<![CDATA[The mathematical problem-solving ability of junior high school students in Indonesia is still relatively low. The learning process still relies heavily on lecture-based methods and makes limited use of interactive media, creating a need for innovative teaching materials such as the guided inquiry method. This study aimed to develop a mathematics learning module based on guided inquiry that is valid, practical, and effective for the topics of triangles and quadrilaterals. The research employed a Research and Development (R&D) model using the ADDIE approach. The sample consisted of 13 eighth-grade students from SMP N 2 Serang, selected through simple random sampling. The research instruments included validation questionnaires, student and teacher response questionnaires, and a problem-solving test (pretest–posttest). The resulting module was validated by material experts at 90.76%, media experts at 100%, and language experts at 90%, all of which fell into the “very good” category. The practicality test showed positive results, with teacher responses reaching 91.11% (very good) and student responses 71.25% (good). Normality testing using the Shapiro–Wilk test indicated that the data distribution was close to the diagonal line, suggesting a normal distribution. The t-test results showed a significant increase in scores between the pretest and posttest, with an average difference of 18.54 points. However, the normalized gain calculation produced an average g value of 47.21%. This value falls into the moderate category but is classified as less effective based on learning effectiveness criteria. Therefore, although the module was able to produce a statistically significant improvement, its practical effectiveness in enhancing students’ problem-solving abilities remained limited, and it cannot yet be considered optimally effective.]]>
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