Development of a Contextual Didactical Design in Measurement Learning Based on Social Constructivism Theory

Abstract

This study aims to develop a Contextual Didactical Design for Measurement Learning Based on Social Constructivism Theory that is valid, practical, and effective in overcoming students’ learning obstacles. This study employed a Sequential Exploratory approach, consisting of a qualitative phase using the Didactical Design Research (DDR) method and a quantitative phase using a Quasi-Experimental method with a Nonequivalent Control Group Design. The development stages included needs analysis, identification of learning obstacles, formulation of Design Requirements, development of a Hypothetical Learning Trajectory (HLT), prediction of students’ responses, development of Didactical Pedagogical Anticipation (ADP), prototype development, validation, implementation, metapedadidactic analysis, Actual Learning Trajectory (ALT) analysis, and retrospective analysis. The results showed that the developed didactical design was able to overcome various students’ learning obstacles in measurement topics, including understanding units, using measuring instruments, perimeter, area, volume, capacity, scale, and applying concepts in authentic problems. The implementation of the design through five learning phases, namely problem contextualization, exploration and social discourse, collaboration and scaffolding, construction of measurement concepts, and application and reflection, enhanced students’ involvement in the process of knowledge construction. The developed design demonstrated good practicality and effectiveness, as indicated by students’ activity level of 90%, students’ responses of 86%, an average learning outcome score of 80.45, classical mastery achievement of 82%, and an N-Gain score of 0.78, categorized as high. Therefore, the Contextual Didactical Design Based on Social Constructivism Theory can serve as an evidence-based, adaptive, and responsive alternative instructional design for measurement learning that addresses students’ learning needs.