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Didactical Design Research (DDR): Upaya MemandirikanBerpikir untuk Membangun Karakter
Didi Suryadi
Departemen Pendidikan Matematika
FPMIPA Universitas Pendidikan Indonesia
Out Line Presentasi
Beberapa Inspirasi
Lima Alasan Lahirnya DDR
Beberapa Contoh Penelitian dan aktivitas DDR
Membangun Generasi Emas Indonesia 2045
MISSION
IDENTITY (CHARACTER)
BELIEFS
COMPETENCE
KNOWLEDGE Leve
l of
Lear
nin
g
Pemberdayaan Pendidik melalui Reflective-Practices
Lima Alasan Lahirnya DDR
1) Tradisi Penelitian Pendidikan
2) Orientasi Pengembangan Bahan Ajar: Pencapaian Tujuan vs Optimalisasi Potensi
3) Orientasi Belajar: Menerima Pengetahuan vs MengembangkanPengetahuan
4) Orientasi Pendidik: Pengguna Pengetahuan vs PengembangPengetahuan
5) Pengembangan Profesionalitas; Pasif-Terisolasi vs Aktif-Kolaboratif
Theoretical Base of the Reflective Framework of DDR
adaptation
acculturation
❖ Mayeutic socratic contract❖ Ostention contract
❖ Adidactical contractDidactical-Pedagogical
anticipation
❖ Prediction❖ HLTrajectory
❖ Situation of action❖ Situation of formulation❖ Situation of validation❖ Situation of institutionalization
Didactical Situation
Ref
lect
ion
fo
r ac
tio
n
Reflection in action
Ref
lect
ion
of
acti
on
DS
Tools for Reflection
Lesson Planning Implementation RetrospectionCritical Reflection for Action Critical Reflection in Action Critical Reflection of Action
• Repersonalisation and recontextualisation
• Analyze Learning Obstacles and Hypothetical Learning Trajectory.
• Analyze Predictions and anticipations of didactical design
• Identifying Actual Learning Obstacles and Learning Trajectory.
• Analyze metapedadidaktic
• Critical analyses of hypothetical-actual Learning Obstacle and Learning Trajectory.
• Retrospektive analyses.
Practical reasoning for Action Practical reasoning in Action Practical reasoning of Action
• Conceptual Argumentation • Structural and functional
argumentation of the design
• Argumentation on metapedadidaktic
• Consideration on conceptual argumentation, didactical and pedagogical
Some Examples
Aritmatika
Variabel
Konteks Percobaan
Kimia 1Konteks Percobaan
Kimia 2
Konteks PercobaanKimia 3
Menemukan MaknaVariabel
Maudy, 2016
Pre
dik
si • 40 + 40 + 40 + 30 + 30 + 10 = 190
• (3 x 40) + (2 x 30) + 10 = 190
• 40 + 40 + 40 + 30 + 30 + 10 = (3 x 40) + (2 x 30) + 10 = 190
Imp
lem
enta
si • 40 + 40 + 40 + 30 + 30 + 10 = 190
• (3 x 40) + (2 x 30) + 10 = 190
• 40 + 40 + 40 + 30 + 30 + 10 = (3 x 40) + (2 x 30) + 10 = 190
No. Variabel Banyak
Siswa
1.
13
2. 2
3. 4
4. … 3
5. ? 2
6. u 1
7. N 2
8. p 1
9. a 1
10. y 1
11. x 6
1. Siswa mengganti nilai yang belum diketahui dengan gambar.
+ + + 30 + 30 +10
2. Siswa mengganti nilai yang belum diketahui dengan kotak kosong atau titik-
titik seperti yang pernah mereka dapatkan di sekolah dasar.
+ + + 30 + 30 + 10
… + … + … + 30 + 30 + 10
3. Siswa mengganti nilai yang belum diketahui dengan berbagai macam huruf.
t + t + t + 30 + 30 + 10
a+ a + a+ 30 + 30 + 10
4. Siswa mengganti nilai yang belum diketahui dengan x.
x+ x + x + 30 + 30 + 10
5. Siswa menggunakan cara berdasarkan pemahamannya terhadap konteks 1.
3x + (2 × 30) + 10
Prediksi
Implementasi
No. Cara Banyaknya Jumlah
1. pp + pp + pp + p + p + 10 = 3pp + 2p + 10 1 1
2. … + … + … + p + p + 10 1 1
3. ? + ? + ? + x + x + 10 = 3? + 2x + 10 1 1
4. w + w + w + f + f + 10 1 1
5. s + s + s + N + N + 10 1 1
6. N + N + N + D + D + 10 1 1
7. M + M + M + N + N + 10 1 1
8. x + x + x + B + B + 10 3 3
9. • U + U + U + x + x + 10 = 3U + 2x + 10
• x + x + x + U + U + 10 = 3x + 2U + 10
1
1 2
10. O + O + O + N + N + 10 = O x 3 + N x 2 + 10 1 1
11. z + z + z + N + N + 10 = 3z + 2N + 10 1 1
12. u + u + u + w + w + 10 = 3u + 2w + 10 1 1
13. u + u + u + v + v + 10 = 3u + 2v + 10 1 1
14. p + p + p + q + q + 10 = 3p + 2q + 10 1 1
15. x + x + x + p + p + 10 = 3x + 2p + 10 1 1
16. a + a + a + b + b + 10 = 3a + 2b + 10 1 1
17.
• n + n + n + x + x + 10
• 3x + 2n + 10
• x + x + x + n + n + 10 = 3x + 2n + 10
2
1
2
5
18.
• x + x + x + y + y + 10
• 3x + 2y + 10
• x + x + x + y + y + 10 = 3x + 2y + 10
2
2
8
12
1. x + x + x + y + y + 10
2. 3x + 2y + 10
Prediksi
Implementasi
Variabel
PLSV berbentuk
x±b=c & ax±b=c
Konteks PercobaanKimia 1
Konteks PercobaanKimia 2
Menemukan Cara Penyelesaian
PLSV berbentuk x±b=c & ax±b=c
No. Cara
Banyak
Siswa
1. 10 – 4 = 6 2
2. 4 + x = 10
4 + 6 = 10
x = 6
11
3. 4 + x = 10
4 + x = 4 + 6
x = 6
1
4. 4 + x = 10
4 + 1 = 5
4 + 2 = 6
4 + 3 = 7
4 + 4 = 8
4 + 5 = 9
4 + 6 = 10
x = 6
3
5. 4 + x = 10
4 + 10 = 14
4 + 9 = 13
4 + 8 = 12
4 + 7 = 11
4 + 6 = 10
x = 6
4
6. 4 + x = 10
x = 10 – 4
x = 6
11
7. 4 + x = 10
4 + x – 4 = 10 – 4
x = 6
4
Siswa mengerjakan dengan menggunakan cara
1. fakta bilangan
2. cover up
3. teknik membilang
4. working backwards
5. substitusi coba coba
6. mengubah urutan (pindah ruas- ganti tanda)
7. yang sama kepada kedua ruas
Implementasi
Prediksi
No. Cara Banyaknya Jumlah
1. 10 – 4 = 6
6 : 2 = 3
x = 3
1 1
2. • 4 + x + x = 10
4 + 3 + 3 = 10
x = 3
• 4 + T + T = 10
4 + 3 + 3 = 10
T = 3
4
1
5
3. 4 + x + x = 10
4 + 1 + 1 = 6
4 + 2 + 2 = 8
4 + 3 + 3 = 10
x = 3
4 4
4. • 4 + N + N = 10
10 – 4 = 6
N = 6 : 2 = 3
• 4 + N + N = 10
N + N = 6
6 : 2 = 3
N = 3
1
1
2
5. 4 + x + x = 10
x + x = 10 – 4 = 6
x = 6 : 2 = 3
x = 3
11 11
6.
• 4 + + = 10
+ = 10
2 = 6
= 3
• 4 + x + x = 10
2x = 10 – 4
2x = 6
x = 6/2
x = 3
• 4 + 2x = 10
2x = 10 – 4
2x = 6
x = 6/2
x = 3
1
5
7
13
1. 4 + x + x = 10
2x = 10 – 4
2x = 6
x = 6/2
x = 3
2. 4 + 2x = 10
2x = 10 – 4
2x = 6
x = 6/2
x = 3
Prediksi Implementasi
PLSV berbentuk
x±b=c & ax±b=c
PLSV berbentukax±b=cx & ax±b=cx±d
KonteksInstagram
Menemukan Cara Penyelesaian
PLSV Berbentuk
ax±b=cx & ax±b=cx±d
1. Siswa mengerjakan dengan cara membuat tabel secara terpisah.
2. Siswa mengerjakan dengan cara membuat tabel yang disatukan.
Minggu
ke- Masha
1
2
3
4
5
6
11
13
15
17
19
21
Minggu
ke- Nobita
1
2
3
4
5
6
6
9
12
15
18
21
Minggu
ke- Masha Nobita
1
2
3
4
5
6
11
13
15
17
19
21
6
9
12
15
18
21
1. Siswa mengerjakan dengan menggunakan persamaan aljabar.
9 + 2x = 3 + 3x
9 – 3 = 3x – 2x
6 = x
2. 9 + 2x = 3 + 3x
9 + 2x – 9 = 3 + 3x – 9
2x = – 6 + 3x
2x – 2x = – 6 + 3x – 2x
0 = – 6 + x
6 = x
3. 9 + 2x = 3 + 3x
9 + 2x – 3 = 3 + 3x – 3
6 + 2x = 3x
6 + 2x – 2x = 3x – 2x
6 = x
Prediksi
F T S
acculturation adaptation
Didactical situation
acculturation adaptation
Didactical situation
Ost contract MS contract AP contract
Ost contract MS contract AP contract
Didactical Contract
Contract Breaking Contract
Breaking
Experiencing Learning Helping students’ learning
F G
acculturation adaptation
Didactical situation
Ost contract MS contract AP contract
Contract Breaking
Didactical Contract
Exploring Learning
❖ Concept abstraction❖ Learning Obstacle❖ Learning Trajectory❖ Didactical Situation
Did
acti
cal-
Pe
dag
ogi
cal
An
tici
pat
ion
Experiencing learning
Series of Didactical Situation—Learning Trajectory
Konteksmemunculkanide bilangangenap danganjil
Bilangangenap danganjil
Kelipatan, kelipatan 2, kelipatan 3
Kelipatanpersekutuan
KelipatanPersekutuan Tekecil (KPK)
KPK dari 6 dan 8
KPK dari m dan n
G S
acculturation adaptation
Didactical situation
Ost contract MS contract AP contract
Contract Breaking
Didactical Contract
Focus of Consideration
❖ Mathematical Competences
▪ Conceptual▪ Procedural▪ Strategic▪ Adaptive Reasoning▪ Productive Disposition
❖ Learning Trajectory❖ Learning Obstacle❖ Didactical situation
Did
acti
cal-
Pe
dag
ogi
cal
An
tici
pat
ion
Helping students’ learning
Preparing for Teaching
Preparing for Teaching
Pembelajaran dan Diskusi Pasca Pembelajaran
Implementing a Reflective Framework on Teachers Community
Reflection for action
Reflection in action
Reflection of action
Reflection of action
The Next Research
1. DIDACTICAL DESIGN RESEARCH (DDR) DALAM REVITALISASI IMPLEMENTASI KURIKULUM PENDIDIKAN MATEMATIKA
2. SMANDATAS CENTER OF CREATIVE LEARNING COMMUNITY (SMANDATAS-CCLC)
Design of the First Reseach
WORKSHOPSOSIALISASI DDR UNTUK DOSEN DAN
MGMP MATEMATIKA
INOVASI PERKULIAHAN
WORKSHOP DDR PERENCANAAN
WORKSHOP DDR IMPLEMENTASI
WORKSHOP DDR RETROSFEKTIF
PEMBERDAYAAN KOMUNITAS MGMP
WORKSHOP DDR PERENCANAAN
WORKSHOP DDR IMPLEMENTASI
WORKSHOP DDR RETROSFEKTIF
WORKSHOP BIMBINGAN PENELITIAN MAHASISWA
DALAM KOMUNITAS DDR
WORKSHOPPENULISAN KARYA ILMIAH
(ARTIKEL, MONOGRAF, BAB BUKU)
The Second Research
WORKSHOPSOSIALISASI CCLC UNTUK GURU
INOVASI PEMBELAJARAN
WORKSHOP PERENCANAAN
WORKSHOP IMPLEMENTASI
WORKSHOP RETROSFEKTIF
PEMBERDAYAAN KOMUNITAS MGMP
WORKSHOP PERENCANAAN
WORKSHOP IMPLEMENTASI
WORKSHOP RETROSFEKTIF
WORKSHOP BIMBINGAN CREATIVE LEARNING
UNTUK SISWA
WORKSHOPPENULISAN KARYA ILMIAH
(ARTIKEL, MONOGRAF, BAB BUKU, PRODUK CREATIVE LEARNING)
