Development of e-Module with Integrative Problem-Based Learning Approach to Improve Students' Algebraic Reasoning
DOI:
https://doi.org/10.14421/fourier.2026.151.17-26Keywords:
e-module, Problem Based Learning, Algebraic reasoning, Islamic integrated mathematicsAbstract
This study aims to produce e-modules that are valid, practical, and attractive and can improve students' algebraic reasoning and spiritual attitudes. This type of research is development research with the ADDIE development model. Data collection techniques include observation, interviews, questionnaires, tests, and documentation. Data analysis techniques are quantitative and qualitative. Quantitative data analysis techniques include statistical analysis, t-test, N-gain test, and descriptive statistics. Qualitative data analysis techniques include validation results, interviews, and student responses. The results of this study showed that: 1) the process of developing e-modules with an integrative problem-based learning approach to improve students' algebraic reasoning is carried out in a way, namely: a) analyzing the needs and conditions of students; b) determining learning outcomes and materials, designing e-modules, and making assessment instruments; c) Validation of e-modules by five experts with an average percentage value of 84.1% and is in the valid category. Practicality validation by two practitioners with an average percentage of 89.1% and is in the practical category; d) e-module trials in small groups followed by extensive group field tests on 30 grade VIII students with an average percentage of 82.3% and e) Evaluation of the use of e-modules summatively which shows e-modules are suitable for use in learning. 2) An increase in algebraic reasoning of 0.185 after students use a math learning e-module with an integrative problem-based learning approach.
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