Pengembangan Modul Pembelajaran Pengantar Dasar Matematika Berbasis Case-Based Learning untuk Mempromosikan Kemampuan Literasi Matematika dan Kemandirian Belajar Mahasiswa
DOI:
https://doi.org/10.24252/asma.v8i2.73594Keywords:
Case-Based Learning, learning independence, mathematical literacy, learning module, Introduction to Basic MathematicsAbstract
Mathematical literacy and learning independence are important aspects that need to be developed in higher education mathematics learning. The use of instructional materials that connect mathematical concepts with contextual problems is expected to support the development of both aspects. This study aimed to develop a Case-Based Learning (CBL)-based learning module for the Introduction to Basic Mathematics course that is valid, practical, and has the potential to support students’ mathematical literacy and learning independence. The module was developed using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The trial involved 15 students from the Mathematics Education Study Program at UIN Alauddin Makassar. Data were collected using expert validation sheets, lecturer and student response questionnaires, a mathematical literacy test, and a learning independence questionnaire. The data were analyzed descriptively, while differences in mathematical literacy scores before and after the learning intervention were analyzed using a paired-samples t-test. The results showed that the module achieved validation scores of 93.1% from material experts and 93.5% from media experts, both of which fell into the highly valid category. In terms of practicality, the lecturer response score reached 98.9%, while the student response score was 88.4%; both were categorized as highly practical. The mean mathematical literacy score increased from 66.69 on the pretest to 89.17 on the posttest, representing an increase of 22.48 percentage points. The paired-samples t-test revealed a statistically significant difference between the pretest and posttest scores. In addition, the mean student learning independence score reached 88, which was classified as very good. In conclusion, the developed module met the criteria for being highly valid and highly practical and demonstrated positive results in terms of students’ mathematical literacy and learning independence.
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