DEVELOPMENT OF A MIDDLE SCHOOL MATHEMATICS E-MODULE ON CONGRUENCE AND SIMILARITY INCORPORATING ETHNOMATHEMATICS

Salah satu materi geometri yang sulit dipahami oleh peserta didik adalah Kekongruenan dan kesebangunan yaitu minimnya pemberian contoh yang terjadi di kehidupan nyata dalam lingkup budaya yang disebut dengan etnomatematika. Upaya untuk mengatasi kesulitan peserta didik dalam materi tersebut salah satunya adalah penggunaan konsep E-Modul yang bisa menjadi alternatif dalam proses belajar mengajar. Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan e-modul pada materi kekongruenan dan kesebangunan ditinjau dari kevalidan, kepraktisan, dan keefektifan. Penelitian ini menggunakan model pengembangan ADDIE yang terdiri dari 5 tahap yaitu Analysis dilakukan analisis kinerja, peserta didik, kurikulum serta media. Tahap Design dilakukan penyusunan materi, pembuatan instrumen (pedoman wawancara, lembar validasi media, lembar validasi materi, angket respon peserta didik, soal pretest dan posttest), pembuatan flowchart, dan storyboard. Tahap Development dilakukan pengembangan e-modul berbasis android, validasi ahli media dan materi, revisi media, dan uji coba terbatas. Tahap Implementation, diimplementasikan kepada peserta didik kelas IX SMP Negeri 2 Sukodono. Tahap Evaluation dilakukan kegiatan menganalisis hasil dari penelitian yang dilakukan. E-Modul dinyatakan sangat valid oleh ahli media dengan nilai validasi tahap 1 sebesar 60,2% dengan kriteria cukup valid dan direvisi kembali serta perbaikan media dihasilkan nilai 80,8% dengan kriteria sangat valid pada validasi tahap 2 dan ahli materi dengan nilai 86,8% dengan kriteria sangat valid. E-modul dinyatakan praktis dengan presentase angket respon peserta didik sebesar 83,5% dengan kriteria sangat praktis. E-Modul dinyatakan efektif karena terdapat perbedaan yang signifikan pada hasil data nilai peserta didik sebelum dan sesudah menggunakan e-modul dibuktikan juga oleh rata-rata nilai N-Gain sebesar 0,88 dengan kriteria tinggi.

One of the materials of geometry that is difficult for students to understand is coherence and coherence, that is, the lack of examples that occur in real life in a cultural sphere called ethnomathematics. Efforts to overcome the difficulties of learners in the material one of which is the use of the concept of E-modules that can be an alternative in the teaching and learning process. This research aims to describe the development process of the E-Module learning media on the topics of congruence and similarity in terms of validity, practicality, and effectiveness. This study employs the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis stage, performance, students, curriculum, and media were analyzed. The Design stage involved the preparation of materials, creation of instruments (interview guidelines, media validation sheets, material validation sheets, student response questionnaires, pretest and posttest questions), and the creation of flowcharts and storyboards. The Development stage included the development of an Android-based E-Module, validation by media and material experts, media revisions, and limited trials. During the Implementation stage, the E-Module was implemented with ninth-grade students at SMP Negeri 2 Sukodono. The Evaluation stage involved analyzing the results of the conducted research. The learning media was deemed highly valid by media experts with a validation score of 60.2% in the first stage, which was subsequently revised to achieve a score of 80.8% with a highly valid criterion in the second stage. Material experts rated the media with a score of 86.8%, also within the highly valid criterion. Additionally, the validity of the pretest and posttest questions received a score of 85.7%, meeting the highly valid criterion. The learning media was considered practical with a student response questionnaire score of 83.5%, categorized as very practical. The learning media was also deemed effective, with a significant difference between the students' scores before and after using the E-Module, further evidenced by an average N-Gain score of 0.88, which falls under the high criterion.