<![CDATA[Using varied mathematical literacy behavior, this project seeks to establish a problem-based LKPD that is legitimate, practical, and effective. This study use the Plomp model for development purposes. Preliminary analysis, development, and assessment are the three phases that make up this development research. In the first round of analysis, we looked at things like student characteristics, needs, curriculum, and ideas. Additionally, works on developing and evaluating the developed items are completed. The digital LKPD that introduced problem-based mathematical literacy was found to be legitimate, practicable, and effective, according to the results. With a validity level of 84%, digital LKPD is considered very valid by professionals. Based on student replies, digital LKPD is deemed very practical at the one-to-one evaluation stage (85.3% practicality level) and at the small group evaluation stage (84.62% practicality level). Because it influences students' mathematical literacy behavior in a favorable way, digital LKPD can be deemed effective. This may be based on the results of the final math literacy test taken by all children in the small group experiment, who were previously categorized as either regular or superior behavers.Keywords– Differentiated Learning, LKPD Development, Mathematical Literacy Behavior, Pythagorean Theorem]]>
Copyrights © 2024
