Online didactical design for subtraction fractions: A didactical design research through lesson study activities
DOI:
https://doi.org/10.33830/ijdmde.v1i1.7772Keywords:
fractions, learning barriers, online didactical design, didactical design research, lesson studyAbstract
When the COVID-19 pandemic struck, students encountered several obstacles during their learning, including the inability to implement optimal learning strategies. Therefore, this research aimed to develop an online didactic design that could potentially reduce barriers to student learning, particularly in fraction subtraction operations. The research employed a didactical design approach. At each step of the research design, the researcher used lesson study activities to produce a good online didactic design. Participants in this research were 56 students in grades VII and VIII, aged 13 to 18 years. The researcher was the main instrument, with several additional instruments, such as online didactic design, fraction tests, interview guides, and documentation studies. We used thematic analysis to analyze data on learning barriers, and qualitative analysis to analyze implementation data. The research results revealed that students indicated that they had experienced learning obstacles with ontogenic and epistemological obstacles during the COVID-19 pandemic. Upon compiling and implementing the online didactic design, we found no evidence of learning obstacles among the students. Although students encountered difficulties when solving fraction subtraction problems, this was not due to learning factors, but rather to internal factors such as a lack of study time.
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