Articles

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.

Development of OLMP Model Teaching Modules on SPLTV Material to Improve Students’ Creative Thinking Skills

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Learning in the classroom that does not utilize media optimally causes the class to be boring, inhibits independence, and limits students from seeking knowledge. Apart from that, students’ creative thinking abilities in Indonesia are generally still relatively low. Therefore, come up with the idea of ​​outdoor learning to develop students’ creativity. The aim of this research is to describe the process and results of developing OLMP model teaching modules on SPLTV material to improve students’ creative thinking abilities. This type of research is development using a 4D model. The data collection methods used are observation, questionnaires, tests, interviews and documentation. The subjects of this research were 4 classes of class X students at IBU Vocational School for the 2023/2024 academic year. Based on the research stages that have been carried out, it can be explained that a teaching module has been successfully developed which has gone through the stages of definition, design, development and distribution. Then it can also be said that the teaching module that has been developed is suitable for use. This is reinforced by the mean value of the three validators of 87.45%.

Developing the Geometry Teaching Module by Using a Metacognitive Approach in Kurikulum Merdeka to Improve the Students’ Critical Thinking Skills

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This research aims to solve the problem of students’ critical thinking skills to follow instructions in solving mathematical problems. Students are often unaware of what they do, why they do it, and do not even know what they are supposed to do with the assignment. Meanwhile, to be a good problem solver, someone must develop good metacognition skills. By having metacognitive awareness, students are trained to solve mathematical problems through the stages of planning, monitoring, controlling and evaluating. The method used in the research is Research and Development with the model developed by Thiagarajan, Semmel & Semmel (4-D). The data collection was based on the pre-test and post-test scores in the experimental and control groups to measure the students’ critical thinking skills. The result of the post-test in the students’ critical thinking skills by using ANOVA test with significance level in 0.016 (< 0.05) shows that there was significant difference of teaching module with metacognitive approach in the material about circle within Kurikulum Merdeka to the students’ critical thinking skills.