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All Journal AXIOM : Jurnal Pendidikan dan Matematika
Musaad, Faida
Universitas Muhammadiyah Sorong
Education Mathematics

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Development of a PBL-Based e-module to improve the critical thinking skills of deaf and speech-impaired students Musaad, Faida; Hidayani, Hidayani; Rusnia, Wa Ode; Bafadal, Salama; Sulkipli, Sulkipli
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i1.22007

Abstract

In mathematics education, the integration of innovative approaches is essential to support deaf students’ mastery of mathematical concepts.  Students with special needs exhibit learning characteristics distinct from their typically developing peers, requiring educators to possess specialized pedagogical skills that facilitate the development of critical thinking.. Observations conducted at a Special School (SLB) in Sorong City revealed that mathematics instruction remained conventional and lacked teaching materials capable of effectively stimulating critical thinking among students with special needs. This study, therefore,  aims to develop an interactive e-module grounded in Problem Based Learning (PBL) that is valid, practical, and effective in enhancing critical thinking skills. The research employed the  ADDIE model and involved 10 SDLB students as participants. The resulting  e-module received a material expert validity score of 4.46 and an average media expert validity of 3.36. Furthermore, the average student score of 54.09 indicated that this e-module was effective in fostering students' critical thinking skills. In terms of learning outcomes, the average pretest score of 30,100 increased  to 84,500 post-intervention, with an average N-gain of 54.00, classified within the “highly effective” category. These findings suggest that the development of PBL-based-e-modules significantly enhnaces the critical thinking skills of deaf and speech-impaired studentsspeech-impaired.
PENGARUH MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN LITERASI MATEMATIKA PADA MATERI PENYAJIAN DATA Musaad, Faida; Trisnawati, Nika Fetria; Rusani, Irna; Sundari, Sundari; Setyo, Arie Anang
AXIOM : Jurnal Pendidikan dan Matematika Vol 12, No 2 (2023)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v12i2.17966

Abstract

Tujuan penelitian ini adalah untuk menilai pengaruh penggunaan model Problem Based Learning ( PBL ) terhadap literasi matematika siswa dalam konteks penyajian data. Penelitian ini bersifat kuantitatif dan mengadopsi metode pre-eksperimental di mana penilaian dilakukan dengan membandingkan hasil tes awal (pretest) dengan penerapan model PBL, dilanjutkan dengan tes akhir (posttest) untuk menilai kemampuan akhir siswa. Instrumen yang digunakan adalah soal pretes dan posttest yang berkaitan dengan materi penyajian data, serta penilaian respon siswa setelah diterapkannya model PBLuntuk meningkatkan literasi matematika. Rata-rata skor pretest menurut data penelitian sebesar 49,40 dan rata-rata skor posttest sebesar 75,04. Berdasarkan analisis data, diperoleh nilai sig  yang menandakan bahwa data berdistribusi normal sedangkan uji t-test memiliki nilai sig (2-tailed) sebesar 0,000. Dengan demikian dapat dikatakan hipotesis alternatif (H1) diterima dan hipotesis nol (H0) ditolak. Rata-rata nilai n-gain yaitu 0,5082 yang berada pada kategori sedang. Dapat disimpulkan bahwa rata-rata kemampuan literasi matematika siswa setelah menggunakan model PBL dalam meningkatkan kemampuan literasi matematika lebih tinggi daripada sebelum menggunakan model PBL. AbstractThe objective of this research is to evaluate the impact of the problem-based learning (PBL) model on students’ mathematical literacy in the context of data presentation. This research is quantitative in nature and adopts a pre-experimental method where assessment is carried out by comparing the results of the initial test (pretest) with the application of the PBL model, followed by a final test (posttest) to assess students’ final abilities. The instruments used were pretest and posttest questions related to data presentation material, as well as assessing student responses after implementing the PBL model to improve mathematical literacy. According to research data, the average pretest score was 49.40, while the average posttest score was 75.04. Based on data analysis, a sig value of  was obtained, which indicates that the data is normally distributed, while the t-test has a sig (2-tailed) value of 0.000. Thus, it can be concluded that the alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. The average n-gain value is 0.5082, which is in the medium category. It can be inferred that the average student’s mathematical literacy ability after using the PBL model to improve mathematical literacy skills is higher than before using the PBL model. This research article is expected to provide insights for further research on students’ mathematical literacy abilities.
Co-Authors Bafadal, Salama Hidayani, Hidayani Rusani, Irna Rusnia, Wa Ode Sulkipli, Sulkipli Sundari, Sundari Trisnawati, Nika Fetria