Employing DDR to Design and Develop a Flipped Classroom and Project based Learning Module to Applying Design Thinking in Design and Technology

The purpose of this study is to discuss the Design and Development (DDR) research approach that was used to develop a Flipped Classroom and project-based learning modules for students of Design and Technology (D&T). The module's fundamental theory is based on 21st-century teaching and learning models, as well as design thinking. The DDR process is divided into three phases: analysis of needs, design and development, and evaluation. The phase of needs analysis is used to ascertain the necessity of module development and the application of design thinking. Three distinct data collection methods were used in this phase: semi-structured interviews, survey studies, and document analysis. The findings from this phase serve as a backup for the next phase. The Isman Instructional Design Model (2011) is adapted for use in this phase as a guide for module design and development. Additionally, the Fuzzy Delphi Method is used to obtain expert consensus on module material design, teaching and learning strategies, software development and hardware development requirements, and module prototype evaluation. The final phase is implementation and evaluation, which focuses on determining the module's effectiveness in the actual teaching and learning process. Each finding is organised and documented more systematically and orderly in accordance with the DDR phase in order to produce more meaningful research results. The conclusion of this article proposes a conceptual framework for the research.