Academic Journal
Operationalizing Didactical Situation-Based Online Learning to Support Eighth-Grade Students' Mathematical Reasoning and Understanding in Geometry: Participatory Design Research
| Τίτλος: | Operationalizing Didactical Situation-Based Online Learning to Support Eighth-Grade Students' Mathematical Reasoning and Understanding in Geometry: Participatory Design Research |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Sudirman (ORCID |
| Πηγή: | Journal on Mathematics Education. 2026 17(1):43-68. |
| Διαθεσιμότητα: | Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Electronic Learning, Grade 8, Geometry, Logical Thinking, Mathematics Instruction, Situated Learning, Mathematics Teachers, Foreign Countries, Instructional Effectiveness |
| Γεωγραφικοί όροι: | Indonesia |
| ISSN: | 2087-8885 2407-0610 |
| Περίληψη: | Mathematics education continues to encounter enduring challenges in fostering students' mathematical reasoning and conceptual understanding, particularly in geometry, where learning frequently remains procedural and empirically driven. This study reports a participatory design research (PDR) project that operationalized a Didactical Situation-Based Online Learning (DS-OL) approach to enhance eighth-grade students' mathematical reasoning (MR) and understanding (MU) in the topic of lines and angles. The research involved 120 students and 16 mathematics teachers, implemented through four iterative PDR phases: co-exploration, co-design, iterative implementation, and collaborative analysis. Diagnostic findings from the co-exploration phase indicated a predominance of instrumental understanding and empirically or authority-based reasoning, informing critical design decisions. During the co-design phase, principles from the Theory of Didactical Situations were transformed into online learning components structured around action, formulation, validation, and institutionalization, and were iteratively refined across two implementation cycles. Across these cycles, significant improvements were observed in students' MR and MU, including marked pre-post gains (mean scores increasing from 65.00 to 83.79; Cohen's d = 2.60) and shifts toward more deductive reasoning and relational understanding. Framed within a design-based epistemology, these findings are interpreted as design-supported enhancements rather than evidence of causal effectiveness. The study contributes to design-based knowledge by articulating empirically grounded principles for operationalizing didactical situations within online geometry learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | EJ1515494 |
| Βάση Δεδομένων: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1515494 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Operationalizing Didactical Situation-Based Online Learning to Support Eighth-Grade Students' Mathematical Reasoning and Understanding in Geometry: Participatory Design Research – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sudirman%22">Sudirman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1696-5160">0000-0002-1696-5160</externalLink>)<br /><searchLink fieldCode="AR" term="%22Camilo+Andrés+Rodríguez-Nieto%22">Camilo Andrés Rodríguez-Nieto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9922-4079">0000-0001-9922-4079</externalLink>)<br /><searchLink fieldCode="AR" term="%22Riyan+Hidaya%22">Riyan Hidaya</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7962-0194">0000-0002-7962-0194</externalLink>)<br /><searchLink fieldCode="AR" term="%22Muhamad+Galang+Isnawan%22">Muhamad Galang Isnawan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3799-3435">0000-0002-3799-3435</externalLink>)<br /><searchLink fieldCode="AR" term="%22Muh+Pauzan%22">Muh Pauzan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-3156-6460">0009-0007-3156-6460</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yumiati%22">Yumiati</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5380-9116">0000-0002-5380-9116</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bambang+Avip+Priatna+Martadiputra%22">Bambang Avip Priatna Martadiputra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9668-0164">0000-0002-9668-0164</externalLink>)<br /><searchLink fieldCode="AR" term="%22Siti+Faizah%22">Siti Faizah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7025-591X">0000-0002-7025-591X</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+on+Mathematics+Education%22"><i>Journal on Mathematics Education</i></searchLink>. 2026 17(1):43-68. – Name: Avail Label: Availability Group: Avail Data: Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 26 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Geometry%22">Geometry</searchLink><br /><searchLink fieldCode="DE" term="%22Logical+Thinking%22">Logical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Situated+Learning%22">Situated Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2087-8885<br />2407-0610 – Name: Abstract Label: Abstract Group: Ab Data: Mathematics education continues to encounter enduring challenges in fostering students' mathematical reasoning and conceptual understanding, particularly in geometry, where learning frequently remains procedural and empirically driven. This study reports a participatory design research (PDR) project that operationalized a Didactical Situation-Based Online Learning (DS-OL) approach to enhance eighth-grade students' mathematical reasoning (MR) and understanding (MU) in the topic of lines and angles. The research involved 120 students and 16 mathematics teachers, implemented through four iterative PDR phases: co-exploration, co-design, iterative implementation, and collaborative analysis. Diagnostic findings from the co-exploration phase indicated a predominance of instrumental understanding and empirically or authority-based reasoning, informing critical design decisions. During the co-design phase, principles from the Theory of Didactical Situations were transformed into online learning components structured around action, formulation, validation, and institutionalization, and were iteratively refined across two implementation cycles. Across these cycles, significant improvements were observed in students' MR and MU, including marked pre-post gains (mean scores increasing from 65.00 to 83.79; Cohen's d = 2.60) and shifts toward more deductive reasoning and relational understanding. Framed within a design-based epistemology, these findings are interpreted as design-supported enhancements rather than evidence of causal effectiveness. The study contributes to design-based knowledge by articulating empirically grounded principles for operationalizing didactical situations within online geometry learning environments. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1515494 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1515494 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 43 Subjects: – SubjectFull: Electronic Learning Type: general – SubjectFull: Grade 8 Type: general – SubjectFull: Geometry Type: general – SubjectFull: Logical Thinking Type: general – SubjectFull: Mathematics Instruction Type: general – SubjectFull: Situated Learning Type: general – SubjectFull: Mathematics Teachers Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Indonesia Type: general Titles: – TitleFull: Operationalizing Didactical Situation-Based Online Learning to Support Eighth-Grade Students' Mathematical Reasoning and Understanding in Geometry: Participatory Design Research Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sudirman – PersonEntity: Name: NameFull: Camilo Andrés Rodríguez-Nieto – PersonEntity: Name: NameFull: Riyan Hidaya – PersonEntity: Name: NameFull: Muhamad Galang Isnawan – PersonEntity: Name: NameFull: Muh Pauzan – PersonEntity: Name: NameFull: Yumiati – PersonEntity: Name: NameFull: Bambang Avip Priatna Martadiputra – PersonEntity: Name: NameFull: Siti Faizah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2087-8885 – Type: issn-electronic Value: 2407-0610 Numbering: – Type: volume Value: 17 – Type: issue Value: 1 Titles: – TitleFull: Journal on Mathematics Education Type: main |
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