•  
  •  
 

Jurnal Pendidikan Sains

Abstract

This study aims to develop a differentiated teaching module using the problem-solving model that is valid, practical, and effective to improve students' numerical abilities. This study uses the ADDIE Model research and development approach. The sample in this study was class III of elementary school Tenggulangharjo as an experimental class totaling 22 students and class III of elementary school Karangtengah as a control class totaling 19 students. Data analysis used the t-test and N-Gain test. The study found that (1) the average validity score of the three parts of the Differentiated Teaching Module was 3.74, which is 93.62%, placing it in the very valid category, and (2) the average practicality score based on teacher and student feedback was 3.53, or 88.37%, putting it in the practical category. (3) The effectiveness of the Differentiated Teaching Module for elementary school students was evaluated using the N-Gain test results. Based on the N-Gain test results, there was an average score increase of 0.59 (59%), which falls into the effective category; from the paired t-test, the calculated t-value was 21.979, which is greater than the t-table value of 1.7207. This result indicates that there is a significant difference in scores for the experimental group before and after using the differentiated teaching module with the problem-solving model. It is concluded that the special teaching method using the problem-solving model is quite effective in enhancing the experimental group's skills in presenting data and using tables.

First Page

109

Last Page

118

Download

Share

COinS