Didactic Design Research on Two-Dimentional Shape Materials Based on Learning Obstacles in Grade VII Mathematics Learning

@article{hanisyah2026didactic,
  title = {{Didactic Design Research on Two-Dimentional Shape Materials Based on Learning Obstacles in Grade VII Mathematics Learning}},
  author = {Widaswara Agustin Hanisyah and Nuriana Rachmani Dewi and Ardhi Prabowo},
  journal = {Kreano: Jurnal Matematika Kreatif-Inovatif},
  year = {2026},
  month = jun,
  doi = {10.15294/kreano.v17i1.45960},
  url = {https://doi.org/10.15294/kreano.v17i1.45960},
  note = {CC BY-SA},
}

TY  - JOUR
TI  - Didactic Design Research on Two-Dimentional Shape Materials Based on Learning Obstacles in Grade VII Mathematics Learning
AU  - Widaswara Agustin Hanisyah
AU  - Nuriana Rachmani Dewi
AU  - Ardhi Prabowo
PY  - 2026
DA  - 2026/06/01
JO  - Kreano: Jurnal Matematika Kreatif-Inovatif
DO  - 10.15294/kreano.v17i1.45960
UR  - https://doi.org/10.15294/kreano.v17i1.45960
AB  - Geometric shapes are a prerequisite for achieving Phase D learning outcomes in the assessment criteria. However, difficulties were observed among Grade VIII at one of Junior High School in Semarang. The students were unable to solve problems related to geometric shapes in contextual or unconventional problems. This indicates that the students are experiencing learning difficulties with geometric shapes. Learning barriers describe the limitations individuals experience in understanding or mastering a concept within a learning topic. Therefore, this study was conducted to analyze students’ learning barriers in plane geometry, which will then serve as the basis for developing a didactic design in the form of instructional materials for plane geometry. The research subjects were 8 eighth-grade junior high school students and 1 mathematics teacher. This study employed a qualitative approach using the Didactical Design Research (DDR) methodology, which consists of three stages of analysis: (1) analysis of the didactic situation, (2) metadidactic analysis, and (3) retrospective analysis. This study focused on the analysis of the didactic situation. Learning barriers were analyzed through the results of the respondents’ ability tests, interviews, and observations of the learning process. The barriers identified were: a) Epistemological Barriers, where the subjects did not fully understand the concepts of area and perimeter; b) Ontogenetic Barriers, where the subjects did not master the prerequisite material; c) Didactic Barriers, where the learning process only included didactic situations in the form of action situations. The identified learning barriers were subsequently used as the basis for developing a didactic design. The didactic design, developed based on the learning trajectory while considering the identified learning barriers, was then validated by two supervising lecturers and two mathematics teachers from the school where this research was conducted.  Abstrak  Materi Bangun datar menjadi materi prasyarat untuk mencapai capaian pembelajaran fase D pada elemen pengukuran. Akan tetapi, kesulitan ditemukan pada Kelas VIII di salah satu SMP di Semarang. Peserta didik belum bisa menyelesaikan permasalahan berkaitan materi bangun datar pada permasalahan kontekstual atau permasalahan yang tidak biasa. Ini menunjukkan bahwa peserta didik mengalami suatu hambatan belajar pada materi bangun datar. Hambatan belajar menggambarkan adanya keterbatasan yang dialami individu dalam memahami atau menguasai suatu konsep pada suatu topik pembelajaran. Oleh karena itu, penelitian dilakukan untuk menganalisis hambatan belajar peserta didik pada materi bangun datar yang kemudian akan dijadikan dasar untuk menyusun desain didaktis berupa bahan ajar pada materi bangun datar. Subjek penelitian adalah 8 orang peserta didik kelas VIII SMP dan 1 orang guru matematika. Penelitian ini menggunakan penelitian kualitatif dengan desain penelitian Penelitian Desain Didaktis (Didactical Design Research) yang terdiri dari tiga tahap analisis, yaitu (1) analisis situasi didaktis (2) analisis metapedadidaktik, dan (3) analisis retrosfektif. Penelitian ini berfokus pada tahap analisis situasi didaktis. Hambatan belajar dianalisis melalui hasil tes kemampuan responden, wawancara, dan pengamatan terhadap proses belajar. Hambatan yang ditemukan, yaitu a) Hambatan Epistemologis, subjek tidak memahami konsep luas dan keliling secara utuh, b) Hambatan Ontogenik, subjek tidak menguasai materi prasyarat, c) Hambatan Didaktis, proses pembelajaran hanya memuat situasi didaktis berupa situasi aksi. Hambatan belajar yang ditemukan selanjutnya digunakan sebagai dasar pengembangan desain didaktik. Desain didaktik yang dikembangkan berdasarkan lintasan pembelajaran dengan mempertimbangkan hambatan belajar yang telah diidentifikasi selanjutnya divalidasi oleh dua dosen pembimbing dan dua guru matematika dari sekolah tempat penelitian ini dilakukan.
SN  - 2086-2334
SN  - 2442-4218
ER  -