Siti Nur Aina Shofiyah, Tatang Suratno, Hasna Nuraeni

DIDACTICAL DESIGN RESEARCH SEBAGAI PENDEKATAN PENGEMBANGAN MEDIA AJAR DIGITAL BERBASIS MENU MBG PADA PEMBELAJARAN RANTAI MAKANAN

Introduction

Didactical design research sebagai pendekatan pengembangan media ajar digital berbasis menu mbg pada pembelajaran rantai makanan. Implementasi Didactical Design Research kembangkan media ajar digital berbasis Menu MBG untuk pembelajaran rantai makanan di SD. Reduksi hambatan pemahaman konsep secara kontekstual.

Abstract

Abstrak: Penelitian ini bertujuan mengimplementasikan Didactical Design Research (DDR) dalam pengembangan media ajar digital pada pembelajaran rantai makanan yang dikontekstualisasikan dengan Menu Makan Bergizi Gratis (MBG) di sekolah dasar. Kebaruan penelitian ini terletak pada integrasi kerangka DDR dengan konteks autentik menu MBG sebagai sumber belajar, sehingga desain didaktis disusun tidak hanya berbasis kurikulum, tetapi juga berangkat dari pengalaman keseharian siswa. Pendekatan DDR diterapkan melalui tahapan analisis prospektif, metapedadidaktik, dan retrospektif. Subjek penelitian adalah siswa kelas V sekolah dasar. Instrumen penelitian meliputi tes learning obstacles, wawancara, dan lembar observasi. Hasil penelitian menunjukkan bahwa desain modul dengan mengembangkan media ajar digital berbasis menu MBG dapat mereduksi hambatan pemahaman konsep rantai makanan secara kontekstual, khususnya terkait peran pengurai dan keterkaitan antarorganisme. Kata Kunci: Penelitian Desain Didaktis, Media Ajar Digital, Rantai Makanan

Review

This paper presents an interesting application of Didactical Design Research (DDR) for developing digital learning media within elementary school science education. The core objective is to enhance students' understanding of food chains by contextualizing the learning experience through the "Menu Makan Bergizi Gratis" (MBG) program. The claimed novelty lies in effectively integrating the DDR framework with a highly relevant, real-world context, moving beyond purely curriculum-driven design to incorporate students' daily experiences. This approach promises a more engaging and accessible learning pathway for complex biological concepts. The strength of this research, as outlined in the abstract, is its explicit focus on addressing learning obstacles through a structured didactic design process. By leveraging the familiar context of the MBG menu, the digital media aims to make abstract concepts like the food chain more tangible and relatable for Grade V students. The reported success in reducing conceptual understanding obstacles, particularly concerning the role of decomposers and inter-organism relationships, suggests a positive impact on student learning. This outcome underscores the potential of DDR to create effective pedagogical tools that bridge the gap between classroom theory and students' lived experiences. While the abstract provides a compelling overview, a deeper dive into the specifics of the "digital learning media" and the detailed implementation of the DDR stages (prospective, metapedadidactic, and retrospective) would be crucial in the full manuscript. Furthermore, understanding the nuances of how the "learning obstacles test, interviews, and observation sheets" specifically informed the design refinements and measured the reported reductions in learning difficulties would strengthen the evidence base. Overall, this work offers a valuable contribution to the field of educational technology and didactics, particularly in demonstrating how contextualized, design-based research can lead to more effective and student-centered learning experiences.

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