Didactical Design Research: Developing Technology-Based Instructional Designs to Enhance Problem-Solving Skills in Mathematics

Abstract

The integration of technology into education has become an urgent necessity, particularly in regions with limited access to advanced teaching practices. In South Sulawesi, especially in rural areas, technological resources such as smartboards and computers remain underutilized. This underutilization stems from the absence of instructional designs that can guide teachers in effectively integrating technology into their teaching practices. Consequently, traditional teaching methods, which are often misaligned with the demands of the 21st century, still dominate, leaving critical skills like problem-solving underdeveloped. This study adopts the Didactical Design Research (DDR) approach to address these challenges. DDR facilitates the development of technology-enhanced instructional designs aimed at improving the problem-solving abilities of senior high school students. The instructional designs are created using the HTML5 Package (H5P), an interactive digital tool designed to foster student engagement in the learning process. The research is conducted in three stages. The first stage, prospective analysis, involves identifying educational needs and creating the initial design. The second stage, metapedadidactic analysis, evaluates the implementation of the design in real classroom settings. Finally, the retrospective analysis stage reflects on the outcomes to refine and optimize the instructional design further. This study aims to provide a robust framework for technology-based instructional design, addressing the technological and pedagogical gaps in mathematics education. The findings are expected to significantly enhance the quality of mathematics learning by strengthening students’ problem-solving skills, equipping them with essential competencies to tackle future challenges, and offering adaptable solutions for schools in similar contexts.