DIDACTICAL DESIGN RESEARCH BASED REFLECTION PRACTICE IN TEACHER PROFESSIONAL DEVELOPMENT
DOI:
https://doi.org/10.23969/pics-j.v3i1.4171Keywords:
reflection practice, didactical design research, junior high school mathematics teachersAbstract
Reflection practice is a form of teacher professional development activity that has become the focus of study, research, and discussion in several scientific forums. The practice of reflection used so far is lesson study and educational action research. Didactical design research is one form of educational design research. DDR for mathematics teachers has been widely developing in Indonesia, both at the elementary, junior high, and high school levels. This service program begins with an introduction to Didactical Design Research. Form and its characteristics of didactical design research provide through a zoom meeting, and it will continue with the creation and development of a didactic design for learning mathematics based on the problems faced by the teacher. After the participants' activities, especially teachers, based on the results of the questionnaire response analysis of knowledge and understanding related to the concept of didactical design research, then the practice of reflection based on didactical design research increases and is ready for a workshop.Downloads
References
Hodgson, J., & Weil, J. (2011). Commentary: How individual and profession-level factors influence discussion of disability in prenatal genetic counseling. Journal of Genetic Counseling, 1-3.
Blömeke, S., Kaiser, G., König, J., & Jentsch, A. (2020). Profiles of mathematics teachers' competence and their relation to instructional quality. ZDM, 1–14. https://doi.org/10.1007/s11858-020-01128-y
Day, C. (2002). Developing teachers: The challenges of lifelong learning. Routledge.
Fatimah, I., Hendayana, S., & Supriatna, A. (2018). Didactical design based on sharing and jumping tasks for senior high school chemistry learning. Journal of Physics: Conference Series, 1013(1), 12094.
Fauzi, I., & Suryadi, D. (2020). Didactical Design Research untuk Mengembangkan Kompetensi Pedagogik Guru di Sekolah Dasar. INVENTA: Jurnal Pendidikan Guru Sekolah Dasar, 4(1), 58–68.
Güler, M., Çekmez, E., & Çelik, D. (2020). Breaking with tradition: An investigation of an alternative instructional sequence designed to improve prospective teachers' noticing skills. Teaching and Teacher Education, 92, 103073.
Haqq, A. A., Nasihah, D., & Muchyidin, A. (2018). Desain Didaktis Materi Lingkaran Pada Madrasah Tsanawiyah. Eduma: Mathematics Education Learning and Teaching, 7(1), 71–82. https://doi.org/10.24235/eduma.v7i1.2731
Holmqvist, M. (2017). Models for collaborative professional development for teachers in mathematics. International Journal for Lesson and Learning Studies. https://www.emerald.com/insight/content/doi/10.1108/IJLLS-12-2016-0051/full/html?casa_token=KdksWz4jc2kAAAAA:a2HYqRriOvk1Ef0n69WOC9jTTWjrKlNhIiCVucAnnbQvA8oUaJllc1BrmcpO7hlztt2lrdapNXnA1ZkRV33nrGa-SNFhKP2JzfQscJlXf0dNsC5_7hY
Lasauskien, J., Rauduvait, A., & Barkauskait, M. (2015). Development of general competencies within the context of teacher training. Procedia-Social and Behavioral Sciences, 191, 777–782.
Setiadi, D. R., Suryadi, D., & Mulyana, E. (2017). Didactical Design Enrichment of Angle in Geometry. Journal of Physics: Conference Series, 895(1), 12060.
Suryadi, D. (2018). Ontologi dan epistemologi dalam penelitian desain didaktis (DDR). Bandung: Departemen Pendidikan Matematika Universitas Pendidikan Indonesia.
Suryadi, D. (2019). Landasan Filosofis Penelitian Desain Didaktis (DDR). https://doi.org/10.1080/10511979808965910