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Didactic Design Research in Overcoming Epistemological Barriers in Mathematics Learning; A Systematic Literature Review

Journal of Creativity Student · Vol. 9 No. 2 (2026) · hlm. 371–376

DOI
10.15294/jcs.v9i2.56189
ISSN
2502-1958, 2962-603X
Terbit
2026-06-24
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Epistemological obstacles are among the primary factors that impede students' understanding of mathematical concepts. Didactical Design Research (DDR) emerges as a learning-obstacle-based approach that offers a systematic framework for identifying and addressing these barriers. However, comprehensive reviews mapping DDR research trends in the context of epistemological obstacles in mathematics education remain limited. This study aims to: (1) analyze trends in DDR research on epistemological obstacles, (2) identify the most prevalent types of epistemological obstacles, (3) map the didactic design strategies employed, and (4) assess the effectiveness of DDR implementation. A Systematic Literature Review (SLR) following the PRISMA protocol was conducted. Articles were retrieved from Google Scholar, ERIC, and Sinta databases covering 2015–2025. After rigorous selection, 27 articles met the inclusion criteria. Findings indicate that: (1) DDR research has grown significantly from 2020 to 2025, particularly at the junior and senior secondary levels; (2) dominant epistemological obstacles involve difficulties in abstract concept comprehension, symbolic misconceptions, and failure to transfer concepts; (3) effective didactic strategies include mathematical visualization, contextual scaffolding, reflective discussion, and structured cognitive conflict; and (4) consistent DDR implementation demonstrably improves students’ conceptual understanding. These findings carry strategic implications for developing adaptive, obstacle-informed mathematics learning designs.

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  • State University of Semarang
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Rekan penulisOrganisasiArtikel bersama
Sugiman SugimanAfiliasi tidak diketahui7
Amin SuyitnoState University of Semarang7
Sugiman SugimanState University of Semarang3
Stevanus Budi WaluyaState University of Semarang3
Kristina WijayantiState University of Semarang3
Masrukan MasrukanState University of Semarang3
Tri Sri Noor AsihState University of Semarang2
Edy SoedjokoAfiliasi tidak diketahui2
Harni SuparsihAfiliasi tidak diketahui2
Isti HidayahState University of Semarang2
Yohanes Leonardus SukestiyarnoState University of Semarang1
Nita HidayatiState University of Semarang1
Nur Fathaillah PajrinAfiliasi tidak diketahui1
Nur Fathaillah PajrinState University of Semarang1
Scolastika MarianiState University of Semarang1
Wardono WardonoState University of Semarang1
Sumliyah SumliyahState University of Semarang1
Nyree AniAfiliasi tidak diketahui1
Hery SutartoState University of Semarang1
Seto SatotoState University of Semarang1
Wuryanto WuryantoState University of Semarang1
Kharisma IlyyanaState University of Semarang1
Sugiarto SugiartoState University of Semarang1
Karina PratinuariState University of Semarang1
Zaenuri ZaenuriState University of Semarang1
Dian MariyaState University of Semarang1
Amin SuyitnoState University of Semarang1
Ice AfriyantiState University of Semarang1
Rahayu Budhiati VeronicaState University of Semarang1
Subuh AmalludinState University of Semarang1
P. WidyaningrumState University of Semarang1
Mashuri MashuriState University of Semarang1
Yolanda Astrid AnintyaState University of Semarang1
Ishmah Khairina ZakiriState University of Semarang1
Aizzatun NikmahState University of Semarang1
Edy SoedjokoState University of Semarang1
Yudha Kristia KartikaAfiliasi tidak diketahui1
Titis Hari VirgonantoState University of Semarang1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jcs/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc)
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	<dc:title xml:lang="en">Didactic Design Research in Overcoming Epistemological Barriers in Mathematics Learning; A Systematic Literature Review</dc:title>
	<dc:creator xml:lang="en">Surbakti, Erin Clariza Br</dc:creator>
	<dc:creator xml:lang="en">Pujiastuti, Emi </dc:creator>
	<dc:description xml:lang="en">Epistemological obstacles are among the primary factors that impede students' understanding of mathematical concepts. Didactical Design Research (DDR) emerges as a learning-obstacle-based approach that offers a systematic framework for identifying and addressing these barriers. However, comprehensive reviews mapping DDR research trends in the context of epistemological obstacles in mathematics education remain limited. This study aims to: (1) analyze trends in DDR research on epistemological obstacles, (2) identify the most prevalent types of epistemological obstacles, (3) map the didactic design strategies employed, and (4) assess the effectiveness of DDR implementation. A Systematic Literature Review (SLR) following the PRISMA protocol was conducted. Articles were retrieved from Google Scholar, ERIC, and Sinta databases covering 2015–2025. After rigorous selection, 27 articles met the inclusion criteria. Findings indicate that: (1) DDR research has grown significantly from 2020 to 2025, particularly at the junior and senior secondary levels; (2) dominant epistemological obstacles involve difficulties in abstract concept comprehension, symbolic misconceptions, and failure to transfer concepts; (3) effective didactic strategies include mathematical visualization, contextual scaffolding, reflective discussion, and structured cognitive conflict; and (4) consistent DDR implementation demonstrably improves students’ conceptual understanding. These findings carry strategic implications for developing adaptive, obstacle-informed mathematics learning designs.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-06-24</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jcs/article/view/56189</dc:identifier>
	<dc:identifier>10.15294/jcs.v9i2.56189</dc:identifier>
	<dc:source xml:lang="en">Journal of Creativity Student; Vol. 9 No. 2 (2026); 371-376</dc:source>
	<dc:source>2502-1958</dc:source>
	<dc:source>2962-603X</dc:source>
	<dc:source>10.15294/jcs.v9i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jcs/article/view/56189/10320</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Journal of Creativity Student</dc:rights>
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