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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Walada: Journal of Primary Education
Rahman Haryadi
Universitas PGRI Pontianak
Education Social Sciences Other

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IMPLEMENTASI MODEL GAME BASED LEARNING BERBANTUAN WORDWALL DAN MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA Arassati; Rahman Haryadi; Dwi Oktaviana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11720

Abstract

This study aims to compare the effectiveness of Game Based Learning (GBL) model assisted by wordwall with Problem Based Learning (PBL) on the mathematical problem-solving ability of class X students of SMA Negeri 1 Sungai Raya on the material of arithmetic sequences and series. The research method used Quasi Experimental Design with Nonequivalent Control Group Design. The sample was selected through purposive sampling, namely class X8 as the experimental class (31 students) who implemented GBL assisted by wordwall and class X6 as the control class (31 students) who implemented PBL. The research instrument used was a problem-solving ability test on the material of arithmetic sequences and series. Data were analyzed using paired sample t-test and independent t-test. The results showed that both models were able to improve students' mathematical problem-solving ability. The experimental class increased from 58.60 to 84.94 with N-Gain 0.64 (medium category), while the control class increased from 59.03 to 71.93 with N-Gain 0.31 (medium category). The independent t-test shows tcount = 4.3255 > ttable = 2.0003 (α = 5%), so the mathematical problem-solving ability of students taught using GBL assisted by wordwall is better than PBL. Digital games create interesting and challenging learning, encouraging active student involvement.
Pengembangan Modul Ajar Interaktif Berbasis Differentiated Instruction Dalam Materi Geometri Untuk Mengakomodasi Keberagaman Kemampuan Pemecahan Masalah Matematis Siswa Mts Mujahidin Pontianak Zahra Mahdiyyah; Yudi Darma; Rahman Haryadi
Walada: Journal of Primary Education Vol. 5 No. 2 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i2.705

Abstract

Abstract: Background: This study aimed to develop an Interactive Teaching Module based on Differentiated Instruction in geometry material to accommodate the diversity of mathematical problem-solving abilities of seventh-grade students at MTs Mujahidin Pontianak. The study employed a Research and Development (R&D) method using the 4D development model modified into 3D, consisting of the define, design, and develop stages. The research subjects consisted of four expert validators, namely two Mathematics Education lecturers, one Information Technology Education lecturer, one mathematics teacher, and 30 seventh-grade students as the trial subjects. Data were collected through validation sheets, teacher and student response questionnaires, and tests of mathematical problem-solving abilities. The results showed that the module met the criteria of being highly valid with an average validation score of 94.7%, highly practical based on teacher responses of 93.33% and student responses of 85.58%, and effective with an average posttest score of 71.67 and a learning mastery percentage of 66.67%. The module also improved students’ activeness, enthusiasm, and ability to solve problems using Polya’s problem-solving stages according to their respective abilities. Therefore, the module is feasible to be used in mathematics learning to support the diversity of students’ abilities.
Pengembangan Modul Ajar Interaktif Berbasis Differentiated Instruction Untuk Mengakomodasi Keberagaman Kemampuan Pemecahan Masalah Matematis Siswa Zahra Mahdiyyah; Yudi Darma; Rahman Haryadi
Walada: Journal of Primary Education Vol. 5 No. 2 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i2.790

Abstract

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.
Co-Authors Arassati Dwi Oktaviana Yudi Darma Zahra Mahdiyyah