DDR

APA ITU DDR

 • A research design is an arrangement of
conditions or collection. Descriptive (e.g.,
RESEARCH case-study, naturalistic observation, survey)
Correlational (e.g., case-control study,
DESIGN observational study) Experimental (e.g., field
experiment, controlled experiment, quasi-
experiment (wiki)
 DEFINISI

• Design and development research (Richey & Klein, 2007), which was formerly known
as developmental research (Richey, Klein & Nelson, 2004).
• This method is also known as designed case (Reigeluth & Frick, 1999), design-based
research (Reeves, 2006 & Herrington, et. al, 2007), formative research (Nieveen,
2007), design research (Bannan-Ritland, 2003; Van der Akker, 2007) and many more.
• Although many terms have been used to explain and describe this research method
within its similarities and differences, it signifies an extension to other educational
research methods to test theory and validate its practices. (Richey & Klein, 2007) as
was first proposed by Brown & Collins in the 1990s.
• "the systematic study of designing, developing and evaluating instructional
programs, processes and products that must meet the criteria of internal
consistency and effectiveness" (Seels & Richey, 1994, p. 127).
• Pendekatan kajian yang merangkumi pelbagai reka bentuk kajian seperti;•
Kajian kes• Kajian tinjauan• Kajian experimen (Dr Irwan)
• DDR hanya nama yg wujud pada awal 90-an.
• Seperti KBAT yg wujud 2000, sebelum nie dikenali sbg creative,
critical.
p35
p39
 Type 1

• Type 1 research studies originate with the design and development of an

instructional product or program.
• Frequently, the entire design, development, and evaluation process is documented.
• Consistent with predominant practice in the field, the procedures employed usually
follow the tenets of ISD, encompassing front-end analysis through formative or
summative evaluation (Richey, Klein, Nelson; 2004).
• They describe the application of a particular ISD model as well as the use of
elaboration theory in content sequencing. The study also addresses the production
of course materials, as well as the results of an evaluation of student performance
and attitudes in the revised course.
• This category typically involves situations in which the product
development process used in a particular situation is described and
analyzed and the final product is evaluated, such as McKenney’s
(2002) documentation of the use of CASCADE-SEA, a computer-based
support tool for curriculum development (Richey, Klein; 2010).
• Buku ditulis (Richey, Klein; 2007)
• Artikel scopus (Richey;1997)
 McKenney, S. E. (2003).
Computer-based support for
science education materials
developers in Africa: Exploring
potentials.
 Jones, T. S., & Richey, R. C.
(2000). Rapid prototyping
methodology in action: A
developmental study.
Educational Technology
Research and Development,
48(2), 63–80.
https://doi.org/10.1007/BF0231
3401
Type 2
Phase 1 Theoretical foundations and model applications) : LR

Phase 2 Determining the components of a MI design model) : LR

Phase 3 Revisions and internal model validation) : Delphi

 Type 1 VS Type 2
• There is a distinction
between doing design and development and studying the processes (Richey,
Klein 2007)
Step 1
Step 2
Step 3