Didactic Design Of DDR-Based Fraction Learning For Parental Assistance
Keywords:
Fractional Learning, Learning Obstacles, Role Of Parents, Didactic Design, Didactical Design Research
Abstract
Fraction learning in elementary school is often challenging due to its abstract nature and the need for strong conceptual understanding. These difficulties are exacerbated when learning support at home is not guided by systematic didactic principles, despite the important role of parental involvement in sustaining learning. This study aims to explore parents’ experiences, perceptions, learning obstacles, and needs in assisting children with fraction learning at home, and to design an initial didactic framework that supports parental involvement using the Didactical Design Research (DDR) approach. This qualitative study focuses on the prospective analysis stage of DDR and involves two elementary school teachers and ten parents of fourth-grade students at a public elementary school in Sukabumi Regency. Data were collected through semi-structured interviews and document analysis, and analyzed thematically to identify learning obstacles and didactic needs. The findings reveal that students experience conceptual, procedural, and representational obstacles in learning fractions. While parents show strong willingness to support their children’s learning, they face limited conceptual understanding, mismatches between school and home learning approaches, and a lack of structured guidance. Based on these findings, an initial didactic design was developed that is contextual, gradual, and adaptive, and includes practical guidelines for parents. This design is expected to strengthen learning continuity between school and home and support students’ conceptual understanding of fractions
References
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Machmut, C. N., Susanto, D. A., & Suwarti, T. S. (2023). AN CORRELATION STUDY BETWEEN ENGLISH LANGUAGE TEACHERS’ CLASSROOM MANAGEMENT AND STUDENTS’ MOTIVATION IN JOINING THE CLASS. Wawasan Pendidikan, 3(1), 177–187. https://doi.org/10.26877/wp.v3i1.10759
Pienaar, E. (2014). Learning about and understanding fractions and their role in the high school curriculum. University of Pretoria.
Pratiwi, V. D., & Wuryandani, W. (2020). Effect of Problem Based Learning (PBL) Models on Motivation and Learning Outcomes in Learning Civic Education. JPI (Jurnal Pendidikan Indonesia), 9(3), 401. https://doi.org/10.23887/jpi-undiksha.v9i3.21565
Rittle-Johnson, B., Schneider, M., & Star, J. R. (2015). Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 27(4), 587–597. https://doi.org/10.1007/s10648-015-9302-x
Röllke, K., & Großmann, N. (2022). Predictors of Students’ Intrinsic Motivation in a Biotechnological Out-of-School Student Lab. Frontiers in Education, 7, 859802. https://doi.org/10.3389/feduc.2022.859802
Ruhma, S. Z., Susilawati, W., & Nuraida, I. (n.d.). Mathematical understanding and student learning motivation through novick learning assisted by Pythagorean Calc. In AIP Conference Proceedings (Vol. 3058, No. 1). AIP Publishing.
Safitri, R., Hadi, S., & Widiasih, W. (2023). Effect of the Problem Based Learning Model on the Students Motivation and Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 9(9), 7310–7316. https://doi.org/10.29303/jppipa.v9i9.4772
Sari, D. P., Arifin, S., & Setyowati, D. L. (n.d.). The influence of digital literacy, independence, and learning motivation on student learning effectiveness through self-efficacy. J Educ Teach Learn (JETL), 10(2), 475–481.
Sariamas, Y., Mangobi, J. U., & Kaunang, D. F. (2023). Pengaruh peran orang tua dan motivasi belajar siswa terhadap hasil belajar matematika siswa pada masa pandemi Covid-19. Jurnal Axioma: Jurnal Matematika Dan Pembelajaran, 8(1), 84–98. https://doi.org/10.32528/axioma.v8i1
Siegler, R. S., Fazio, L. K., Bailey, D. H., & Zhou, X. (2023). Fractions: The new frontier for theories of numerical development. Trends in Cognitive Sciences, 17(1), 13–19. https://doi.org/10.1016/j.tics.2012.11.004
Siegler, R. S., & Lortie-Forgues, H. (2017). Conceptual knowledge of fraction arithmetic. Journal of Educational Psychology, 109(4), 492–505. https://doi.org/10.1037/edu0000162
Siegler, R. S., Thompson, C. A., & Schneider, M. (2021). An integrated theory of whole number and fractions development. Cognitive Psychology, 62(4), 273–296. https://doi.org/10.1016/j.cogpsych.2011.03.001
Simbolon, R., & Koeswanti, H. D. (2020). Comparison of Pbl (Project Based Learning) models with Pbl (Problem Based Learning) models to determine student learning outcomes and motivation. International Journal of Elementary Education, 4(4), 519–529. https://doi.org/https://doi.org/10.23887/ijee.v4i4.30087
Sumantri, A. W., Subanti, S., Usodo, B., & Pramesti, G. (2025). Parental involvement in mathematics achievement and motivation: Male vs female students. Journal of Education Technology, 9(2), 422–432. https://doi.org/10.23887/jet.v9i2
Suryadi, D., Mulyana, E., & Suratno, T. (2019). Didactical design research in mathematics education: Development and perspectives. Journal on Mathematics Education, 10(1), 1–16. https://doi.org/10.22342/jme.10.1.6870.1-16
Wang, M.-T., Hill, N. E., & Hofkens, T. (2020). Parental involvement and African American and European American adolescents’ academic engagement. Journal of Educational Psychology, 112(3), 581–597. https://doi.org/10.1037/edu0000384
Wang, M.-T., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625. https://doi.org/10.1111/cdev.12153
Wulandari, Y., & Bektiningsih, K. (2023). Hubungan motivasi belajar dan bimbingan orang tua terhadap hasil belajar matematika. Jurnal Kreatif: Jurnal Kependidikan Dasar, 14(1), 1–8.
Zulparis, Z., Mubarok, M., & Iskandar, B. A. (2021). Keterlibatan orang tua dalam meningkatkan prestasi belajar siswa sekolah dasar. Mimbar PGSD Undiksha, 9(1), 188–194. https://doi.org/10.23887/jjpgsd.v9i1
Artigue, M. (2020). Didactical design in mathematics education BT - Encyclopedia of mathematics education (S. Lerman (Ed.); pp. 159–162). Springer. https://doi.org/10.1007/978-94-007-4978-8_43
Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30. https://doi.org/10.1016/j.edurev.2018.02.001
Brousseau, G. (2020). Theory of didactical situations in mathematics. Kluwer Academic Publishers.
Cui, Y., Zhang, D., & Leung, F. K. S. (2023). The influence of parental educational involvement in early childhood on fourth-grade students’ mathematics achievement BT - Developing culturally and developmentally appropriate early STEM learning experiences (F. K. S. Leung & J. Cai (Eds.); pp. 113–133). Routledge. https://doi.org/10.4324/9781003277427-8
Cutting, C. (2024). Exploring the efficacy of a spatial reasoning approach to teaching and learning fractions in the early years [RMIT University]. Doctoral dissertation
Damopolii, I., Wambrauw, H. L., & Mutmainah, S. (2021). Students’ Perceptions Of The Full-Day School Application: Its Relationship Toward Science Learning Motivation. Jurnal Pendidikan Dan Pengajaran, 54(1), 91. https://doi.org/10.23887/jpp.v54i1.31802
Duval, R. (2016). A cognitive analysis of problems of comprehension in a learning of mathematics. Educational Studies in Mathematics, 61(1–2), 103–131. https://doi.org/10.1007/s10649-006-0400-z
Epstein, J. L. (2021). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Westview Press.
Esparza, D., Wagler, A. E., & Olimpo, J. T. (2020). Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience. CBE—Life Sciences Education, 19(1), ar10. https://doi.org/10.1187/cbe.19-04-0082
Fan, X., & Chen, M. (2021). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. https://doi.org/10.1023/A:1009048817385
Festiawan, R., Hooi, L. B., Widiawati, P., Yoda, I. K., S, A., Antoni, M. S., & Nugroho, A. I. (2021). The Problem-Based Learning: How the effect on student critical thinking ability and learning motivation in COVID-19 pandemic? Journal Sport Area, 6(2), 231–243. https://doi.org/10.25299/sportarea.2021.vol6(2).6393
Gabriel, F., Van Hoof, J., Gómez, D. M., & Van Dooren, W. (2023). Obstacles in the development of the understanding of fractions BT - Mathematical cognition and understanding: Perspectives on mathematical minds in the elementary and middle school years (D. C. Geary, D. B. Berch, & K. Mann Koepke (Eds.); pp. 209–225). Springer. https://doi.org/10.1007/978-3-031-27053-4_12
Georgiou, Y., & Kyza, E. A. (2018). Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings. Computers in Human Behavior, 89, 173–181. https://doi.org/https://doi.org/10.1016/j.chb.2018.08.011
Hansen, N., Jordan, N. C., & Rodrigues, J. (2017). Identifying learning difficulties with fractions: A longitudinal study of student growth from third through sixth grade. Contemporary Educational Psychology, 50, 45–59. https://doi.org/10.1016/j.cedpsych.2015.11.002
Hill, N. E., & Tyson, D. F. (2019). Parental involvement in middle school: A meta-analytic assessment. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362
Ikhlas, M., Kuswanto, N. A., & Hartina, S. (2021). Do motivation, self-regulation, and interest predict student performance in physics A case study in one of Indonesian rural high school. International Journal of Teaching and Case Studies, 12(4), 332. https://doi.org/10.1504/IJTCS.2021.119657
Luo, Y.-J., Lin, M.-L., Hsu, C.-H., Liao, C.-C., & Kao, C.-C. (2020). The Effects of Team-Game-Tournaments Application towards Learning Motivation and Motor Skills in College Physical Education. Sustainability, 12(15), 6147. https://doi.org/10.3390/su12156147
Machmut, C. N., Susanto, D. A., & Suwarti, T. S. (2023). AN CORRELATION STUDY BETWEEN ENGLISH LANGUAGE TEACHERS’ CLASSROOM MANAGEMENT AND STUDENTS’ MOTIVATION IN JOINING THE CLASS. Wawasan Pendidikan, 3(1), 177–187. https://doi.org/10.26877/wp.v3i1.10759
Pienaar, E. (2014). Learning about and understanding fractions and their role in the high school curriculum. University of Pretoria.
Pratiwi, V. D., & Wuryandani, W. (2020). Effect of Problem Based Learning (PBL) Models on Motivation and Learning Outcomes in Learning Civic Education. JPI (Jurnal Pendidikan Indonesia), 9(3), 401. https://doi.org/10.23887/jpi-undiksha.v9i3.21565
Rittle-Johnson, B., Schneider, M., & Star, J. R. (2015). Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 27(4), 587–597. https://doi.org/10.1007/s10648-015-9302-x
Röllke, K., & Großmann, N. (2022). Predictors of Students’ Intrinsic Motivation in a Biotechnological Out-of-School Student Lab. Frontiers in Education, 7, 859802. https://doi.org/10.3389/feduc.2022.859802
Ruhma, S. Z., Susilawati, W., & Nuraida, I. (n.d.). Mathematical understanding and student learning motivation through novick learning assisted by Pythagorean Calc. In AIP Conference Proceedings (Vol. 3058, No. 1). AIP Publishing.
Safitri, R., Hadi, S., & Widiasih, W. (2023). Effect of the Problem Based Learning Model on the Students Motivation and Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 9(9), 7310–7316. https://doi.org/10.29303/jppipa.v9i9.4772
Sari, D. P., Arifin, S., & Setyowati, D. L. (n.d.). The influence of digital literacy, independence, and learning motivation on student learning effectiveness through self-efficacy. J Educ Teach Learn (JETL), 10(2), 475–481.
Sariamas, Y., Mangobi, J. U., & Kaunang, D. F. (2023). Pengaruh peran orang tua dan motivasi belajar siswa terhadap hasil belajar matematika siswa pada masa pandemi Covid-19. Jurnal Axioma: Jurnal Matematika Dan Pembelajaran, 8(1), 84–98. https://doi.org/10.32528/axioma.v8i1
Siegler, R. S., Fazio, L. K., Bailey, D. H., & Zhou, X. (2023). Fractions: The new frontier for theories of numerical development. Trends in Cognitive Sciences, 17(1), 13–19. https://doi.org/10.1016/j.tics.2012.11.004
Siegler, R. S., & Lortie-Forgues, H. (2017). Conceptual knowledge of fraction arithmetic. Journal of Educational Psychology, 109(4), 492–505. https://doi.org/10.1037/edu0000162
Siegler, R. S., Thompson, C. A., & Schneider, M. (2021). An integrated theory of whole number and fractions development. Cognitive Psychology, 62(4), 273–296. https://doi.org/10.1016/j.cogpsych.2011.03.001
Simbolon, R., & Koeswanti, H. D. (2020). Comparison of Pbl (Project Based Learning) models with Pbl (Problem Based Learning) models to determine student learning outcomes and motivation. International Journal of Elementary Education, 4(4), 519–529. https://doi.org/https://doi.org/10.23887/ijee.v4i4.30087
Sumantri, A. W., Subanti, S., Usodo, B., & Pramesti, G. (2025). Parental involvement in mathematics achievement and motivation: Male vs female students. Journal of Education Technology, 9(2), 422–432. https://doi.org/10.23887/jet.v9i2
Suryadi, D., Mulyana, E., & Suratno, T. (2019). Didactical design research in mathematics education: Development and perspectives. Journal on Mathematics Education, 10(1), 1–16. https://doi.org/10.22342/jme.10.1.6870.1-16
Wang, M.-T., Hill, N. E., & Hofkens, T. (2020). Parental involvement and African American and European American adolescents’ academic engagement. Journal of Educational Psychology, 112(3), 581–597. https://doi.org/10.1037/edu0000384
Wang, M.-T., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625. https://doi.org/10.1111/cdev.12153
Wulandari, Y., & Bektiningsih, K. (2023). Hubungan motivasi belajar dan bimbingan orang tua terhadap hasil belajar matematika. Jurnal Kreatif: Jurnal Kependidikan Dasar, 14(1), 1–8.
Zulparis, Z., Mubarok, M., & Iskandar, B. A. (2021). Keterlibatan orang tua dalam meningkatkan prestasi belajar siswa sekolah dasar. Mimbar PGSD Undiksha, 9(1), 188–194. https://doi.org/10.23887/jjpgsd.v9i1
Published
2026-07-28
How to Cite
Hendrayani, Y., Puspita, E., Mulyani, U. A. S., Winarni, W., & Yusuf, R. (2026). Didactic Design Of DDR-Based Fraction Learning For Parental Assistance. International Journal of Education, Vocational and Social Science , 5(03), 6431-6455. https://doi.org/10.63922/ijevss.v5i03.5273
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
