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Yerizon
Univeristas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Development of PBL-Based E-Modules to Enhance Numerical Problem-Solving Skills among Vocational High School Students Eky Putri Prasanti; Ahmad Fauzan; Yerizon; Yarman
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.15240

Abstract

This study developed a Problem-Based Learning (PBL)-based e-module to enhance Numerical problem-solving skills among Grade X vocational high school students. Using the Plomp research and development model, the product underwent preliminary research, prototyping, and assessment phases, evaluated for validity, practicality, and effectiveness. Results indicated the e-module achieved a validity score of 3.36 (valid category) and the accompanying student worksheet scored 3.68 (very valid). Practicality assessments from students and teachers averaged 80.00%, confirming usability and accessibility via smartphones. Effectiveness testing demonstrated 76% average achievement in Numerical problem-solving, with 79.16% of students reaching minimum competency thresholds. Students showed notable improvement in problem comprehension and strategic planning, though reflective verification required further instructional scaffolding. The findings confirm that the PBL-based e-module meets established quality criteria and offers a replicable, curriculum-aligned framework for fostering active, student-centered Numericals learning in vocational education contexts.
Enhancing Students’ Geometric Reasoning through Rumah Gadang Ethnomathematics: A Local Instructional Theory Based on Realistic Numerical Ainil Mardhiah; Armiati; Yerizon; I Made Arnawa
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.15242

Abstract

This study developed a Local Instructional Theory (LIT) on geometric transformation based on Realistic Mathematics Education (RME) integrated with ethnomathematics of Rumah Gadang Minangkabau to enhance students' mathematical problem-solving ability. Using design research combining Plomp's development model and Gravemeijer and Cobb's framework, the research produced a Hypothetical Learning Trajectory, teacher's guide, and student workbook. Validation by experts showed very high validity scores: HLT (3.53), teacher's book (3.45), and student's book (3.49). Practicality testing revealed very practical ratings: teacher's book (92.50%) and student's book (83.97%). Effectiveness was demonstrated through post-test results, with 71.88% of students achieving mastery criteria and significant improvement across all problem-solving indicators. The findings indicate that integrating cultural contexts through ethnomathematics within an RME framework effectively supports students' conceptual understanding and problem-solving skills in geometric transformation. This LIT provides a culturally responsive instructional model that bridges abstract mathematical concepts with students' lived cultural experiences.
Co-Authors Ahmad Fauzan Ainil Mardhiah Armiati Eky Putri Prasanti I Made Arnawa Yarman