Development of Teaching Module Devices Using A Differentiated Approach with An Inquiry-Based Learning Model in the Motion Kinematics Material
DOI:
10.29303/jpm.v19i2.6229Published:
2024-03-19Issue:
Vol. 19 No. 2 (2024): March 2024Keywords:
Differentiated; Inquiry-Based Learning; Learning Outcomes; Motion Kinematics; Teaching ModuleArticles
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Abstract
This study aims to describe the feasibility of independent curriculum teaching modules implemented with a differentiated approach with inquiry-based learning models in a diversified learning environment and accomplish specific criteria for utilization to attain student learning outcomes. This research was carried out at SMA Negeri 1 Passi class XI-A Physics. This research uses the type of R&D (Research & Development) with a 4D development model (Define, Design, Development, and Disseminate) by Thiagarajan. Validity testing uses a validation worksheet during the expert appraisal development phase. The results of this study show that the validation of all learning tools obtained 86% to 88% in "valid" criteria, and it can be concluded that the teaching module devices developed were valid.
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Author Biographies
Siti Nurhaliza Mamonto, Bachelor of Physics Education Study Program, Department of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Gorontalo
Trisnawaty Junus Buhungo, Department of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Gorontalo
Dewa Gede Eka Setiawan, Department of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Gorontalo
Supartin, Department of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Gorontalo
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