DEVELOPMENT OF A STEAM ACTIVITY-BASED MATHEMATICS TEACHING MODULE TO ENHANCE STUDENTS’ ALGEBRAIC REASONING

Abstract

This study aimed to develop and evaluate the validity, practicality, and effectiveness of a STEAM activity-based mathematics teaching module integrated with Amplify Classroom for developing students’ algebraic reasoning in Systems of Linear Equations in Three Variables (SLETV). The study was motivated by students’ difficulties in progressing from identifying patterns to recognizing mathematical relationships and formulating generalizations, together with the limited integration of interactive digital technology into mathematics instruction. A Research and Development (R&D) approach was employed using the ADDIE model with 28 Grade X students at SMA Santa Maria Yogyakarta. Data were collected through expert validation sheets, teacher and student practicality questionnaires, observations, and algebraic reasoning pre-tests and post-tests. Quantitative data were analyzed using descriptive statistics, normalized gain, and a pre-test–post-test comparison, while qualitative data were analyzed descriptively. The results showed that the module was developed through the five ADDIE phases and was rated very valid by two experts (95% and 90%) and very practical by students (82.4%) and the teacher (82.5%). Students’ mean algebraic reasoning score increased from 44.05 (SD = 21.26) on the pre-test to 64.96 (SD = 21.84) on the post-test, with a normalized gain of 0.4, indicating a moderate level of improvement. All three algebraic reasoning indicators improved, with the largest increase occurring in pattern recognition (from 42.9% to 84.4%), while generalizing remained the lowest post-test indicator (51.1%). These findings provide evidence that the developed module is valid and practical and is associated with improvement in students’ algebraic reasoning, while further instructional support is needed to strengthen generalization.

Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi validitas, kepraktisan, dan efektivitas modul ajar matematika berbasis aktivitas STEAM yang terintegrasi dengan Amplify Classroom untuk mengembangkan penalaran aljabar siswa pada materi Sistem Persamaan Linear Tiga Variabel (SPLTV). Penelitian ini dilatarbelakangi oleh kesulitan siswa dalam beralih dari mengidentifikasi pola menuju mengenali hubungan matematis dan merumuskan generalisasi, serta masih terbatasnya integrasi teknologi digital interaktif dalam pembelajaran matematika. Penelitian menggunakan pendekatan Research and Development (R&D) dengan model ADDIE dan melibatkan 28 siswa kelas X SMA Santa Maria Yogyakarta. Data dikumpulkan melalui lembar validasi ahli, angket kepraktisan guru dan siswa, observasi, serta pre-test dan post-test penalaran aljabar. Data kuantitatif dianalisis menggunakan statistik deskriptif, normalized gain (N-gain), dan perbandingan hasil pre-test dan post-test, sedangkan data kualitatif dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa modul dikembangkan melalui lima tahap ADDIE dan dinilai sangat valid oleh dua ahli (95% dan 90%) serta sangat praktis berdasarkan respons siswa (82,4%) dan guru (82,5%). Rata-rata skor penalaran aljabar siswa meningkat dari 44,05 (SD = 21,26) pada pre-test menjadi 64,96 (SD = 21,84) pada post-test, dengan nilai N-gain sebesar 0,4 yang menunjukkan tingkat peningkatan sedang. Ketiga indikator penalaran aljabar mengalami peningkatan, dengan peningkatan terbesar pada pattern recognition (dari 42,9% menjadi 84,4%), sedangkan generalizing tetap menjadi indikator dengan capaian terendah pada post-test (51,1%). Temuan ini memberikan bukti bahwa modul yang dikembangkan memiliki validitas dan kepraktisan yang baik serta berkaitan dengan peningkatan penalaran aljabar siswa, meskipun dukungan pembelajaran lebih lanjut masih diperlukan untuk memperkuat kemampuan generalisasi.