DEVELOPMENT OF AN INTERACTIVE MATHEMATICS MODULE BASED ON PROBLEM-BASED LEARNING AND ISLAMIC VALUES
DOI:
https://doi.org/10.24127/ajpm.v15i3.15544Keywords:
Character, Interactive Digital Mathematics Module, Islamic Values, Problem-Based Learning, Problem-Solving SkillsAbstract
A preliminary analysis at SMA Muhammadiyah Al Amin Sorong identified limited use of interactive learning media, low student engagement, and insufficient integration of Islamic values in mathematics learning. Therefore, this study aimed to develop an interactive digital mathematics module based on Problem-Based Learning (PBL) and integrated with Islamic values for grade XI students studying regression analysis. The study employed the ADDIE development model, consisting of Analyze, Design, Development, Implementation, and Evaluation stages. The study involved 42 eleventh-grade students, consisting of 10 students in a small-group trial and 32 students in a large-group trial. Data were collected using expert validation sheets, student response questionnaires, a single pretest-posttest assessment instrument, student activity observation sheets, and questionnaires measuring problem-solving skills and Islamic character. The module was validated by three experts in material, media, and language. The validation results showed high validity, with scores of 0.92 for media, 0.89 for language, and 0.85 for material. The practicality results showed average scores of 84% in the small-group trial and 92.5% in the large-group trial, categorized as practical and very practical, respectively. The effectiveness analysis showed a significant difference between pretest and posttest scores (p < 0.05), with an average N-Gain of 67.06%, categorized as moderately effective. Student activity observations indicated engagement in group discussions, problem-solving activities, and responsibility, while questionnaire results showed 90% for Islamic character and 88% for problem-solving skills, both categorized as very effective. Because the study used a one-group pretest-posttest design without a control group, these findings provide preliminary evidence that the module can support improvements in students’ learning outcomes and problem-solving performance while fostering Islamic character. Further research using a control or comparison group is needed to confirm its effectiveness.
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