Ponte Academic JournalSep 2020, Volume 76, Issue 9 DIDACTICAL DESIGN FOR TEACHERS’ REFLECTIVE PRACTICE\r\nIN DEALING WITH STUDENTS’ LEARNING DIFFICULTIES:\r\nA STUDY BASED ON DIDACTICAL DESIGN RESEARCH\r\nFRAMEWORKAuthor(s): Rudi ,Didi Suryadi, Rizky RosjanuardiJ. Ponte - Sep 2020 - Volume 76 - Issue 9 doi: 10.21506/j.ponte.2020.9.2 Abstract:Reflective practice belongs to one of procedures in teacher professional development. There are three stages in reflective practice covering reflection for action, reflection in action, and reflection off action. This article aims at describing didactical design development as a form of teacher reflective practice to deal with students’ difficulties in proving Pythagorean theorem. This article limits its investigation on one of reflective practice stages namely reflection for action. This research applies methodological framework of didactical design research (DDR) developed by Suryadi. Data were collected in two phases. The first phase was performing competency test towards 25 students who had learned Pythagorean theorem through written test and interview. The second phase was observing a mathematics teacher in planning a didactical design. The result of students’ competency test was analyzed to obtain a description on students’ difficulties and the possibly corresponding cause. Meanwhile, the result of observation towards the teacher was analyzed to obtain a description on the process and product of didactic design developed by the teacher. Research findings reveal that students’ complexities in proving Pythagorean theorem were due to didactical and epistemological obstacle. Didactical design development serves as an effort to deal with students’ learning obstacle. Reflection for action is performed by teachers through didactical design planning based on students’ learning obstacle and students’ learning trajectory. Didactical design plan is developed in the form of prediction on students’ response and prediction on anticipation or teachers’ follow up. The outcome of teacher’s didactical design formulation consists of 9 didactical situation series. Situation design 1, 2, 3, and 4 are formulated to overcome students’ difficulties caused by epistemological obstacle while situation design 5, 6, 7, 8, and 9 are devised to deal with students’ difficulties caused by didactical obstacle. Furthermore, didactical design developed by the teacher is formulated based on students’ learning trajectory. Download full text:Check if you have access through your login credentials or your institution Username Password