Digital Didactical Design Alternatif Based on Learning Obstacles in Topic of Proportion: A Study of Pre-Service Mathematics Teachers

Resumo

Background: The objectives of this study are to (1) identify learning obstacles for pre-service mathematics teachers (PMTs) in understanding the concept of proportion and (2) design alternative digital didactic designs based on learning obstacle findings. Methods: In this study, an interpretive paradigm was used to conduct Didactic Design Research (DDR). This study involved 25 pre-service eighth-semester mathematics teachers at a private university in Indonesia. Data from test results, interviews, and document studies were analyzed using the triangulation method. Results: The results of this study show that PMT experiences an ontogeny type of learning obstacle. Mentally, students are not prepared to receive basic knowledge because the didactic design does not account for the relationship of prerequisite material to proportions, resulting in didactic obstacles. Barriers to epistemological learning were also identified as a result of a lack of understanding and mastery of the concept of ratio, which is only related to the context of cross-product strategy. Then, an alternative digital didactic design based on stages of the theory of didactic situations (TDS) was used, with e-learning-based Moodle as a hypothetical didactic design to minimize learning obstacles on the concept of proportion for PMT. Conclusion: PMT identified learning obstacles and then developed a hypothetical digital didactic design to minimize learning obstacles related to the concept of proportion for PMT.