IDENTIFICATION OF LEARNING OBSTACLES AND PREPARATION OF DIDACTIC DESIGN OF TECHNOLOGY-ENHANCED LEARNING INTEGRATED HYPOTHESIS IN PYTHAGOREAN THEOREM MATERIAL

Abstract

Learning the Pythagorean Theorem continues to present various learning challenges that may limit students’ conceptual understanding and their ability to apply the theorem across different problem-solving situations. Therefore, this study sought to explore the learning obstacles encountered by students when studying the Pythagorean Theorem and to formulate a hypothetical didactical design incorporating the Technology-Enhanced Learning (TEL) approach. The study employed the Didactical Design Research (DDR) method, focusing on the prospective analysis stage. The research participants consisted of a mathematics teacher and Grade VIII J students of SMP Negeri 03 Brebes as the pre-implementation class. Data were collected through lesson plan analysis, teacher interviews, diagnostic tests, and student interviews. The findings revealed three types of learning obstacles: ontogenic obstacles related to students' learning readiness and their ability to interpret problem information; epistemological obstacles associated with limited conceptual understanding of the Pythagorean Theorem across different representations and contexts; and didactical obstacles influenced by limited instructional time, which reduced students' opportunities to explore concepts in depth. Based on these findings, a hypothetical didactical design was developed by integrating the TEL approach through interactive PowerPoint presentations, GeoGebra, learning videos, QR codes, and Liveworksheet, accompanied by predictions of students' responses and didactical-pedagogical anticipations. The resulting hypothetical didactical design is expected to serve as an alternative instructional design that accommodates students' learning obstacles in learning the Pythagorean Theorem.