METODELOGI PENELITIAN

NAMA                                    : TENNY ARIANI

NIM                            : 20102812021

MATA KULIAH         : METODOLOGI PENELITIAN

PEND MATEMATIKA

PPS UNIVERSITAS SRIWIJAYA

Introducing Educational Design Research

Motives for design research

·         design research stems from the desire to increase the relevance of research for educational policy and practice

·         design research relates to scientific ambitions

·         the aspiration of increasing the robustness of design practice.

About design research

·         Design studies, Design experiments

·         Development/Developmental research

·         Formative research, Formative evaluation

·         Engineering research.

Design-Based Research Collective 2003; Reeves et al.

2005; van den Akker 1999) design research may be characterized as:

·         Interventionist: the research aims at designing an intervention in the real world;

·         Iterative: the research incorporates a cyclic approach of design, evaluation,and revision;

·         Process oriented: a black box model of input–output measurement is avoided, the focus is on understanding and improving interventions;

·         Utility oriented: the merit of a design is measured, in part, by its practicality for users in real contexts; and

·         Theory oriented: the design is (at least partly) based upon theoretical propositions, and field testing of the design contributes to theory building.

NAMA                                    : TENNY ARIANI

NIM                            : 20102812021

MATA KULIAH         : METODOLOGI PENELITIAN

PEND MATEMATIKA

PPS UNIVERSITAS SRIWIJAYA

Design Research From a Curriculum Perspective

Contributes to understanding design research in the curriculum domain.

The curriculum Domain

The notion of curriculum is treated from an inclusive perspective. That is, the broad definition

of a plan for learning has been used as a starting point. The curricular perspectives that most robustly underpin our vision of design research in the curriculum domain.

Perspective

Curricular decision making is generally an iterative and lengthy process, Curricular decisions may be analyzed from various angles

Goodlad (1994) defines three are sociopolitical, technical-professional, and substantive.

Three major orientations for selection and priority setting:Leaner,society,knowledge

Components

which connects all the other components are aims and objectives, content, learning activities, teacher role,

materials and resources, grouping, location, time, and assessment.

·         Consistency, harmony, and coherence

macro (system/society/nation/state), meso (school/institution), and micro (classroom/learner).

 Van Den Akker (1988, 1998,2003), who offers three broad distinctions: the intended curriculum, the implemented curriculum, and the attained curriculum. From an implementation perspective, robust curriculum design(consistency, harmony, coherence)

·         Curriculum implementation

Mutual adaptation (Berman and McLaughlin 1977,1978) suggests that curriculum implementation is a process whereby adjustments to a curriculum are made by curriculum developers and those who actually use it in a school or classroom context.

Design research in the curriculum domain

·         Why choose a design research approach?

·         What are the outputs of design research?

·          When is this approach useful?

·          Who is involved in design research?

·         Where does design research take place?

·         How is design research conducted?

Tenets

Design research efforts contribute to three maintypes of outputs are design principles, curricular products, and the professional development of participants.

·         Rigor

design research yields knowledge in the form of design principles

·         Relevance

The societal contribution of design research refers to the curricular product or program that benefits educational practice.

·         Collaboration

If design research activities are to contribute to the professional development of participants.

Iterations

Each iteration helps sharpen aims, deepen contextual insights, and contribute to the three main outputs (design principles drafted, curricular products improved, and opportunities for professional development created). The classic cycle of analysis, design, and evaluation.

Conceptual model

The process are the tenets of research rigor, local relevance, and collaboration with participants. These foundational ideas shape the analysis, design, and evaluation cycle.

Design research dilemmas

To help improve educational realities directly (through the curricular products designed and the professional development opportunities created by the study itself) and indirectly(through design principles to inform future endeavors).

·         Designer (also) as implementer and evaluator

·         Real-world research settings bring real-world complications

·         Adaptability

Design study guidelines

For design research initiatives were discussed: rigor, relevance, and collaboration.Explicit conceptual framework, Congruent study design,Triangulation, Inductive and deductive   data analysis,Full description, Member check

NAMA                          : TENNY ARIANI

NIM                             : 20102812021

MATA KULIAH            : METODOLOGI PENELITIAN

PEND MATEMATIKA

PPS UNIVERSITAS SRIWIJAYA

Design Research From A Learning

Design Perspective

Design research that aims at creating innovative learning ecologies in order to develop local instruction theories on the one hand, and to study the forms of learning that those learning ecologies are intended to support on the other hand.The research projects we focus on involve a

research team taking responsibility for a group of students’ learning for a period of time.

One has a background in socioconstructivist analysis of instruction. The other has done work on realistic mathematics education (RME) that is carried out in the Netherlands.

The experience that conscious and thorough instructional design work brought about a learning process in which the designers developed valuable and well-grounded knowledge in what retrospectively might be called design experiments.

The purpose of design experiments is to develop theories about both the process of

learning and the means designed to support that learning.Three phases of conducting a design experiment:

1.     preparing for the experiment,

2.     experimenting in the classroom

3.     conducting retrospective Analyses

Phase one – preparing for the experiment

the goal of the preliminary phase of a design research experiment is to formulate a local instruction theory that can be elaborated and refined while conducting the experiment.

Endpoints

The preparation for a classroom design experiment typically begins with the clarification of the mathematical learning goals.

Starting points

In order to be able to develop a conjectured local instruction theory, one also has to consider the instructional starting points.

Local instruction theory

Such a local instruction theory consists of conjectures about a possible learning process, together with conjectures about possible means of supporting that learning process

Theoretical intent

The research group also has to formulate the theoretical intent of the design experiment,

because the goal of a design experiment is not just to describe what happened in a particular classroom. One of the primary aims of a design experiment is to support the constitution of an empirically grounded local instruction theory. Another aim of a design experiment might be to place classroom events in a broader context by framing them as instances of more encompassing issues..

Phase two – the design experiment

The second phase consists of actually conducting the design experiment. When all the preparation has been done, the overall endpoints are specified,the starting points defined, and a conjectured local instruction theory formulated, the design experiment can start.

Microcycles of design and analysis

At the heart of the design experiment lies a cyclic process of (re)designing and testing instructional activities and other aspects of the design. In each lesson cycle, the research team conducts an anticipatory thought experiment by envisioning how the proposed instructional activities might be realized in interaction in the classroom.

Data generation

Decisions about the types of data that need to be generated in the course of an experiment depend on the theoretical intent of the design experiment.

Interpretative framework(s)

A key element in the ongoing process of experimentation is the interpretationof both the students’ reasoning and learning and the means by which that learning is supported and organized. Key elements of such a (potentially revisable) interpretative framework include (1) a framework

for interpreting the evolving classroom learning environment, and (2) a framework for interpreting student mathematical reasoning and learning mathematics.

Emergent perspective

The framework that we currently use for interpreting classroom discourse and communication is the emergent perspective (Cobb and Yackel 1996;Yackel and Cobb 1996)

RME theory

function as an framework for interpreting student activity in terms of learning mathematics.

In the following we elaborate this dual role of RME theory. Learning mathematics should ideally be experienced as expanding one’s mathematical reality. The goal of realistic mathematics education then is to support students in creating a new mathematical reality. This is to be realized by guided reinvention, or progressive mathematization – if we take a student perspective.

Phase three – the retrospective analysis

The goal of the retrospective analyses will, of course, depend on the theoretical intent of the design experiment. However, one of the primary aims is typically to contribute to the development of a local instruction theory. Other goals may concern more encompassing issues, or ontological innovations.

Reconstructing the local instruction theory

One of the primary aims of a retrospective analysis is to support the constitution of a revised local   instruction theory. However, it is important to emphasize that the results of design experiments cannot be linked to pre- and posttest results in the same direct manner as is common in standard formative evaluation because the proposed local instruction theory and prototypical instructional sequence will differ from those that are tried out in the classroom. Because of the testing and revising of conjectures while the experiment is in progress, a revised, potentially optimal instructional sequence has to be discerned by conducting a retrospective analysis.

Encompassing issues and ontological innovations

In addition to retrospective analyses that directly aim at the reconstruction and revision of a local instructional theory, a retrospective analysis might be conducted to place classroom events in a broader context by framing them as instances of more encompassing issues.

Virtual replicability

This characterization is especially fitting for the construal of the local instruction theory, which encompasses two processes :

1. The learning process that is inherent to the cyclic process of (re)designing and testing instructional activities and other aspects of the initial design
2. The retrospective analysis that scrutinizes, and builds on, this primary process,and looks for patterns that may explain the progress of the students.

Developmental research

Means experiencing the cyclic process of development and research so consciously,and reporting on it so candidly that it justifies itself, and this experience can be transmitted to others to become like their own experience.The constitution of an empirically grounded local instruction theory that underpins that instructional sequence. The intent is to develop a local instruction theory that can function as a frame of reference for teachers who want to adapt the corresponding instructional sequence to their own classrooms,and their personal objectives.

Developing domain-specific instruction theories

Design research provides a means of developing local instruction theories that can serve as support for teachers who adapt instructional sequences as part of their teaching practice. In addition, design research also contributes to the development of a domain-specific instruction theory, in our case the RME theory. theory development at various levels:

• the instructional activities (microtheories) level
• the instructional sequence (local instruction theories) level
• the domain-specific instruction theory level.

Developing ways of analyzing innovations

This part of the retrospective analysis raises its own methodological issues.A theoretical analysis is the result of a complex, purposeful problem-solving process.

Design and research

Design research is about researching and designing. Design research presupposes that there is an adequately grounded basis for designing the innovative learning ecology/instructional sequence. The authors found that productive use of graphic calculators requires coherence between the following elements of a learning ecology:

• The beliefs of the teacher
• The ability of the teacher to work with the graphic calculator
• The classroom culture (social norms and sociomath norms), and social practices

• The design of the instructional sequence
• The characteristics of the instructional tasks
• The manner in which the graphic calculator is construed as a tool
• The pedagogical–didactic skills of the teacher in making this whole system work.