Keywords
Inclusive Class
Geometric Thinking Ability
Student Worksheets
How to Cite
Abstract
Students often experience difficulties in learning geometry due to underdeveloped geometric thinking skills, particularly in understanding the properties of geometric figures and spatial relationships. This challenge is more pronounced in inclusive classrooms, especially for slow-learner students who require more structured and contextual learning support. Therefore, teaching materials that effectively facilitate the development of geometric thinking skills are needed. This study aims to develop an ethno–Realistic Mathematics Education (ethno-RME)–based student worksheet (LKPD) incorporating Turonggo Yakso batik in the topic of geometric transformations that is valid and practical for facilitating students’ geometric thinking skills in inclusive classrooms. This study employed a Research and Development (R&D) approach using the ADDIE development model. The research subjects were students in an inclusive class at MTs Ma’arif NU Malang City, including slow-learner students. A one-group pre-test–post-test design was used. Data were collected through observation, interviews, and questionnaires and analyzed using descriptive quantitative and qualitative methods. The results indicate that the developed LKPD is highly valid, with an average validity score of 87.83%, and highly practical, with an average practicality score of 91.44%. Furthermore, the LKPD effectively facilitated students’ geometric thinking skills, as indicated by an N-Gain score of 0.65, categorized as moderate.
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