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Development of Mathematics Teaching Modules Based on Differentiated Instruction to Stimulate Student Engagement

Artigo2024

Sadrack Luden Pagiling ORCID; Anis Munfarikhatin ORCID; Irmawaty Natsir ORCID; Ayulia Rombe Ma'dika

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Resumo

Student engagement is one of the students’ predictors for achieving more robust performance in mathematics, and it can be promoted by differentiated instruction. Therefore, this research aimed to develop a valid, practical, and effective mathematics module based on differentiated instruction to stimulate student engagement. Employing the ADDIE model, the research was conducted at one lower secondary school involving 22 eighth-grade students. We collected data through validity assessment sheets to test validity, teacher and student response questionnaires to test practicality, and student engagement observation sheets to test the practicality of teaching modules. The validity of the module was confirmed through V-Aiken’s method, proving that the module satisfied the valid category. Findings demonstrate that modules are in the valid category and are very practical categories in the teacher response and the student response questionnaire. In addition, this module effectively stimulates student engagement in cognitive, behavioral, and emotional engagement logically, with the results of the observation sheet of student engagement in the engaged and very engaged categories. Thus, the mathematics teaching module based on differentiated instruction is declared valid, practical, and effective in stimulating student engagement.

Dados da obra

Tipo
Artigo
Periódico
Jurnal Didaktik Matematika, v. 11, n. 1, p. 21-40
Ano
2024 (2024-06-06)
Idioma
en
Palavras-chave
mathematics teaching module; differentiated instruction; student engagement; ADDIE model; module validity; junior high school mathematics; eighth grade students
Temas
Avaliação
DOI
10.24815/jdm.v11i1.36525
ISSN
2355-4185, 2548-8546
Licença
cc-by-sa
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
PAGILING, Sadrack Luden et al.. Development of Mathematics Teaching Modules Based on Differentiated Instruction to Stimulate Student Engagement. Jurnal Didaktik Matematika, v. 11, n. 1, p. 21-40, 2024. DOI: https://doi.org/10.24815/jdm.v11i1.36525.

APA

Pagiling, S. L., Munfarikhatin, A., Natsir, I., & Ma'dika, A. R. (2024). Development of Mathematics Teaching Modules Based on Differentiated Instruction to Stimulate Student Engagement. Jurnal Didaktik Matematika, 11(1), 21-40. https://doi.org/10.24815/jdm.v11i1.36525

BibTeX
@article{pagiling2024,
  author = {Pagiling, Sadrack Luden and Munfarikhatin, Anis and Natsir, Irmawaty and Ma'dika, Ayulia Rombe},
  title = {Development of Mathematics Teaching Modules Based on Differentiated Instruction to Stimulate Student Engagement},
  year = {2024},
  journal = {Jurnal Didaktik Matematika},
  volume = {11},
  number = {1},
  pages = {21-40},
  doi = {10.24815/jdm.v11i1.36525},
  language = {en}
}
RIS
TY  - JOUR
AU  - Pagiling, Sadrack Luden
AU  - Munfarikhatin, Anis
AU  - Natsir, Irmawaty
AU  - Ma'dika, Ayulia Rombe
TI  - Development of Mathematics Teaching Modules Based on Differentiated Instruction to Stimulate Student Engagement
PY  - 2024
JO  - Jurnal Didaktik Matematika
VL  - 11
IS  - 1
SP  - 21
EP  - 40
DO  - 10.24815/jdm.v11i1.36525
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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