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Differentiated Module to Improve Students Geometric Skill on Quadrilateral

Edumatica : Jurnal Pendidikan Matematika · Vol. 16 No. 1 (2026) · hlm. 54–71

DOI
10.22437/edumatica.v16i1.46674
ISSN
2580-0779, 2088-2157
Terbit
2026-02-01
Penerbit
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

Geometric skills was one of the essential competencies in mathematics learning. However, instruction that did not consider differences in students’ abilities could hinder the achievement of this competency. This study aimed to produce a differentiated learning module on quadrilateral material that was valid, practical, and effective in improving students’ geometric skills. The study used the 4-D model, which included the stages of define, design, develop, and disseminate. The research subjects were 24 eighth-grade students at SMP Negeri 1 Rambipuji. Data collection techniques were questionnaire techniques and test techniques, with the included instruments being on validation sheets, teacher and student response questionnaires, pre-test, and post-test. The research results showed that the developed learning module had a validity score average of 3,84, practicality ratings of 97,50% from teachers and 83,02% from students, and an effectiveness score with an average N-Gain of 0,76 (high category). The module included learning objectives, diagnostic assessments, differentiated activities, summative assessments, and reflection. Each student group received scaffolding tailored to their ability level. This learning module could be used to support differentiated instruction aligned with the Merdeka Curriculum.

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/edumatica/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Differentiated Module to Improve Students Geometric Skill on Quadrilateral</dc:title>
	<dc:creator xml:lang="en">Safrida, Lela Nur</dc:creator>
	<dc:creator xml:lang="en">Agustin, Nurul Wahyu</dc:creator>
	<dc:creator xml:lang="en">Susanto, Susanto</dc:creator>
	<dc:creator xml:lang="en">Setiawani, Susi</dc:creator>
	<dc:creator xml:lang="en">Ambarwati, Reza</dc:creator>
	<dc:creator xml:lang="id">Safrida, Lela Nur</dc:creator>
	<dc:creator xml:lang="id">Agustin, Nurul Wahyu</dc:creator>
	<dc:creator xml:lang="id">Susanto, Susanto</dc:creator>
	<dc:creator xml:lang="id">Setiawani, Susi</dc:creator>
	<dc:creator xml:lang="id">Ambarwati, Reza</dc:creator>
	<dc:subject xml:lang="en">differentiated learning</dc:subject>
	<dc:subject xml:lang="en">geometric skills</dc:subject>
	<dc:subject xml:lang="en">learning module</dc:subject>
	<dc:subject xml:lang="en">quadrilateral</dc:subject>
	<dc:subject xml:lang="id">modul ajar</dc:subject>
	<dc:subject xml:lang="id">Kata Kunci: Pembelajaran Berdiferensiasi, Hasil Belajar, Operasi Aljabar.</dc:subject>
	<dc:description xml:lang="en">Geometric skills was one of the essential competencies in mathematics learning. However, instruction that did not consider differences in students’ abilities could hinder the achievement of this competency. This study aimed to produce a differentiated learning module on quadrilateral material that was valid, practical, and effective in improving students’ geometric skills. The study used the 4-D model, which included the stages of define, design, develop, and disseminate. The research subjects were 24 eighth-grade students at SMP Negeri 1 Rambipuji. Data collection techniques were questionnaire techniques and test techniques, with the included instruments being on validation sheets, teacher and student response questionnaires, pre-test, and post-test. The research results showed that the developed learning module had a validity score average of 3,84, practicality ratings of 97,50% from teachers and 83,02% from students, and an effectiveness score with an average N-Gain of 0,76 (high category). The module included learning objectives, diagnostic assessments, differentiated activities, summative assessments, and reflection. Each student group received scaffolding tailored to their ability level. This learning module could be used to support differentiated instruction aligned with the Merdeka Curriculum.</dc:description>
	<dc:publisher xml:lang="en">Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi</dc:publisher>
	<dc:date>2026-02-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/edumatica/article/view/46674</dc:identifier>
	<dc:identifier>10.22437/edumatica.v16i1.46674</dc:identifier>
	<dc:source xml:lang="en">Edumatica : Jurnal Pendidikan Matematika; Vol. 16 No. 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026); 54-71</dc:source>
	<dc:source xml:lang="id">Edumatica : Jurnal Pendidikan Matematika; Vol 16 No 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026); 54-71</dc:source>
	<dc:source>2580-0779</dc:source>
	<dc:source>2088-2157</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/edumatica/article/view/46674/23503</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Lela Nur Safrida, Nurul Wahyu Agustin, Susanto Susanto, Susi Setiawani, Reza Ambarwati</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
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