Pengembangan Modul Ajar Interaktif Berdiferensiasi Mengakomodasi Kemampuan Pemecahan Masalah Matematis SMP

selvia rinjap, Yudi Darma, Utin Desy Susiaty

Abstract


Mathematical problem-solving ability is an essential competence in mathematics learning. Preliminary analysis involving 20 eighth-grade students at SMP YPK Pontianak indicated difficulties in understanding problems, planning solutions, carrying out procedures, and checking solutions. This condition indicates the need for learning materials that can accommodate differences in students’ learning readiness and characteristics. This study aimed to develop an interactive teaching module based on Differentiated Instruction for the Pythagorean Theorem and to determine its validity, practicality, and effectiveness. The study employed Research and Development using a modified 4-D model consisting of define, design, and develop stages. The product was validated by three material experts and three media experts and was then tested with 20 eighth-grade students at SMP YPK Pontianak. Data were collected through validation sheets, teacher and student response questionnaires, and a mathematical problem-solving test. The results showed a combined validity score of 86.5%, categorized as very valid; practicality of 91.6% based on teacher response and 88.6% based on student response, with an overall average of 90.1%, categorized as very practical; and classical mastery of 75% based on the posttest, categorized as effective. These findings indicate that the module meets the criteria of validity, practicality, and limited effectiveness in the context of the trial. However, because the study did not employ a pretest-posttest comparison or a control group, the 75% mastery rate should not be interpreted as evidence of causal improvement in students’ mathematical problem-solving ability.

Keyword: interactive teaching module, Differentiated Instruction, Pythagorean Theorem, mathematical problem-solving ability.


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References


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DOI: https://doi.org/10.31932/j-pimat.v8i2.7201

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