Digital Didactical Design: Scratch Assisted Learning of Probability Materials in Junior High School

Author(s): Tsabita Nurul Izza, Sugiman Sugiman, Siti Kholifah

Institution: Yogyakarta State University, Yogyakarta, Indonesia

Category: Article, IJMMU, Digital, Learning, Education, Students, Technology, Teaching

Topics: Digital Didactic; Probability; Learning Obstacle; Learning Trajectory; Scratch

Abstract: The purpose of this research is to explore students’ learning obstacles in learning junior high school probability materials as well as to describe the role of Scratch programming application in the Learning Trajectory of learning junior high school probability materials. The research method used is Didactical Design Research which consists of several main research stages, namely, (1) Didactical situation analysis (exploring learning obstacles and developing HLT); (2) Metapedactical analysis (HLT implementation); and (3) Retrospective analysis, to analyze the learning trajectory process owned by students. The research was conducted on grade VIII students in one of the private junior high schools in Yogyakarta. The research subjects for the learning obstacle exploration were students who had learned the material of probability, namely 27 students of grade IX. While the research subjects for the implementation of didactical design were 63 students of grade VIII. All research subjects came from one of the private junior high schools in Yogyakarta. The results of the study found the existence of student learning obstacles in the material of probability which are divided into 3 types namely ontogenic obstacles, epistemological obstacles, and didactical obstacles. The researcher developed HLT and mathematical task with Scratch for the learning of probability material. The results showed that the use of Scratch programming application can help students understand the concept of probability. Leaning trajectory generated in accordance with the results of restrospective analysis showed several stages of learning, namely, (1) Situational; (2) Referential; (3) General; and (4) Formal..

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