Validity Assessment of An Integrated Realistic Mathematics Education and Project-based Inquiry Learning Module
DOI:
https://doi.org/10.37134/ejsmt.vol12.sp.10.2025Keywords:
Mathematics Education, Project-based Inquiry, Linear ProgrammingAbstract
Text-based learning resources are critical for helping pupils learn mathematics. However, limited studies have been conducted on designing mathematics modules as text-based learning materials for Vocational High School (VHS) students. Hence, developing an integrated Realistic Mathematics Education (RME) and Project-based Inquiry (PIL) module could be an innovative solution. This study analyzes the validity assessment as a part of the developmental stage of developing the module. The validation process was conducted by a team of five experts in mathematics education, who used a questionnaire to assess the face and content validity. The questionnaire evaluated four key aspects of face validity: language, text, graphics, and presentation. In terms of content validity, it considered five crucial elements: suitability to the target population, implementation of each module activity based on the principles of RME and the phases of PIL, compatibility with the allocated time, ability to enhance student performance in terms of creativity and achievement, and potential to influence attitudes towards excellence, particularly in terms of student motivation. The data analysis was conducted using descriptive statistics and percentages. Based on the data analysis, the average score percentage for all face and content validity aspects is 91.6% and 89.8%, respectively. It is in a good category because those range from 84% to 98%. Therefore, all module aspects have high content validity and exceed 70%.
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