Development of a Differentiated Interactive Digital Module Assisted by Grid Paper on Plane Area Geometry in Elementary Schools
DOI:
https://doi.org/10.35568/naturalistic.v10i1.6299Keywords:
differentiated learning, interactive digital module, grid paper, plane geometry, elementary educationAbstract
This research aims to develop a differentiated interactive digital module assisted by grid paper for teaching plane geometry area concepts in elementary schools. The study adopts the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) to systematically guide the module development process. The interactive digital module integrates grid paper as a concrete visual aid to help students visualize and calculate the area of plane geometric shapes, accommodating different learning abilities through differentiated activities. Data collection techniques include expert validation, student and teacher response questionnaires, and pre-test and post-test assessments to measure learning outcomes. The results indicate that the developed module meets the criteria for validity, practicality, and effectiveness. The interactive features and scaffolded learning activities enhanced students' understanding of plane geometry concepts and increased their engagement in mathematics learning. This study contributes to the advancement of innovative and inclusive teaching practices in mathematics, providing a model that supports differentiated learning needs.
Downloads
References
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer Science & Business Media.
Bruner, J. S. (1966). Toward a Theory of Instruction. Harvard University Press.
Clements, D. H., & Battista, M. T. (1992). Geometry and spatial reasoning. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 420–464). Macmillan.
Gall, M. D., Borg, W. R., & Gall, J. P. (2003). Educational Research: An Introduction (7th ed.). Pearson Education.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.
Hidayat, H., Syarifudin, A., & Lestari, R. (2023). The Effectiveness of Interactive Digital Modules in Enhancing Student Motivation in Mathematics. Journal of Educational Technology and Innovation, 11(2), 123-135.
Hidayat, H., Syarifudin, A., & Lestari, R. (2023). The Effectiveness of Interactive Digital Modules in Enhancing Student Motivation in Mathematics. Journal of Educational Technology and Innovation, 11(2), 123-135.
Ke, F., & Grabowski, B. (2007). Game-based learning: Improving learning outcomes in STEM education. Educational Technology Research and Development, 55(3), 437–451.
Moore, M. G., & Wedemeyer, C. A. (1990). Transactional Distance Theory and Independent Learning Models. In Foundations of Distance Education. Routledge.
Moore, M. G., & Wedemeyer, C. A. (1990). Transactional Distance Theory and Independent Learning Models. In Foundations of Distance Education. Routledge.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2010). Designing Effective Instruction (6th ed.). Wiley.
Rezkywati, S. (2022). The Role of Grid Paper in Enhancing Students’ Visualization Skills in Geometry. Mathematics Education Journal, 14(3), 225-238.
Rezkywati, S. (2022). The Role of Grid Paper in Enhancing Students’ Visualization Skills in Geometry. Mathematics Education Journal, 14(3), 225-238.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.). ASCD.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.). ASCD.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Resti Adriyatni, Karlimah (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright of Journal Naturalistic : Jurnal Kajian Penelitian Pendidikan dan Pembelajaran (e-ISSN:2548-8589, p-ISSN:2528-2921).
Open Access Policy
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
This journal is open access journal which means that all content is freely available without charge to users or / institution. Users are allowed to read, download, copy, distribute, print, search, or link to full text articles in this journal without asking prior permission from the publisher or author. This is in accordance with Budapest Open Access Initiative.
