Pengembangan Modul Ajar Interaktif Berbasis Differentiated Instruction Untuk Mengakomodasi Keberagaman Kemampuan Pemecahan Masalah Matematis Siswa
DOI:
https://doi.org/10.61798/wjpe.v5i2.790Keywords:
Differentiated Instruction, Geometry, Mathematical Problem-Solving Ability, Interactive Teaching ModuleAbstract
Mathematics learning in schools still faces obstacles in the form of diversity in students' mathematical problem-solving abilities that have not been optimally accommodated in the learning process. This study aims to develop an Interactive Teaching Module based on Differentiated Instruction for geometry material for seventh-grade students at MTs Mujahidin Pontianak and to determine its level of validity, practicality, and effectiveness. The study used the Research and Development method with a 4D development model modified into 3D, including the define, design, and develop stages. The research subjects consisted of four expert validators and 30 seventh-grade students as trial subjects. Data were collected through validation sheets, teacher and student response questionnaires, and mathematical problem-solving ability tests. The results showed that the module obtained a very valid category with an average of 94.7%; very practical, based on teacher responses of 93.33% and students of 85.58%; and effective, with an average posttest of 71.67 and learning completeness of 66.67%. The research findings show that the Interactive Teaching Module based on Differentiated Instruction is suitable for supporting adaptive, interactive mathematics learning and is oriented towards developing students' mathematical problem-solving abilities in line with diverse learning abilities.
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