ICSAT INTERNATIONAL PROCEEDING

ISBN: 978-623-7496-62-5
Vol, 11 Issue 4

Development of Project-Based Learning Mathematics Module for Grade IX

Junior High School
Ayu Rahyuni Ali1*, Hamzah Upu2, Ahmad Talib3
1
Mathematics Education Master’s Study Program, Universitas Negeri Makassar, Makassar, Indonesia
Email: ayurahyuniali1@gmail.com
2
Department of Mathematics, Universitas Negeri Makassar, Makassar, Indonesia
Email: hamzahupu@gmail.com
3
Department of Mathematics, Universitas Negeri Makassar, Makassar, Indonesia
Email: ahmad.talib@unm.ac.id

Abstract
This study aims to develop project-based learning mathematics modules that meet validity,
practicality, and effectiveness criteria. The type of this research is Research and Development
(R&D) using the ADDIE development model (Analysis, Design, Development, Implementation,
and Evaluate). The development procedure consists of 5 stages, namely: (1) analysis phase, (2)
design phase, (3) development phase, (4) implementation phase, and (5) evaluation (evaluation).
The trial subjects in this study were 34 students of class IX MTsN Gowa. The validation result of
the mathematics learning module is 3.41, which is in the valid category. Then, the practicality
criteria are satisfied based on the results of the observation of the implementation of learning with
an average score of 1.97, which is in the fully implemented category, and the questionnaire
responses of students and teachers show positive responses. The effectiveness criteria obtained
from the student's learning outcomes test is 83.82, with a maximum score of 100. The effectiveness
of the mathematics learning module is also seen based on the results of observations of student
activities, with a score of 80.56% in the very good category. Therefore, the project-based learning
mathematics module has met valid, practical, and effective criteria.

Keywords: Mathematics Learning Module; project-based learning; research; development.

INTRODUCTION

Education is an essential effort to transfer knowledge and norms in life. Education is a process of
transforming knowledge towards improvement, knowledge, and perfection of all human potential.
Education can be carried out throughout human life because the learning process can change humans
to continue to be useful (Ramayulis, 2015:17).

Learning is a process of student interaction with educators and other learning resources in the
environment. The learning system that has been going on so far tends to be monotonous, with
activities that only listen to explanations from the teacher and then work on the questions in the
textbook. If the learning system continues like this, the worst possibility is that students become less
interested in the lesson and then feel bored and passive during the learning process. Mathematics
itself has become a scourge for students with the doctrine that mathematics is very difficult to
understand. Consequently, students' mathematics learning outcomes are low. Learning outcomes are
the achievement of values obtained by students after participating in the learning process on certain
subjects. The level of achievement of learning outcomes can indirectly indicate the effectiveness of a
learning process. Good learning outcomes will show that the learning process is going well, and vice
versa. Poor learning outcomes will indirectly indicate that the learning process is not going well. If so,
it is necessary to address the factors that make the learning process not go well.

Along with the development of the curriculum in Indonesia, the learning paradigm has also evolved
from Teacher Centered Learning (TCL) to Student-Centered Learning.

In the 2013 curriculum, the teacher's position in learning is as a facilitator. The approach applied to

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the learning process requires students to think critically and find solutions to problems and the
material being studied (Hutapea, 2021). This program will run well if it is supported by several aspects
internally and externally.

The internal aspect is the teacher's ability to manage to learn so that learning can be truly student-
centered. Meanwhile, external aspects can be in the form of learning tools such as teaching materials
and learning media. The world of education is certainly not free from problems. These problems are
often student-centered, for example, learning difficulties. In Indonesia, learning difficulties are
addressed for students with low learning achievement. Various subjects are difficult for students, and
one of them is mathematics.

Based on the results of initial observations conducted at MTsN Gowa, several problems were found in
the learning process. In this school, teachers used textbooks as the main teaching material. The
textbooks used are books compiled by the government using the latest revised 2013 curriculum. It
should be noted that this book contains a scientific approach but tends to be difficult to understand
because it has a non-succinct learning step. In addition, according to narratives from students, they
had difficulty understanding the sentences in the textbook. The teacher did not use a particular
learning model in the teaching process. So sometimes, the learning process was again conventionally
where the teacher explained the material. In assignments, students were only given assignments in the
form of mathematical questions in the textbook. This caused students who did not understand and
were less interested in mathematics to be more passive during the learning process.

The solution to the problems above is the need to develop more efficient and effective teaching
materials, one of which is the mathematics learning module. The mathematics learning module that
can be made is project-based. Modules are teaching materials that are systematically and attractively
arranged, which include material content, methods, and evaluations that can be used independently
(Mudhlofir, 2011: 149). The module attracts students' interest in learning because it is presented more
concisely but easily understood and has a design that is not boring so that it can attract students'
interest in learning. The project-based learning (PBL) model is a process-centered learning model, a
relatively timed, problem-focused, meaningful learning unit that combines concepts from some
components, be it knowledge, disciplines, or field experience. The learning model takes place
collaboratively in heterogeneous groups. In project-based learning, individual strengths and preferred
learning methods can strengthen overall teamwork (Karunia, 2015:62). Project-based learning is an
effective educational approach that focuses on creative thinking, problem-solving, and interaction
between students and their peers to create and use new knowledge. The Project Based Learning
approach creates an environment that encourages students to construct knowledge and skills
personally. So, project-based learning is innovative student-centered learning (student-centered) and
places the teacher as a motivator and facilitator, where students are allowed to work autonomously in
constructing their learning (Trianto, 2017:42-43).

Based on the description above, developing a project-based mathematics learning module for class IX
is important. The modules that will be made are integrated with the steps of the project-based learning
model. The purpose of developing this learning module is to produce a valid, practical, and effective
project-based mathematics learning module.

METHOD

The research procedure used in this research is research and development or the type of research and
development (R&D). The development model used is the ADDIE development model, which consists
of 5 steps, namely Analysis, Design, Development, Implementation, and Evaluation.

This research was conducted at MTsN Gowa by taking a trial subject to 34 students of class IX.E. The
data collection instruments used consisted of product and instrument validation sheets, teacher and
student response questionnaires, learning module implementation observation sheets, and learning

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outcomes tests. In this study, the data analysis technique used is data analysis of validity, practicality,
and effectiveness. Data collection techniques used are questionnaires, observations, and learning
outcomes tests. The validity data analysis technique was obtained from the analysis of the validation
sheet. Practical data analysis techniques were obtained from the questionnaire analysis of teacher and
student responses and observation sheets on the implementation of learning modules.

Furthermore, the effectiveness of data analysis techniques is obtained from the achievement of the
student learning outcomes test. Products that have been developed and research instruments will be
tested for validity by a team of experts. If the validity criteria have been met, then the products and
instruments used can be considered worthy of testing. The trial phase aims to obtain data on the
practicality and effectiveness of the learning modules that have been developed.

RESULT AND DISCUSSION

The first stage in the development procedure using the ADDIE model was the analysis stage. This
analysis phase aims to identify problems that occur in the learning process, so it is necessary to
develop learning modules. According to Aminah (2018:156), the activity of analyzing the background
of the need for the development of learning modules is the main activity carried out at this stage. From
the results of initial observations and interviews conducted by researchers, it was obtained that the
textbooks used by students tend to be difficult to understand because the presentation is convoluted
and the teacher does not explain optimally. This has an impact on the low achievement of student
learning outcomes. In addition, the learning process is very monotonous, limited to lecture learning
models and group assignments that are just working on math problems contained in textbooks.
Therefore, we need a learning module that is more effective and practical to use in the mathematics
learning process, namely the project-based mathematics learning module.

The second stage in the development process was the design stage. The design stage began with the
selection of mathematical material included in the module. The material chosen was the material of
similarity and congruence and the material of curved side space. The material was considered by the
project-based learning model integrated into the developed mathematics learning module. In addition,
the learning model did not have the best level for each material. Still, the learning model that was very
suitable for the project-based learning model was geometry material (Ratnasari et al., 2017:119). After
selecting the right material, determine the learning module's content. The mathematics learning
module created contained material, sample questions, alternative solutions with project-based models,
project assignments, material summaries for each chapter, and evaluation questions. The module will
also be equipped with quizzes, math tips, small notes containing brief information, and information on
mathematicians. In addition, this learning module was made with an attractive appearance
accompanied by pictures related to the material that was expected to make students interested in
learning.

The next stage was the development stage. The results of the initial design that have been compiled in
the previous stage were then interpreted in a learning module in a complete form. The results of this
development stage then produced a product in the form of a mathematics learning device ready to be
validated. The validator team consisted of two experts who were lecturers from the mathematics
education department. The validation process was carried out in two stages because there is a revision
process based on corrections and suggestions from the validator. After improvements have been
made, the learning modules and other research instruments were then validated again by the validator.
The results of the validation of the mathematics learning module can be seen in the following table:

Table 1. Learning Module Validation Results

Validation Sheet Indicator Evaluation Information

Mathematics 1. Graphic Aspect 3,4 Valid

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Learning 2. Content Aspect 3,25 Valid

Module 3. Language Aspect 3,5 Very Valid
4. Presentation Aspect 4,5 Very Valid
Average 3,41 Valid

The results obtained in the table above are the results of quantitative validation derived from the
validation sheet filled out by the validator. From the average of the four aspects that have been
assessed, the overall average is 3.41. The value is in the interval so that it obtains a valid category.
Thus, the learning module that has been declared valid is ready to be implemented in a limited trial.
Apart from the learning modules developed, a team of experts also validated the research instruments.
The results of the validation of research instruments are presented in the following table:

Table 2. Results of Research Instrument Validation

Instrument Average Score Criteria

Teacher Response Questionnaire 3,33 Valid
Student Response Questionnaire 3,33 Valid
Learning Module implementation 3,47 Valid
observation Sheet

Study Results Test 3.75 Very Valid

The questionnaire instrument for teacher and student responses and the observation sheet on the
implementation of the learning module obtained an average value in the interval of a valid category.
For the learning outcomes test instrument, the score was 3.75, categorized in a very valid category.
Based on the results of this validation, this research instrument is feasible to be used in the
implementation phase. The next step was the product testing step (implementation).

According to Aina and Paksi (2020:367), this trial was carried out to implement learning tools in the
form of learning activities and provide questionnaires to find out the responses of students and the
practicality of the products that have been developed. A limited trial of the project-based mathematics
learning module was carried out at MTsN Gowa by taking the test subject, namely 34 students of class
IX.E. This trial phase was carried out for 4 meetings for the learning process, and 1 meeting for the
learning outcomes test, so a total of 5 meetings. During the learning process using the project-based
learning module, two observers are tasked with observing and then filling out the implementation
sheet for the learning module. After the learning process ended, the researcher distributed response
questionnaires to students and teachers who had taught. The last part of the trial phase was the learning
outcomes test given to students to determine the effectiveness of the project-based mathematics
learning module.

In development research, three criteria must be satisfied: the validity, practicality, and effectiveness of
the product being developed. In this mathematics learning module, the validity criteria have been met.
The practicality criteria of the project-based mathematics learning module were obtained through the
results of data analysis of teacher response questionnaires, student response questionnaires, and
learning implementation observation sheets. The results of the analysis of student response
questionnaires and teacher response questionnaires can be seen in the following table:

Table 3. Results of Student Response Questionnaire Data Analysis

Positive
Trials Aspect Percentage
Response
Limited Project-Based 30 88,2%

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mathematics Learning
module

Table 4. Result of Teacher Response Questionnaire Data Analysis

Positive
Product Percentage
Responses
Project-Based
Mathematics Learning 1 100%
Module

Hanafy (2017:116) suggests that students are directed to explore their knowledge in project-based
learning. Students are active in the learning process during the learning process using project-based
mathematics learning modules. This can be seen in the responses of students who received a positive
response percentage of 88.2%, with a total of 30 students giving a positive response. In the teacher
response questionnaire, 100% percentage results were obtained where the teacher gave a positive
response after using the mathematics learning module in the teaching process. The criteria for
determining that teachers and students have a positive response are if 50% of teachers or students give
a positive response to a minimum of 70% of the total criteria asked (Arsyad, 169-170). Therefore, it
can be concluded that the criteria for positive responses from teachers and students have been met.

Apart from the teacher's response questionnaire, there is also an observation sheet on the
implementation of learning to assess the practicality of the project-based mathematics learning
module. The results of the data analysis of the learning implementation observation sheet can be seen
in the following table:

Table 4. Results of Data Analysis of Learning Module Implementation Observation Sheet

Component Average value Criteria

Syntax 2 Completely Implemented
Social Interactions 1,97 Completely Implemented
Reaction Principle 1,95 Completely Implemented
Total Average 1,97 Completely Implemented

In the process of implementing project-based mathematics learning modules, researchers applied a

lesson plan as a benchmark in directing learning. The lesson plans used are lesson plans with a project-
based learning model whose syntax has been adjusted. Based on the results of observations of the
implementation of learning using project-based mathematics learning modules, it is found that the
syntax component is implemented entirely with an average value of 2. The average value for the social
interaction component is 1.97, and the reaction principle component received an average value of 1.95.
All components are in the interval of 1.5 2 so that the category is fully implemented. Based on the
results of the data analysis of the observation sheet on the implementation of learning devices, teacher
response questionnaires, and student response questionnaires, it can be concluded that the project-
based mathematics learning module is practically used.

The next criterion that must be met in development research is the effectiveness of the product that has
been developed. The criteria for the effectiveness of the project-based mathematics learning module

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are obtained from the scores obtained by students on the learning outcomes test given after learning
and observation sheets of student activities during the learning process using project-based
mathematics learning modules. The results obtained by students on the learning outcomes test can be
seen in the following table:

Table 6. Final Results of Student Learning Outcomes

Level Of Amount Percentage

Completeness
Complete 30 88,24
Not Complete 4 11,76

In this learning outcomes test, the average value of students' overall score is 83.82. The percentage of
completeness obtained is 88.24% of students declared complete, and 11.76% declared incomplete with
several obstacles. Meanwhile, learning is said to be classically complete if at least 85% of students get
a minimum score of 78 (KKM value). Based on the percentage of completeness obtained, it can be
said that learning is classically complete.

In this implementation process, two observers assess the activities of students during the learning
process. The results of the analysis of the student activity observation sheet can be seen in the
following table:

Table 7. Results of Data Analysis of Student Activity Observation Sheets

Meeting Average Percentage Criteria

1 79,53 Very Good
2 80,82 Very Good
3 80,59 Very Good
4 81,29 Very Good
Total 80,56 Very Good

Project-based learning has stages that can stimulate students to be more actively involved in learning
(Pratama & Prastyaningrum, 2016). These project-based learning steps were then integrated into the
project-based mathematics learning module that has been developed. Based on the table above, it can
be seen that overall student activities are in the very good category. The learning process takes place
more interestingly and challenges students to carry out an activity that results in a good understanding
of concepts and creative ideas. Based on the results obtained from the learning outcomes test and the
results of the data analysis of the student activity observation sheets, it can be concluded that the
project-based mathematics learning module is effectively used.

The last stage of this development process is the evaluation stage. At this stage, all summaries of
suggestions, constraints, and deficiencies in the learning modules obtained during the trial phase are
then evaluated and revised to improve the learning modules. The results of this revision will not be
tested again.

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CONCLUSION

Project-based learning has stages that can stimulate students to be more actively involved in learning
(Pratama & Prastyaningrum, 2016). These project-based learning steps were then integrated into the
project-based mathematics learning module that has been developed. Based on the table above, it can
be seen that overall student activities are in the very good category. The learning process takes place
more interestingly and challenges students to carry out an activity that results in a good understanding
of concepts and creative ideas. Based on the results obtained from the learning outcomes test and the
results of the data analysis of the student activity observation sheets, it can be concluded that the
project-based mathematics learning module is effectively used. The last stage of this development
process is the evaluation stage. At this stage, all summaries of suggestions, constraints, and
deficiencies in the learning modules obtained during the trial phase are then evaluated and revised to
improve the learning modules. The results of this revision will not be tested again.

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