforcement), then the problems was analysed by the students by referring textbook for students and lastly making the teaching guide based on the learning obstacle, didactical, and learning trajectory. After learning process and learning obstacle test was done, an analysis was carried out and it shows that the didactical design successfully improved the undergraduate students’ representation and communication skill. However, it seems that the undergraduate students’ representation skill does not significantly affect to their communication skill.
The purpose of this study is to find out the type of learning obstacle experienced by students in the opportunity material at the junior level in view of PISA 2021 literacy. The method used in this study is a qualitative method using a didactical design research framework, which focused on the study of learning obstacles. Instruments for studying learning obstacles on the topic of opportunity are designed based on mathematical literacy of PISA 2021. Participants in this study consisted of three 10th grade students at one of the MA (Madrasah Aliyah) in Bandung, one class 11th student at one of the MA in Bandung, two 10th grade students at one of the high schools in Jakarta. Data is collected through tests and interviews through WhatsApp. The results showed that there were four types of learning obstacles experienced by participants, namely students' incomprehension to the concept of opportunities used, students' incompetence to the context of information from the given problem, lack of careful reading and doing, and not used to working on problem solving type problems.
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