Articles

The Development of E-modules Based on Realistic Mathematics Education Assisted by Geosway in Phase F

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This R&D aims to produce a valid, practical, and effective Realistic Mathematic Education (RME)-based e-module assisted by Geosway in phase F. This research is a research and development using a 4D model consisting of 4 stages, namely defining, designing, developing, and disseminating. Observations were conducted at SMK Negeri 6 Jember as the research location. The research subjects involved in this study were students of SMK Negeri 6 Jember in grades XI DKV 1 and XI KKBT 1. The research instruments used in data collection were observation sheets, student response questionnaire sheets, readability test sheets, and test sheets. The validation results for the teaching module, e-module, test, observation sheet, and student response questionnaire were 3.73; 3.68; 3.57; 3.63; and 3.81, respectively. This shows that the teaching modules, e-modules, tests, observation sheets, and student response questionnaires were obtained with valid criteria. The practicality of the e-module based on the observation of the implementation of the e-module in the first and second meetings was 3.39 and 3.67, respectively, with the practical category. The effectiveness of the e-module was based on learning completeness, the N-gain category, and student responses to improve students’ creative thinking skills. The results of the study showed that the percentage of student completeness reached 87.5%, the average N-gain category was 0.72, and students gave a positive response of 82.07%. This indicates that the e-module is effective in improving students’ creative thinking skills. Based on the results of the study, it shows that the e-module based on Realistic Mathematic Education (RME) assisted by Geosway in phase F has valid, practical, and effective criteria.

Developing of a Teaching Module Based on Guided Discovery Learning Assisted by Augmented Reality (AR) on polyhedra Material for Students’ Conceptual Understanding in Phase D

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This study aims to address the issue of students’ low conceptual understanding in geometry learning, particularly in the topic of polyhedra, which tends to be abstract. Many students struggle to visualize three-dimensional shapes due to the lack of interactive, student-centered learning media. To overcome this challenge, a teaching module based on Guided Discovery Learning, supported by Augmented Reality (AR) with GeoGebra, was developed to enhance students’ mathematical conceptual understanding. The research employed a Research and Development (R&D) method using the 4-D model (Define, Design, Develop, and Disseminate). Data were collected through validation sheets, classroom observations, learning style questionnaires, student response questionnaires, and pre-test and post-test assessments. The results showed that the developed teaching module was valid, practical, and effective. The instrument validation scores for the teaching module were 4.47, for the LKPD (student worksheet) 4.30, and for the pre-test and post-test questions 4.40, all categorized as valid. Practicality was indicated by an implementation observation score of 4.47 (high category) and a positive student response rate of 87%. The module’s effectiveness was evidenced by a classical mastery percentage of 80.9% and an N-Gain score of 0.7 (moderate category), indicating a significant improvement in students’ conceptual understanding of polyhedra under the Kurikulum Merdeka. Based on these findings, it is recommended that the Guided Discovery Learning-based teaching module, supported by Augmented Reality, be used as an innovative alternative for geometry instruction to improve students’ mathematical conceptual understanding of the topic of polyhedra.