Development of project-based distance mathematics teaching materials assisted by dynamic mathematics software oriented to students' spatial ability

• Published in: AIP conference proceedings Vol. 2556; no. 1
• Main Authors: Desmaiyanti, Sugiman
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Melville American Institute of Physics 17.03.2023
• Subjects: Ability tests; Distance learning; Educational materials; Effectiveness; Mathematical analysis; Mathematics; Modules; Sheets; Software; Students; Teachers; Teaching
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0110100

The COVID-19 pandemic demands the implementation of distance learning, so teaching materials are needed to facilitate it. This study aims to produce and determine the quality of distance mathematics teaching materials based on projects assisted by dynamic mathematics software and oriented to students' spatial ability. The quality of learning materials consists of valid, practical, and effective. This study uses the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects of this study were 64 junior high school students. The instruments used were validation sheets, teacher and student assessment sheets, learning implementation observation sheets, and spatial ability tests. Learning materials are effective if 1) there is a significant increase in the average score of spatial ability, 2) there is an increase in the proportion of spatial ability that has good as a minimum category. The paired t-test was the test for the increase of average. And to test the proportion, the McNemar test was used. The results of the validity assessment show that the average percentage score of the two validators for the lesson plan, student worksheet, and module is 83,18%, 81,25%, and 84,28%, respectively. The results of the practicality assessment based on the assessment of the teachers obtained an average percentage score for the assessment of the lesson plan, student worksheet, and module, respectively, of 81,43%, 76,66%, and 84%. Based on student assessments, as many as 82,81% of students gave a minimum practical assessment. The results of the implementation of observations obtained an average percentage of implementation of 84,87%. The results of the effectiveness assessment showed an increase in the average score of spatial ability because the paired t-test obtained an average percentage of implementation of 84,87%. The results of the effectiveness assessment showed an increase in the average score of spatial ability because the paired t-test obtained t = -18,12 < t0,05,63 = -1,67 and p-value <2,2 x 10−16 < 0,05. The test also shows an increase in the proportion because the McNemar test obtained X2 = 29,03 > X20,05 = 3,84 and p-value = 7,12 × 10−8 < 0,05.