Developing Problem-Based Learning Teaching Modules Integrated with ClassPoint to Enhance Students' Mathematical Reasoning

Abstract

Students’ mathematical reasoning ability remains relatively low, particularly in solving contextual problems that require students to provide mathematical explanations, perform mathematical manipulations, formulate conjectures, and draw conclusions. This condition is associated with the limited implementation of problem-based learning and the suboptimal use of interactive technology in mathematics instruction at SMPN 22 Padang. Therefore, this study aimed to develop a teaching module based on the Problem-Based Learning (PBL) model integrated with ClassPoint to improve students’ mathematical reasoning ability and to determine its validity, practicality, and effectiveness. This study employed a Research and Development approach using the Plomp model, consisting of preliminary research, development or prototyping, and assessment phases. The development process involved self-evaluation, expert review, one-to-one evaluation, small-group evaluation, and field testing. The field test involved 31 ninth-grade students of SMPN 22 Padang. Data were collected through validation sheets, practicality questionnaires, observation sheets, interviews, and mathematical reasoning tests. The results showed that the teaching module achieved a validity percentage of 91.56%, while the LKPD achieved 91.80%, both categorized as highly valid. The practicality scores were 87.41% based on students’ responses and 95% based on the teacher’s response, indicating a highly practical product. The average mathematical reasoning score reached 80.65, with 25 of 31 students (80.65%) achieving mastery. Thus, the developed PBL-ClassPoint teaching module met the criteria of validity, practicality, and effectiveness.