Digital Didactical Design: The Role of Learning Obstacles in Designing Combinatorics Digital Module for Vocational Students

Abstract

Many changes occur in the world of education as a result of technological advancement, including the compilation of a module. Digital modules that students can easily access and that have been compiled based on an analysis of student learning obstacles are required. Therefore, this research aims to develop a digital module based on student learning obstacles and it employs the theory of Digital Didactical Design (DDD). DDD contains components of learning objectives, learning activities, process-based assessment, social relations, and integrated technology. This is an on-going study relying on ADDIE (Analyze, Design, Development, Implement, Evaluation) model and it reveals the results from Analyze, Design, and Development stages. In the analysis stage, several instruments, such as test, interviews, and documentation, were used to encounter some learning obstacles in solving the combination problems faced by the vocational high school students. The next stage is designing the digital module based on the students' learning obstacles using DDD components. And in the development stage, the validity and practicality of the module are being tested and the results are very valid and practical. Thus, this digital module was feasible and can be used in teaching combination for vocational high school students to minimize learning obstacles.

Pengembangan Modul Digital Menggunakan Framework Tpack Untuk Meningkatkan Kemampuan Life Skills Siswa

“…Several previous studies have elucidated the topic of digital modules as a form of instructional material based on digital technology. Various prior studies, such as the findings by Nopriana et al (2023) and , revealed that digital modules effectively enhance mathematics learning. However, secondary school students need help in implementing these digital modules.…”

Mathematics Teachers’ Interviewing Strategies for Diagnosing Students’ Learning Obstacles

“…The diagnosis aims to enhance students' mathematical understanding and facilitate the development of individualized didactical design (Larrain & Kaiser, 2022;Wijaya et al, 2019). Furthermore, diagnosing students' learning obstacles is a strategic move in teachers' reflective practice in planning didactic situations and anticipating students' responses (Nopriana et al, 2023;Puspita et al, 2022).…”

“…To our knowledge, research on mathematics learning obstacles seems to be primarily concerned with locating empirical evidence of the learning obstacle of students or college students when studying a mathematical topic. Some examples of such mathematical topics are fractions (Isnawan et al, 2022), trigonometry (Maknun et al, 2022), geometric transformation (Kandaga et al, 2022), rational numbers (Novita et al, 2022), derivatives (Puspita et al, 2022), combinatorics (Nopriana et al, 2023) and others. A Marfuah / Mathematics Teachers' Interviewing Strategies for Diagnosing Students' Learning Obstacles study focussing on the abilities of prospective mathematics teachers in analyzing students' learning obstacles (Jatisunda et al, 2022).…”