Didactical Design Research (DDR) With Translation Module Development in Elementary Schools and Junior High Schools
DOI:
https://doi.org/10.62951/ijmse.v3i1.285Keywords:
Didactics, Modules, Students, Schools, TranslationAbstract
The thinking process carried out by teachers occurs in three phases, namely before learning, during learning, and after learning. The results of the analysis of these processes have the potential to produce innovative didactic designs, and these three processes can be formulated as a series of steps to produce new didactic designs. This series of activities is formulated as Didactic Design Research (DDR). Didactic Design Research basically consists of three stages, namely: (1) analysis of the didactic situation before learning which is in the form of a Hypothetical Didactic Design including ADP, 2) metapedidactic analysis, and 3) retrospective analysis, namely an analysis that links the results of the analysis of the hypothetical didactic situation with the results of the metapedidactic analysis. From these three stages, an Empirical Didactic Design will be obtained which is not closed to being continuously refined through the three stages of DDR.
References
Aalst, J. Van. (2009). Construction and knowledge-creation discourses. Computer-Supported Collaborative Learning, 4(2), 259–287. https://doi.org/10.1007/s11412-009-9069-5
Abad-Segura, E., González-Zamar, M. D., Luque-de la Rosa, A., & Cevallos, M. B. M. (2020). Sustainability of educational technologies: An approach to augmented reality research. Sustainability, 12(10), 1-28. https://doi.org/10.3390/su12104091
Ahmed, Z., Shanto, S. S., Rime, M. H. K., Morol, M. K., Fahad, N., Hossen, M. J., & Abdullah-Al-Jubair, M. (2024). The generative AI landscape in education: Mapping the terrain of opportunities, challenges, and student perception. IEEE Access, PP(2), 1-28. https://doi.org/10.1109/ACCESS.2024.3461874
Al-Batineh, M., & Al Tenaijy, M. (2024). Adapting to technological change: An investigation of translator training and the translation market in the Arab world. Heliyon, 10(7), e28535.1-12. https://doi.org/10.1016/j.heliyon.2024.e28535
Aravantinos, S., Lavidas, K., Voulgari, I., Papadakis, S., Karalis, T., & Komis, V. (2024). Educational approaches with AI in primary school settings: A systematic review of the literature available in Scopus. Education Sciences, 14(7), 1-25. https://doi.org/10.3390/educsci14070744
Bobbink, P., Larkin, P., & Probst, S. (2024). Application and challenges of using a constructivist grounded theory methodology to address an undertheorized clinical challenge: A discussion paper. International Journal of Nursing Studies Advances, 6(March), 100199.1-8. https://doi.org/10.1016/j.ijnsa.2024.100199
Camacho Vásquez, G., Díaz Pareja, E. M., & Ortega Tudela, J. M. (2024). Pedagogical models in teachers’ education on the use of technology for English teaching: A systematic review. Zona Próxima, 41(2), 66–88. https://doi.org/10.14482/zp.41.852.963
Chen, B., & Huang, J. (2024). Becoming and being a translation and interpreting teacher in China: A sustainable role identity trajectory. Heliyon, 10(16), e36013.1-13. https://doi.org/10.1016/j.heliyon.2024.e36013
Chiu, W. K. (2021). Pedagogy of emerging technologies in chemical education during the era of digitalization and artificial intelligence: A systematic review. Education Sciences, 11(11), 1-20. https://doi.org/10.3390/educsci11110709
Cunha, C. R., Coelho, S., & Mendonça, V. (2025). Converging extended reality and machine learning to improve the lecturing of geometry in basic education. Journal of Engineering Research, 13(October 2024), 3121–3131. https://doi.org/10.1016/j.jer.2024.10.016
Del Cerro Velázquez, F., & Méndez, G. M. (2021). Application in augmented reality for learning mathematical functions: A study for the development of spatial intelligence in secondary education students. Mathematics, 9(4), 1–19. https://doi.org/10.3390/math9040369
Deo, S., & Hölttä-Otto, K. (2024). Critical thinking assessment in engineering education: A Scopus-based literature review. Journal of Mechanical Design, 146(7), 1-55. https://doi.org/10.1115/1.4064275
Free, J. L., Križ, K., & Konecnik, J. (2014). Harvesting hardships: Educators’ views on the challenges of migrant students and their consequences on education. Children and Youth Services Review, 47(P3), 187–197. https://doi.org/10.1016/j.childyouth.2014.08.013
Geurts, E. M. A., Reijs, R. P., Leenders, H. H. M., Jansen, M. W. J., & Hoebe, C. J. P. A. (2024). Co-creation and decision-making with students about teaching and learning: A systematic literature review. Journal of Educational Change, 25(1), 103–125. https://doi.org/10.1007/s10833-023-09481-x
González‐Pérez, L. I., & Ramírez‐Montoya, M. S. (2022). Components of Education 4.0 in 21st-century skills frameworks: Systematic review. Sustainability, 14(3), 1–31. https://doi.org/10.3390/su14031493
Hui, W., Moindjie, M. A., Ean, B. P., & Lah, S. C. (2024). Influence of cultural nuances on translation accuracy between English and Chinese. Evolutionary Studies in Imaginative Culture, 8(1), 447–458. https://doi.org/10.70082/esiculture.vi.746
Inayatullah, S. (2010). Theory and practice in transformation: The disowned futures of integral extension. Futures, 42(2), 103–109. https://doi.org/10.1016/j.futures.2009.09.002
Johnston, S. (2012). John Dee on geometry: Texts, teaching, and the Euclidean tradition. Studies in History and Philosophy of Science Part A, 43(3), 470–479. https://doi.org/10.1016/j.shpsa.2011.12.005
Kania, N. (2024). Research trends in higher-order thinking skills in the journal Mathematics Education in Indonesia: From design to data analysis. International Journal of Mathematics and Mathematics Education, 2(2024), 193–206. https://doi.org/10.56855/ijmme.v2i3.1048
Kit Ng, D. T., Tsui, M. F., & Yuen, M. (2022). Exploring the use of 3D printing in mathematics education: A scoping review. Asian Journal for Mathematics Education, 1(3), 338–358. https://doi.org/10.1177/27527263221129357
Latini, A., Torresin, S., Oberman, T., Di Giuseppe, E., Aletta, F., Kang, J., & D’Orazio, M. (2024). Virtual reality application to explore indoor soundscape and physiological responses to audio-visual biophilic design interventions: An experimental study in an office environment. Journal of Building Engineering, 87(March), 108947.1-18. https://doi.org/10.1016/j.jobe.2024.108947
Lepore, M. (2024). A holistic framework to model student’s cognitive process in mathematics education through fuzzy cognitive maps. Heliyon, 10(16), e35863.1-22. https://doi.org/10.1016/j.heliyon.2024.e35863
Lesinskis, K., Mavlutova, I., Spilbergs, A., & Hermanis, J. (2023). Digital transformation in entrepreneurship education: The use of a digital tool KABADA and entrepreneurial intention of Generation Z. Sustainability, 15(13), 1-23. https://doi.org/10.3390/su151310135
Lian, Y., & Xie, J. (2024). The evolution of digital cultural heritage research: Identifying key trends, hotspots, and challenges through bibliometric analysis. Sustainability, 16(16), 1-28. https://doi.org/10.3390/su16167125
Liu, Y., & Liang, J. (2024). Multidimensional comparison of Chinese-English interpreting outputs from human and machine: Implications for interpreting education in the machine-translation age. Linguistics and Education, 80(May 2023), 101273.1-13. https://doi.org/10.1016/j.linged.2024.101273
Major, L., Francis, G. A., & Tsapali, M. (2021). The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis. British Journal of Educational Technology, 52(5), 1935–1964. https://doi.org/10.1111/bjet.13116
Mora, H., Signes-Pont, M. T., Fuster-Guilló, A., & Pertegal-Felices, M. L. (2020). A collaborative working model for enhancing the learning process of science & engineering students. Computers in Human Behavior, 103(1), 140–150. https://doi.org/10.1016/j.chb.2019.09.008
Morris, M., & O’Connor, M. (2023). Clinical portfolios as a tool to develop competence in radiography education. Radiography, 29(3), 617–624. https://doi.org/10.1016/j.radi.2023.04.003
Musk, N., & van der Meij, S. (2024). Critical interactional strategies for selecting candidate translations in online translation tools in collaborative EFL writing tasks. Linguistics and Education, 80(March), 101290.1-12. https://doi.org/10.1016/j.linged.2024.101290
Nikolic, S., Daniel, S., Haque, R., Belkina, M., Hassan, G. M., Grundy, S., … Sandison, C. (2023). ChatGPT versus engineering education assessment: A multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial intelligence tool to investigate assessment integrity. European Journal of Engineering Education, 48(4), 559–614. https://doi.org/10.1080/03043797.2023.2213169
Palmera, O. M., & Senior-Naveda, A. (2024). Pedagogical practice mediated adaptive educational by emerging didactics, technologies, and affective informatics in higher education: A systematic review. Kurdish Studies, 12(1), 2432–2457. https://doi.org/10.58262/ks.v12i1.170
Pan, A. J., Lai, C. F., & Kuo, H. C. (2023). Investigating the impact of a possibility-thinking integrated project-based learning history course on high school students’ creativity, learning motivation, and history knowledge. Thinking Skills and Creativity, 47, 1-13. https://doi.org/10.1016/j.tsc.2022.101214
Queiruga-Dios, M., Santos Sánchez, M. J., Queiruga-Dios, M. Á., Acosta Castellanos, P. M., & Queiruga-Dios, A. (2021). Assessment methods for service-learning projects in engineering in higher education: A systematic review. Frontiers in Psychology, 12(July), 1-20. https://doi.org/10.3389/fpsyg.2021.629231
Radev, D. (2022). Related literature. Studies in Systems, Decision and Control, 409(2), 7–10. https://doi.org/10.1007/978-3-030-94281-6_2
Ria, A. M., & Fuadiah, N. F. (2023). Desain didaktis materi limit fungsi aljabar pada pembelajaran matematika SMA. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(1), 862–873. https://doi.org/10.31004/cendekia.v7i1.2189
Rizvi, S., Waite, J., & Sentance, S. (2023). Artificial intelligence teaching and learning in K-12 from 2019 to 2022: A systematic literature review. Computers and Education: Artificial Intelligence, 4(January), 100145.1-15. https://doi.org/10.1016/j.caeai.2023.100145
Rodríguez-Nieto, C. A., Moll, V. F., & Rodríguez-Vásquez, F. M. (2022). Literature review on networking of theories developed in mathematics education context. Eurasia Journal of Mathematics, Science and Technology Education, 18(11), 1-25. https://doi.org/10.29333/ejmste/12513
Santos, J., Figueiredo, A. S., & Vieira, M. (2019). Innovative pedagogical practices in higher education: An integrative literature review. Nurse Education Today, 72(2), 12–17. https://doi.org/10.1016/j.nedt.2018.10.003
Senatore, G., & Piker, D. (2015). Interactive real-time physics: An intuitive approach to form-finding and structural analysis for design and education. CAD Computer Aided Design, 61(2), 32–41. https://doi.org/10.1016/j.cad.2014.02.007
Shvarts, A., Bos, R., Doorman, M., & Drijvers, P. (2024). Reifying actions into artifacts: Process–object duality from an embodied perspective on mathematics learning. Educational Studies in Mathematics, 117(2), 193–214. https://doi.org/10.1007/s10649-024-10310-y
Smagul, A. (2024). L1 and translation use in EFL classrooms: A quantitative survey on teachers’ attitudes in Kazakhstani secondary schools. System, 125(October), 103443.1-14. https://doi.org/10.1016/j.system.2024.103443
Song, Y., Weisberg, L. R., Zhang, S., Tian, X., Boyer, K. E., & Israel, M. (2024). A framework for inclusive AI learning design for diverse learners. Computers and Education: Artificial Intelligence, 6(November 2023), 100212.1-13. https://doi.org/10.1016/j.caeai.2024.100212
Sundman, J., Feng, X., Shrestha, A., Johri, A., Varis, O., & Sundman, J. (2025). Experiential learning for sustainability: A systematic review and research agenda for engineering education. European Journal of Engineering Education, 3797(2), 1–31. https://doi.org/10.1080/03043797.2025.2532591
Supriyadi, E., Turmudi, T., Dahlan, J. A., & Juandi, D. (2024). Development of Sundanese Gamelan ethnomathematics e-module for junior high school mathematics learning. Malaysian Journal of Learning and Instruction, 21(2), 147–186. https://doi.org/10.32890/mjli2024.21.2.6
Suseelan, M., Chew, C. M., & Chin, H. (2022). Research on mathematics problem solving in elementary education conducted from 1969 to 2021: A bibliometric review. International Journal of Education in Mathematics, Science and Technology, 10(4), 1003–1029. https://doi.org/10.46328/ijemst.2198
Thomas, A., Menon, A., Boruff, J., Rodriguez, A. M., & Ahmed, S. (2014). Applications of social constructivist learning theories in knowledge translation for healthcare professionals: A scoping review. Implementation Science, 9(1), 1-20. https://doi.org/10.1186/1748-5908-9-54
Torres-Torres, Y. D., Román-González, M., & Perez-Gonzalez, J. C. (2024). Didactic strategies for the education of computational thinking from a gender perspective: A systematic review. European Journal of Education, 59(2), 1–22. https://doi.org/10.1111/ejed.12640
Uttal, D. H., & Cohen, C. A. (2012). Spatial thinking and STEM education. When, why, and how? In Psychology of Learning and Motivation - Advances in Research and Theory (Vol. 57, pp. 103–109). https://doi.org/10.1016/B978-0-12-394293-7.00004-2
Valencia Arnica, Y. K., Ccasani Rodriguez, J. L., Rucano Paucar, F. H., & Talavera-Mendoza, F. (2023). The status of didactic models for heritage education: A systematic review. Heritage, 6(12), 7611–7623. https://doi.org/10.3390/heritage6120400
van der Wee, M. L. E., Tassone, V. C., Wals, A. E. J., & Troxler, P. (2024). Characteristics and challenges of teaching and learning in sustainability-oriented living labs within higher education: A literature review. International Journal of Sustainability in Higher Education, 25(9), 255–277. https://doi.org/10.1108/IJSHE-10-2023-0465
Vedrenne-Gutiérrez, F., Altamirano-Bustamante, M. M., Monroy-Fraustro, D., de Hoyos Bermea, A., & Lopez-Suero, C. (2021). Teaching sciences and mathematics – A challenge for higher education institutions: A systematic review. Review of Education, 9(2), 689–721. https://doi.org/10.1002/rev3.3259
Wicaksono, A. G. C., & Korom, E. (2023). Role of inductive reasoning, gender, learning satisfaction, and educational and career preference in predicting scientific competency in high school. Thinking Skills and Creativity, 49(July 2022), 1–13. https://doi.org/10.1016/j.tsc.2023.101376
Windows-Yule, C. R. K., Buist, K. A., Taghizadeh, K., Finotello, G., & Nicuşan, A. L. (2024). A multidisciplinary perspective on the present and future of particle imaging. Particuology, 26, 1-15. https://doi.org/10.1016/j.partic.2024.04.009
Yanik, H. B., & Flores, A. (2009). Understanding rigid geometric transformations: Jeff’s learning path for translation. Journal of Mathematical Behavior, 28(1), 41–57. https://doi.org/10.1016/j.jmathb.2009.04.003
Zhao, Y., & Wang, Q. (2024). Applying augmented reality multimedia technology to construct a platform for translation and teaching system. Heliyon, 10(7), e28700.1-16. https://doi.org/10.1016/j.heliyon.2024.e28700
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 International Journal of Mathematics and Science Education
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
