Harmini, Triana (2018) Developing Learning Module Based On Differentiated Instruction. Developing Learning Module Based On Differentiated Instruction, 1200 (-). pp. 373-382. ISSN 978-602-19645-4-5

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Abstract

This study aims at developing learning modules based on a differentiated instruction for the Department of Informatics, Universitas Darussalam Gontor. This material is about equalities and inequalities of absolute value. This research is a development research adopting Borg and Gall development procedures limited to 7 stages namely information collecting, planning, development, preliminary field testing, revisions, main field testing, and revisions of a product as suggested by main field test result. The development of this product uses a differentiated instruction approach based on differences in student ability levels. Expert validation was carried out by 5 mathematicians (mathematics lecturers). The results of the expert validation indicate that the module is feasible to use in which its score is 84%. The practicality and effectiveness were assessed by the observer using some instruments including a lesson plan, feasibility observation sheet, student’s questionnaire. The product testing was conducted in calculus subject for the Department of Informatics. The score of the student response on the questionnaire was 82.67% which mean student responses are positive and modules were feasible to use for Calculus course. The product feasibility and student response show that the module based on differentiated instruction is valid and feasible to use as teaching aid in Calculus course.

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