Didactic Design Based on Obstacles to Student Learning in Physics Subjects in Bandung City
Heni Rusnayati1, Karsih2, MarwahHayati Nufus3, Liza Heryanti4, Alfia Fitrianti5, Parsaoran Siahaan6, David Edison Tarigan7, AgusFany Chandra Wijaya8
Universitas Pendidikan Indonesia
Abstract
Abstract. Preliminary studies carried out using the Respondent Ability Test (RAT) identified that students experienced obstacles in: light refraction material on the lens that is determining the type of lens, focal length, lens strength and problem solving in shadow formation by 99%, unable to apply the impulse concept 97.14%, unable to connect to the planetary revolution with the distance of the planet to the Sun by 92.1%, unable to apply mathematical equations to the inclined plane of 100%. Learning obstacles that occur in students can affect the learning process and student learning outcomes.One effort to overcome the learning barriers experienced by students is by compiling a learning based learning barrier on students. Based on this, research was conducted aimed at minimizing student learning barriers through didactical design research (DDR). In designing DDR, epistemology obstacle analysis was carried out through tests of respondents abilities with research methods using qualitative descriptive. The stages of DDR research go through three stages of analysis, namely didactic situation analysis, metapedadactic situation analysis and retrospective analysis. Design that has been designed is implemented in class XI and class X high school in the city of Bandung. Data analysis that has been done shows that didactic design that has been implemented can minimize student learning barriers.
Keywords: didactic design, learning barriers, qualitative descriptive
Topic: Physics Education