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All Journal Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika
Annisa Ul Khoiriah
Universitas Islam Negeri Sumatera Utara
Mathematics

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Pengembangan Modul Matematika Berbasis Problem-Based Learning pada Materi SPLDV Annisa Ul Khoiriah; Ella Andhany
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 9 No. 3 (2026): Volume 9 Nomor 3 Tahun 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v9i3.9752

Abstract

Learning systems of linear equations in two variables in vocational high schools requires contextual teaching materials that help students engage in mathematical modeling and problem solving. Teaching materials at SMK Negeri 1 Arse do not provide sufficient learning stages to support student engagement and independence. This study aimed to develop a mathematics module based on Problem-Based Learning (PBL) for this topic and assess its validity, practicality, and students’ learning achievement after implementation. The study employed a research and development method using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. A limited trial was conducted in May–June 2026 involving 23 tenth-grade students, one mathematics teacher, and one mathematics education lecturer as a validator. Data were collected through observations, interviews, validation sheets, teacher and student response questionnaires, a prerequisite diagnostic test, a posttest on systems of linear equations in two variables, and documentation. Quantitative and qualitative data were analyzed descriptively. The validity assessment yielded 90.63%, categorized as highly valid. Practicality was assessed using teacher and student response questionnaires, yielding 84.00% and 95.56%, respectively, both categorized as highly practical. The mean posttest score was 94.46, with all students meeting the mastery threshold of 70. The module met validity and practicality criteria in this limited trial. Learning achievement was descriptive; further effectiveness testing requires a comparison group and equivalent pretests and posttests, while validity assessment needs additional validators
Co-Authors Ella Andhany