HYPOTHETICAL DIDACTIC DESIGN BASED ON COGNITIVE CONFLICT IN THE MATERIAL OF SINGLE AND COMPOUND INTERESTS BASED ON LEARNING OBSTACLES OF HIGH SCHOOL STUDENTS

Abstract

This study aims to produce a hypothetical didactic design based on cognitive conflict on the topic of single and compound flowers based on the learning obstacles of high school students. The study uses a Didactic Design Research (DDR) approach with a qualitative method that focuses on the prospective analysis stage before the implementation of learning. The research subjects consisted of 28 11th grade high school students who took a cognitive diagnostic test, four of whom were selected for in-depth interviews, as well as mathematics teachers as informants. Data were collected through diagnostic tests, semi-structured interviews, and teacher interviews, then analyzed through data reduction, data presentation, and conclusion drawing. The results of the study indicate that students have initial knowledge of the concept of flowers, but this understanding is still procedural and not fully conceptual. Two types of learning obstacles were found, namely epistemological obstacles related to the limited generalization of concepts in new contexts, and didactic obstacles related to previous learning experiences that are oriented towards procedures. Based on these findings, a hypothetical didactic design was developed that integrates the cognitive conflict approach through gradual didactic situations, student response prediction, and Pedagogical Didactic Anticipation (PDI). This design has gone through two stages of expert validation and has been declared suitable for use as an alternative learning design, although its effectiveness cannot yet be concluded because the research has not yet reached the implementation stage.