ABSTRACT
This research focuses on analyzing and evaluating the final assignment of a master’s program in Mathematics Education using the Design Research (DR) approach. The thesis is analyzed and evaluated in order to determine the feasibility of planned learning activities in the Hypothetical Learning Trajectory (HLT) in the real classroom environment. Evaluation was based on Retrospective Analysis (RA) and used the logic model that has four stages: inputs, activities, outputs, and outcomes. From 69 theses, only eight (11.6%) used the DR approach and thus were selected for this study. In the inputs stage, all DR theses contain the correctly planned HLT. In the activities stage, many differences exist among the theses, especially regarding the context that is conveyed to students depending on the subject matter. The suitability of context and subject matter was very well managed by the students, but some implementations in the field were not in accordance with the plan. In the outputs stage, RA revealed only two theses that conveyed the change of HLT during research. In the outcomes stage, it was noted that students’ attitudes changed because they became more familiar with mathematics as a subject and their social abilities developed, allowing them to convey the reasons for change through good communication skills.
