Dila Anggaraini, Elfis Suanto, Putri Yuanita

Development of PBL-based teaching modules to improve the mathematical communication skills of phase D class VII students

Introduction

Development of pbl-based teaching modules to improve the mathematical communication skills of phase d class vii students. Boost Grade VII mathematical communication with PBL-based teaching modules for linear equations & inequalities. This study evaluates module validity, practicality, and effectiveness.

Abstract

This study aims to develop a product in the form of a mathematics teaching module based on the Problem-Based Learning (PBL) model to enhance students' mathematical communication skills in the context of linear equations and inequalities with one variable for Grade VII students in junior high schools (SMP/MTs). The study evaluates the teaching module's validity, practicality, and effectiveness. Additionally, the findings of this research can serve as a reference for teachers in designing teaching modules that improve communication skills in other mathematical topics and as a resource for students to practice and enhance their communication skills. This research is based on the importance of mathematical communication skills for students. According to the Ministry of National Education, one of the objectives of mathematics learning is to enable students to communicate their ideas through symbols, tables, diagrams, or other representations. However, field observations show that the reality is quite the opposite. The mathematical communication skills of Grade VII students (Phase D) in junior high schools are still relatively low, particularly in linear equations and inequalities with one variable. One of the indicators of this issue is that students do not create mathematical symbols accurately when solving problems. While they can solve problems presented in a format like the teacher's examples, they struggle with different problem formats, especially word problems, which are confusing. The data collection instruments used in this study include validation and practicality instruments. The data collection techniques involve interviews, questionnaires, and mathematical communication skill tests. The data analysis techniques employed are both quantitative and qualitative analyses. The development of the teaching module in this research follows the 4-D model (Four-D Model), which consists of four stages: defining, designing, developing, and disseminating.

Review

This study addresses a critical issue in mathematics education by focusing on the development of PBL-based teaching modules to enhance students' mathematical communication skills. The abstract clearly articulates the significance of mathematical communication as a core learning objective, aligning with national educational goals, and identifies a significant gap between this objective and the observed low communication skills among Grade VII students. This problem is particularly highlighted in the context of linear equations and inequalities, especially concerning accurate symbol usage and tackling word problems. The proactive approach of developing a specialized module based on Problem-Based Learning, a pedagogical model known for fostering higher-order thinking and communication, positions this study as highly relevant and timely for improving student learning outcomes. The methodology chosen for this product development research, the 4-D model (Define, Design, Develop, Disseminate), is well-suited for creating and evaluating educational interventions. The study's commitment to evaluating the module's validity, practicality, and effectiveness ensures a comprehensive assessment of its quality and utility. The abstract outlines a robust data collection strategy, including validation and practicality instruments, interviews, questionnaires, and mathematical communication skill tests, which will yield both quantitative and qualitative data. This multi-faceted approach to data gathering is commendable and should provide a thorough understanding of the module's attributes and impact within the specified context of Grade VII mathematics. The potential contributions of this research are significant and wide-ranging. The developed PBL-based module could serve as a valuable and practical resource for teachers seeking to improve their students' ability to communicate mathematically, particularly in challenging areas like accurate symbol usage and the interpretation of word problems. Furthermore, the findings are presented as a reference for designing modules in other mathematical topics and for students to practice communication skills independently. This research offers a promising direction for enhancing essential mathematical competencies and holds potential for broad application in secondary mathematics education, addressing a fundamental need in current pedagogical practices.

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